RT Journal Article SR Electronic(1) A1 Gagné, Antoinette A1 Chassels, Carrie A1 McIntosh, Megan YR 2015 T1 Plurilingual teachers and their experiences navigating the academy: Lessons and strategies for equity JF Australian Review of Applied Linguistics VO 38 IS 3 SP 106 OP 122 DO https://doi.org/10.1075/aral.38.3.02gag PB John Benjamins SN 0155-0640, AB Drawing on qualitative data collected from plurilingual teachers in the context of three research studies conducted at the University of Toronto between 2004 and 2015, this paper critically examines, through a dialogue between the three researchers, the experiences of plurilingual teacher candidates and graduate students in Education as they navigate the academy. A trioethnographic methodology is used, unpacking the underlying tensions of roles and positions held by each of the researchers in the Student Success Centre (SSC) which offers a range of support services and provides a space where plurilingual teacher learners can interact with plurilingual tutors during their academic journey which may include practica and internships. We relate our findings focussed on the SSC to the literature on diverse teachers in universities as well as writing centre research calling for significant changes in how to support plurilingual students in the academy in order to highlight lessons and strategies for equity., UL https://www.jbe-platform.com/content/journals/10.1075/aral.38.3.02gag