Fall 2025

Anti-Racism in EAL Teaching: Considering Plurilingualism

Students do not come as a tabula rasa, or blank slate. They come into classrooms with identities and cultures that are often explicitly connected to their language. – Lisa Olding

In the work that Alberta Routes does to support EAL practitioners, the majority of our workshops offer practical strategies and best practices for helping newcomers develop their language skills. Our hope is that instructors gain confidence in delivering programs that aim to improve a newcomer’s language competence so they can communicate effectively in Canadian society.

But beyond gaining pedagogical approaches, another area in which we invite EAL practitioners to grow, is in putting on a lens of equity, diversity, inclusion, and anti-racism in their teaching-learning encounters with English language learners.

In our workshop on Integrating Anti-Racist Principles in EAL Teaching Practices, the term “plurilingualism” is mentioned as one such lens.

Consider how many Canadian-born English speakers are monolingual, or if they are first generation immigrants typically from Europe, they may be bilingual. So English for them may be a first or second language. The term “ESL- English as a second language”, however, can mistakenly assume that “ESL” students are similarly monolingual or bilingual. Many of them are, in fact, plurilingual - having multiple languages in their cognitive and linguistic repertoire. They may not have mastered all these languages, for example, being able to understand one but not speak it fluently, but they have some knowledge and skill at their disposal. For them, English is merely an additional language, hence, the invitation to replace the term ESL with EAL – English as an Additional Language.

Anti-racist pedagogy challenges EAL practitioners to go even one step further. In educational institutions, the categorization of learners (and even teachers) as “native” and “non-native” speakers unconsciously creates a hierarchy in which the “native” speaker is more desirable. The very concept needs to be questioned. This anti-racist lens can also remind teachers to reject textbooks and teaching materials that use only stereotypical white faces as examples of English language users.

Today, a society of mixed languages – a multilingual society - is often the norm. A plurilingualistic approach to teaching invites practitioners to see English as only one of many languages that learners know and use not only to communicate but also to create their identity.

Accepting this linguistic diversity within a learner means respecting their right to use another language as a tool for learning English. Teachers can build on their learner’s first language (L1) by inviting them to consider similarities and differences in vocabulary, grammatical patterns, pragmatic and sociolinguistic uses of their L1 and English, thus enriching their awareness of the wealth of languages.

Gone are the days when using L1 in the English language classroom was prohibited. A learner’s L1 can be useful for clarifying task instructions or grammatical explanations. Bringing learners’ L1 into the classroom also reduces their anxiety and the cognitive load required to process new information, thus preventing de-motivation and lack of engagement.

To help honor learners’ experiences and backgrounds, teachers can also celebrate not just the external aspects of learners’ cultures, such as food or dress, but their lived experiences. For lower proficiency learners, Olding (2016) describes the use of “identity texts” – learners use their L1 to write a narrative of a lived experience then work with another learner to translate this into English. Learners gain not only vocabulary but an opportunity to build their plurilingual identity. Teachers gain the opportunity to share power in the classroom with learners, thus honoring the spirit of equity.

Anti-racist pedagogy also invites EAL practitioners to question even the notion of a “standard English.” Unfortunately, Canada is not yet at a point where a dominant language standard can be eliminated. EAL practitioners still need to support learners in achieving the language proficiency requirements for permanent residency, citizenship, or employment. But we need to remember to put English in its place not as the language that carries higher status or the one that learners need to master, but as a tool for gaining functional competency in social situations and a way to facilitate human dialogue.

With this lens, we can contribute to building equity and harmony in our multilingual communities.

References:

Iswati, L. and Hadimulyono, A. O. (2018). The role of L1 in L2 classes. Journal of English Education, Literature, and Culture. Vol. 3, No. 2 (125-134). https://www.researchgate.net/publication/327391232_The_role_of_L1_in_L2_classes

Olding, L. (2017). Racism and English language learning: Employing an anti-racist approach to English as an additional language education. Simon Fraser University Educational Review, 9. https://doi.org/10.21810/sfuer.v9i.310

Sanako (2023 Jun 13). Effective L1 use in language classrooms. [Blog] https://sanako.com/effective-l1-use-in-language-classrooms

Trentman, E. (2019 Jan 25). Multilingualism and plurilingualism: Implications for the language classroom. [Blog]. https://emmatrentman.com/2019/01/25/multilingualism-and-plurilingualism-implications-for-the-language-classroom/

Wikipedia. Plurilingualism. https://en.wikipedia.org/wiki/Plurilingualism

 

Workshops and Study Groups

Alberta Routes study groups invite EAL practitioners to form a community of practice, sharing ideas from their experience and collaborating with fellow tutors and instructors to address issues related to their own EAL context.

The groups meet online once a week for four or five sessions. In each session, participants explore one area of the topic and then work in small groups to apply what they have learned by analyzing lesson plans, planning lesson activities, or exchanging ideas on case studies.

Two study groups are planned for are planned for the Winter: EAL Tutor Essentials (Jan-Mar 2026) and Foundations to Social Justice (Mar-Apr 2026).

New Workshops

In addition to yearly updates made on existing workshop offerings, Alberta Routes also develops new workshops to address emerging needs. In 2024, the following topics were added to the roster of workshops:

• Gender-Inclusive Learning Environments - In this workshop, participants consider the importance of equity, diversity, and inclusion in a gender-inclusive classroom. The workshop begins with a discussion on the differences between sex and gender, highlighting the definition of gender identity. It invites participants to acknowledge and celebrate the diversity that exists within the social constructs of gender within a Canadian context. The participants then explore best practices for fostering gender-inclusive learning environments. 

• Creating Accessible Learning Environments- In this workshop, participants consider what an accessible learning environment is and acknowledge the importance of accessibility in creating a sense of belonging and an inclusive learning environment. It explores the guidelines of Universal Design for Learning (UDL) to help create accessible learning environments for all. 

• Introduction to Teaching CLB 5 & CLB 6 Learners- This workshop is for participants who want to develop or enhance their ability to create lesson plans using the Canadian Language Benchmarks. By the end of the workshop, participants will have ideas of the specific vocabulary, grammar, and strategies CLB 5 and CLB 6 learners require for all four skill areas and the basis for at least one activity for each skill. 

In 2025, two additional workshops were developed by the in-house expertise of Alberta Routes Advisors.

From funding awarded by the Alberta Retired Teachers Association, a workshop was created on:

• Teaching Senior English Language Learners - This interactive workshop equips participants with the tools and understanding needed to support senior adults who are learning English as an additional language (EAL). Participants will discover best practices to teach and connect with senior learners, including tips for them engaged and making lessons meaningful. The session also looks at topics and materials that reflect seniors’ real-life experiences and interests. By the end of this workshop, participants will feel more confident creating a welcoming and respectful learning space for senior EAL learners.

In response to the IRCC announcing a newly accepted third-party English proficiency test, the Pearson Test of English (PTE), a workshop was also created on:

• Pearson Test Preparation - This workshop is designed to enable participants to understand the Pearson Test of English (PTE) and identify test-taking tips and strategies for helping learners prepare for all parts of the test. The focus is on the PTE Core required by Immigrant, Refugee, and Citizenship Canada (IRCC) for Canadian citizenship applications. Participants will review sample test questions for Speaking, Writing, Reading, and Listening and will take away useful ideas for planning activities for learners.

Upcoming Projects

Currently on the worktable are two projects that respond to the evolving demands of English as an additional language (EAL) practitioners in the province.

Microcredentials

Many EAL practitioners attend Alberta Routes workshops to grow their skills or even to begin a teaching career. Because of this, Alberta Routes has been working to create microcredentials using the existing course offerings.

Alberta Routes is in the process of developing three (3) microcredentials that will give educators formal recognition in three key areas:

1. EAL Educator
2. EAL Educator’s Toolkit
3. Equity, Diversity, and Inclusion (EDI) Approach.

The EAL Educator microcredential will equip practitioners with essential skills to help learners acquire foundational English language skills, focusing on effective teaching strategies and learner assessment.

The EAL Educator’s Toolkit microcredential is designed to further equip practitioners with essential skills and strategies to enhance their teaching practices.

The EDI Approach microcredential equips practitioners with the knowledge and skills to create inclusive and supportive learning environments.
The EAL Educator microcredential is scheduled to launch in early 2026.

Teaching Digital Skills to English Language Learners

Recognizing how the shift to online learning has left many foundational learners at a disadvantage, a new workshop is currently being created to support the development of digital skills in English language learners (ELL).

The interactive workshop aims to equip teachers with strategies and tools to help ELLs acquire essential skills to face a dual challenge: mastering a new language while navigating unfamiliar digital environments. Through hands-on activities and collaborative discussions, participants will explore practical ways to integrate technology into language instruction, helping ELLs building digital literacy alongside language skills.

The workshop is targeted for completion by early 2026.

New EAL Resources

The following new and updated resources have been added to the Alberta Routes library:

Alberta Routes English as an Additional Language (EAL) Literacy Handbook - A practical guide for educators and tutors working with English language learners who have limited literacy. It offers essential background information on EAL literacy learners, effective teaching strategies, and ready-to-use lesson plans to support instruction. 
Some highlights of the handbook include:

• A placement tool to guide decision-making
• Excerpts from the CLB ESL for Adult Literacy Learners
• Lesson plans and links to online resources

The handbook was developed by Tyla Olsen, an Alberta-based curriculum developer and former NorQuest LINC instructor. A digital copy is available on the Alberta Routes website.

Alberta Routes New EAL Practitioner Handbook - A desktop reference for EAL program coordinators who are new to their role, this new handbook aims to help new coordinators build their confidence in the many tasks required by the job by providing introductory information on the following areas along with links to additional resources:

• Coordinating EAL Programs

• Planning Programs and Lessons
• Facilitating EAL Classes

Also developed by Tyla Olsen, the handbook is the result of consultation with CALP coordinators and a review of current resources. A digital copy is available on the Alberta Routes website. Print copies are also available for all Community Adult Learning Program (CALP) sites across the province.

CLB-Based Placement Tools (Writing & Speaking, Version B) -

The existing placement tools are used by CALP coordinators to conduct initial informal language assessments for newcomers who come through their doors. Created in 2013 and last revised in 2018, the tools consist of a set of Reading, Listening, Writing and Speaking test materials based on the Canadian Language Benchmarks.
New versions of the Writing and Speaking tests are now available to provide alternative materials to the existing versions. Copies of the new versions can be requested from any Alberta Routes Advisor.

Tip Sheets - Created to provide quick guides and condensed information on various EAL topics, the existing set of 22 Alberta Routes Tip Sheets have been recently updated and have also received a face lift. Instructors, tutors, and coordinators use these tip sheets as quick references.
Five new topics were recently added and can be accessed on the website:

• Gender-Inclusive Learning Environments
• Mastering Pronunciation: Tips for Educators
• Making Grammar Easy to Teach
• Creating Accessible Learning Environments
• Teaching Senior English Language Learners (to be uploaded)

YouTube Playlist

To provide a resource that instructors, tutors, and program coordinators can access asynchronously, Alberta Routes has started a video playlist on our very own Alberta Routes - YouTube channel. It currently includes videos from our The Elders Speak collection on promoting Indigenous awareness.
The latest videos added are short tutorials on the following:

• Alberta Routes Resources (8:24) How to find resources on the Alberta Routes website
• Task-Based Teaching (10:53) Connecting language learning with meaningful communication - with examples for CLB 3
• Teaching Grammar (7:58) Teaching grammar for real-life communication
• Teaching Idioms (7:18) Why, when, and how to teach idioms

Facebook Page

The Alberta Routes Facebook group page has been activated. The Alberta Routes Team of Advisors regularly add content to the page in order to connect to our existing networks in the field of English language teaching and adult learning. We hope this social media page will extend our reach around Alberta and even beyond the province.