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Research remains limited on how adult plurilingual learners perceive using their languages during authentic collaborative writing, and how these perceptions compare with actual language use. In a Canadian university case study, six adult English learners with three L1s complete two collaborative tasks and discuss their openness to L1 and L2 (French).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/collaborative-writing-in-a-third-language-how-writers-use-and-view-their-plurilingual-repertoire-during-collaborative-writing-tasks/596237/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/collaborative-writing-in-a-third-language-how-writers-use-and-view-their-plurilingual-repertoire-during-collaborative-writing-tasks/596237.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about adult plurilingual learners in collaborative writing?","Question",{"text":112,"@type":113},"It examines how adult learners perceive using their languages during authentic collaborative writing tasks and how those perceptions relate to their observed language behaviors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the case study and what learning context was used?",{"text":117,"@type":113},"Six plurilingual adult learners of English at a Canadian university participated, working in dyads during two collaborative writing tasks across separate occasions.",{"name":119,"@type":110,"acceptedAnswer":120},"How do learners’ openness to L1 and L2 differ, and what was observed during interactions?",{"text":121,"@type":113},"Interview data indicates different levels of openness toward L1 and L2 (French). Interaction analysis confirms multiple uses of L1, while L2 was rarely observed during the interactions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596237,1792167246,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire During Collaborative Writing Tasks  \nCaroline Payant  \nUniversité du Québec à Montréal  \nZeina Maatouk  \nUniversité du Québec à Montréal  \nAbstract  \nRecent years have witnessed major development in plurilingual pedagogies which support the use of learners’ repertoire of languages in language learning contexts (Payant & Galante, 2022; Piccardo, 2013) . However, little research has been undertaken to examine adult plurilingual learners’ perceptions towards the use of their languages during authentic collaborative writing tasks and contrasted these views with their actual behaviours. In this case study, six plurilingual adult learners of English in a Canadian university with three unique L1s (Romanian, Russian, Spanish) completed two collaborative writing tasks on two separate occasions. Each dyad shared the same linguistic profiles and were encouraged to draw on their entire repertoire to complete the tasks. Semi-structured interview data shows differing levels of openness towards L1 and L2 (French) use during language-learning writing tasks. The analysis of the interaction confirms multiple uses for the L1; however, the L2 was seldom observed during interactions. The findings are discussed from aplurilingual lens and pedagogical implications are discussed.  \nRésumé  \nRécemment, nous observons un essor important des pédagogies plurilingues qui soutiennentl’utilisation du répertoire langagier des apprenants des langues secondes et additionnelles (Payant et Galante, 2022; Piccardo, 2013) . Cependant, peu de recherches se sont penchées sur les perceptions des apprenants adultes plurilingues à l’égard de l’utilisation de leurs langues lors de tâches d’écriture collaborative pour ensuite comparer celles-ci à leurs comportements lors des interactions. Dans cette étude de cas, six apprenants adultesplurilingues de l’anglais ayant trois langues maternelles différentes (roumain, russe, espagnol) ont réalisé deux tâches d’écriture collaborative, à deux occasions distinctes. Chaque dyade partageait le même profil linguistique et a été encouragée à puiser dans son répertoire pour accomplir les tâches. Les données d’entretiens semi-structurés montrent des niveaux différents d’ouverture à l’utilisation de la L1 et de la L2 (français) pendant les tâchesd’écriture pour l’apprentissage de l’anglais. L’analyse des interactions des dyades confirmedes utilisations multiples de la L1 ; cependant, la L2 a rarement été utilisée pendant les interactions. Nous discutons des résultats dans une optique plurilingue et soulignons les implications pédagogiques.  \nCanadian Journal of Applied Linguistics: 25, 1 (2022): 127-151  \nCJAL * RCLA Payant & Maatouk 128  \nCollaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire During Collaborative Writing Tasks  \nIntroduction  \nFor some, the terms bilingualism and multilingualism conjure up images of individuals who have native competence in two or more linguistic systems and a bi-/multilingual speaker is viewed as the sum of multiple monolingual native speakers (Grosjean, 2008) . A bilingual or multilingual speaker who cannot demonstrate mastery of multiple languages is perceived negatively and described as being lazy or lacking education (Grosjean, 2008) . This is a deficit view of multilingualism, one that is, unfortunately, dominant across social and educational contexts (Cummins, 2007) . From this viewpoint, learners are expected to develop native-like competence in each independent linguistic system. In an attempt to achieve this goal, second language (L2) educators have endorsed monolingual teaching approaches that promote target-language use only (Lin, 2013) with a native-speaker model in mind for decades.  \nIn the field of education and applied linguistics, there has been a shift in how multilingualism is conceptualized and we now regularly speak of plurilingualism and pl","cbCaij1bIFKhajeu","https://ap.wps.com/l/cbCaij1bIFKhajeu","pdf",434657,25,"English","# Introduction\n## Plurilingualism and plurilingual competence\n## Research questions and study purpose\n## Method context and participant overview","[{\"question\":\"What does the study investigate about adult plurilingual learners in collaborative writing?\",\"answer\":\"It examines how adult learners perceive using their languages during authentic collaborative writing tasks and how those perceptions relate to their observed language behaviors.\"},{\"question\":\"Who participated in the case study and what learning context was used?\",\"answer\":\"Six plurilingual adult learners of English at a Canadian university participated, working in dyads during two collaborative writing tasks across separate occasions.\"},{\"question\":\"How do learners’ openness to L1 and L2 differ, and what was observed during interactions?\",\"answer\":\"Interview data indicates different levels of openness toward L1 and L2 (French). Interaction analysis confirms multiple uses of L1, while L2 was rarely observed during the interactions.\"}]","Collaborative Writing in a Third Language - How Writers Use and View Their Plurilingual Repertoire During Collaborative Writing Tasks | PDF",1792082702,63]