Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire During Collaborative Writing Tasks

Recent years have witnessed major development in plurilingual pedagogies which support the use of learners’ repertoire languages language learning contexts (Payant & Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult perceptions towards their during authentic collaborative writing tasks and contrasted these views with actual behaviours. In this case study, six learners English a Canadian university three unique L1s (Romanian, Russian, Spanish) completed two on separate occasions. Each dyad shared same linguistic profiles were encouraged draw entire complete tasks. Semi-structured interview data shows differing levels openness L1 L2 (French) language-learning The analysis interaction confirms multiple uses for L1; however, was seldom observed interactions. findings are discussed from lens pedagogical implications discussed.