Although recent calls have been made for a plurilingual shift in language learning, particularly in countries with linguistically and culturally diverse populations, teachers are still unsure about how to apply plurilingualism in the classroom. There remains a paucity of studies investigating the disconnect between the theory and implementation of the plurilingual shift. This quasi‐experimental study addressed these challenges by implementing plurilingual instruction in one English language program in a Canadian university and examining teachers’ perceptions of this type of instruction compared to English‐only. Seven teachers, all co‐researchers of the study, taught two groups of students with different approaches: One group received plurilingual instruction, and the other group received English‐only instruction. A deductive analysis of semistructured interviews with the teachers and an inductive analysis of classroom observations were conducted. Results show several affordances of plurilingual instruction, such as engaging students in language learning, advancing agentive power, and developing a safe space. Moreover, although none of the teachers had received training in plurilingualism, they unanimously reported preference for plurilingual instruction. Challenges resulted mainly from teachers’ history with the English‐only teaching tradition. This study is significant because it pioneered research aiming to bridge the gap between the theory and practice of plurilingualism, contributing pedagogical directions in TESOL.

中文翻译：

---

“只有英语不是走的路”：加拿大大学教师对英语课程中的多元教学的看法

尽管最近有人呼吁进行语言学习的多学科转变，尤其是在语言和文化背景各异的国家，但教师仍不确定如何在课堂上应用多学科主义。尚缺乏研究探讨多元转变的理论与实施之间的脱节。这项准实验研究通过在加拿大一所大学的一项英语课程中实施多语言教学，并研究了教师对这种教学与纯英语教学相比的看法，从而解决了这些挑战。七位教师（均为研究的共同研究者）以不同的方式教了两组学生：一组接受多语言教学，另一组仅接受英语教学。对教师进行的半结构式访谈进行了演绎分析，并对课堂观察结果进行了归纳分析。结果显示了多种语言教学的能力，例如让学生参与语言学习，提高代理能力和开发安全的空间。此外，尽管没有老师接受过多语言教学培训，但他们一致报告称他们倾向于多语言教学。挑战主要来自具有英语教学传统的教师历史。这项研究之所以意义重大，是因为它开创了旨在弥合多元论的理论与实践之间的鸿沟，并为TESOL的教学方向做出贡献的研究。结果显示了多种语言教学的能力，例如让学生参与语言学习，提高代理能力和开发安全的空间。此外，尽管没有老师接受过多语言教学培训，但他们一致报告称他们倾向于多语言教学。挑战主要来自具有英语教学传统的教师历史。这项研究之所以意义重大，是因为它开创了旨在弥合多元论的理论与实践之间的鸿沟，并为TESOL的教学方向做出贡献的研究。结果显示了多种语言教学的能力，例如让学生参与语言学习，提高代理能力和开发安全的空间。此外，尽管没有老师接受过多语言教学培训，但他们一致报告称他们倾向于多语言教学。挑战主要来自具有英语教学传统的教师历史。这项研究之所以意义重大，是因为它开创了旨在弥合多元论的理论与实践之间的鸿沟，并为TESOL的教学方向做出贡献的研究。挑战主要来自仅具有英语教学传统的教师历史。这项研究之所以意义重大，是因为它开创了旨在弥合多元论的理论与实践之间的鸿沟，并为TESOL的教学方向做出贡献的研究。挑战主要来自具有英语教学传统的教师历史。这项研究之所以意义重大，是因为它开创了旨在弥合多元论的理论与实践之间的鸿沟，并为TESOL的教学方向做出贡献的研究。