In this segment of Teacher Real Talk, Farnaz and Rebecca Schmor (PhD, Language and Literacies Education) talk about what it means to embrace plurilingualism in English language education. They get into the relationship between language and identity, examine why English-only policies continue to persist in many institutions, and discuss how these beliefs influence both teaching and learning. The conversation encourages educators to reconsider long-held assumptions and reflect on how they can create learning environments that value the full range of their learners' linguistic resources.Dr. Rebecca Schmor is an academic coach and editor who supports graduate students and early career researchers in the humanities and social sciences disciplines. She has taught English, Spanish, and German in several countries including Canada, China, and Cuba. She currently lives in Mexico with her husband and daughter.
Rebecca's website: https://www.rebeccaschmor.com/
Resources mentioned in the episode:Schmor, R., Jones, S., & Noel, K. (2023). Microaggressions to microaffirmations: A trioethnography of plurilingual EAP instructors. Journal of English for Academic Purposes, 64, 101270.Schmor, R., & Piccardo, E. (2024). Supporting language rights: plurilingual pedagogies as an impetus for linguistic and cultural inclusion. Human Rights Education Review, 7(1), 72-102.Schmor, R. (2024). Adopting a plurilingual attitude: A reimagining of linguistic and cultural identity. In Autoethnographies of Plurilingualism (pp. 19-26). Routledge.Schmor, R., Araki, Y., Santoyo, S., & Gao, X. (n.d.). “Understanding is a shared responsibility”: The impact of plurilingual teaching practices from the perspective of three English language learners [Unpublished manuscript].
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