911吃瓜

Singh, A., & Dagenais, D.  (2015).  Book review. C. H茅lot, R. Sneddon, & N. Daly (Eds.), Children's literature in multilingual classrooms: From multiliteracy to multimodality. London, UK: Trentham Books.

Dagenais, D. (2012). Identities and language learning in classrooms.  In Carol A. Chapelle (General Editor) and Lourdes Ortega (Area Editor). The Encyclopedia of Applied Linguistics Language Learning and Teaching: Classroom Identities and Language Teaching. Malden, MA:  Wiley-Blackwell.

Dagenais, D., Beynon, J., Norton, B., & Toohey, K. (2011). Links between language and identity in the discourses of learners, parents and teachers.  In G. Zarate, D. Levy & C. Kramsch (eds). Handbook of Multilingualism and Multiculturalism (pp. 289-295). 脡ditions des archives contemporaines, Paris. (Translation).

 Dagenais, D., Beynon, J., Norton, B., & Toohey, K. (2008). Liens entre la langue et l鈥檌dentit茅 dans le discours des apprenants, des parents et des enseignants. In C. Kramsch, D. L茅vy, & G. Zarate (Eds.), Pr茅cis critique du plurilinguisme et du pluriculturalisme (pp. 301-306). Paris: 脡ditions des archives contemporaines/Contemporary Publishing International.

Dagenais, D., & Sabatier, C. (2005). Critique de livre. Jean-Luc Richard. Partir ou rester? Destin茅es des jeunes issus de l鈥檌mmigration.  Paris: Presses Universitaires de France, 2004, 258 pages. Journal of International Migration and Integration, 5.

Dagenais, D. (1989). Perceptions and processes of French and English writing in a French immersion program.  Carleton Papers for Applied Language Studies, 7, 64-83.