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Previous literature on higher education suggests the inclusion of pedagogy that is linguistically and culturally inclusive in settings with increasing multilingualism, which is the case in Canada. Yet, little is known as to how the implementation of such pedagogy can take place, particularly in language programs. This article reports a researcher-instructor collaboration that aimed at implementing plurilingual practices, such as translanguaging, plurilingual identity, comparons nos langues, and intercomprehension over 4 months in an English for Academic Purposes (EAP) program at a university in Toronto, Canada. Seven EAP instructors collaborated with a researcher to implement weekly plurilingual tasks: They conducted an environment analysis, examined the logistics of implementation, and collaboratively examined the tasks. The article presents the process of implementation of the plurilingual tasks and proposes a framework for collaboration with four key elements: administrative support, openness to the use of languages other than English in class, weekly collaborative checks with the researcher, and the learner-centered nature of the tasks. Implications for the implementation of plurilingualism in English language programs in higher education are discussed.

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.

Introduction: The past decade has seen a shift towards online purchasing and home delivery of alcohol, with this trend accelerated due to the COVID‐19 pandemic. However, research in this area is limited. This study aims to explore how and why people use online alcohol delivery services. Methods: Semi‐structured qualitative interviews (mean = 12.5 min; range = 7–19.5 min) with a convenience sample of 40 Australians ≥18 years who purchase alcohol online for delivery at least once per month. Reflexive thematic analysis was used to analyse and report the data. Results: Three themes were generated. (i) The convenience is a 'double‐edged sword': almost all participants expressed that they use alcohol delivery services because they reduce difficulty in obtaining alcohol by saving time or energy/effort; however, for some this could lead them to purchase and consume more alcohol than they otherwise would have. (ii) Cost savings motivate online purchases: some participants expressed that they could access alcohol more cheaply online than in‐store due to promotions, cost‐comparisons and the ability to shop at low‐cost outlets. (iii) Initiating or increasing use during the COVID‐19 pandemic: for some people continued or increased use had been maintained as they had grown accustomed to the convenience or changed shopping habits. Discussion and Conclusion: Participants purchased alcohol online for home delivery primarily for convenience; however, for some the convenience could lead them to purchase and consume more alcohol than they otherwise would have. Targeted improvements to the regulation of these services are needed to minimise the risks they may pose for alcohol harm. [ABSTRACT FROM AUTHOR]

Introduction: Variation in alcohol availability is an important driver of levels of consumption and harm, with recent increases in online alcohol home delivery use expanding availability. There is limited research on the impacts of these changes and the characteristics of consumers who use alcohol home delivery. Methods: This study presents findings from an online survey (n = 465) of Western Australian adults who had purchased alcohol for home delivery within the past 6 months. Analyses compared high‐risk and low‐risk drinkers on use of, and exposure to, alcohol home delivery. Results: Compared to low‐risk drinkers, high‐risk drinkers were significantly more likely to make more frequent online purchases (odds ratio 5.42), utilise same day delivery (odds ratio 2.91) and purchase through specialised online‐only retailers (odds ratio 2.69). High‐risk drinkers also reported receiving deliveries while intoxicated more often (odds ratio 11.62), and ordering alcohol for delivery to continue a current drinking session (odds ratio 7.47). High‐risk drinkers also received advertising for alcohol home delivery more frequently (odds ratio 1.60) than low‐risk drinkers. High‐risk drinkers also ordered larger quantities of alcohol than low‐risk drinkers (M = 49 vs. 32 standard drinks). Discussion and Conclusions: Findings from this study indicate that these services are popular with high‐risk drinkers and potentially undermine other policy efforts to reduce drinking. Within Australia, stronger legislation (such as mandatory delay between order and delivery) and monitoring (e.g., test purchasing for compliance) are recommended. [ABSTRACT FROM AUTHOR]