Presentation

Landguaging imperial classrooms: Critical ecopedagogies for plurilingual speaking

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Abstract

Critical pedagogies invite reflection on the imperial legacies of English and French teaching in Canada. These monolingual frameworks have obscured understanding of plurilingual learning while reinforcing colonial systems historically linked to environmental degradation. To address this, ecopedagogies seek to “green” applied linguistics by encouraging imperial language instructors to plurilingually explore the land where their teaching occurs, a post-humanist process we term: Landguaging. This study reports on the viability of the Landguaging template to support plurilingual speaking activities. Conducted during a 5-hour workshop, twelve English- and French-language instructors tested the template over three modules, which included a land-sensitizing botanical drawing activity. Participants’ speaking activities focused on learning lexis (adjectives, nouns), grammar (past and present tenses), and narration styles (story-telling, descriptions) using four plurilingual techniques. While the template supported plurilingual speaking activities, results suggest that modifications are required to better incorporate segmental and suprasegmental features that promote both phonological control and ecological well-being.

Keywords: critical pedagogies, plurilingualism, ecolinguistics, second language, pronunciation

How to Cite:

Chung, R., & Cardoso, W. (2026). Landguaging imperial classrooms: Critical ecopedagogies for plurilingual speaking. In P. Trofimovich, A. Bodea, T.-N. N. Le, R. Suzuki, & C. Teló (Eds.), Proceedings of the 16th Pronunciation in Second Language Learning and Teaching Conference (pp. 1–12). Concordia University, Montreal, Canada, October 2025. https://doi.org/10.31274/psllt.22727