dela Cruz, J.W.N. (2023). Plurilingual strategies for teaching pronunciation in TESOL: A research-based and action-oriented approach. In K. Raza, D. Reynolds, & C. Coombe (Eds.), Handbook for multilingual TESOL in practice. Springer. https://doi.org/10.1007/978-981-19-9350-3_4

dela Cruz, J. W. N. (2023). Teaching and assessing plurilingually using the CEFR: Towards linguistically inclusive additional language instruction. Concordia Working Papers in Applied Linguistics, 7, 55–74. http://doe.concordia.ca/copal/documents/7_dela%20Cruz.pdf

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dela Cruz, J.W.N. (2022). Plurilingual or not plurilingual? Plurilingual competence and identity of Canadian EAL peers in a francophone post-secondary context. OLBI Journal/Cahiers de l’OLBI, 12(1), 139–160. https://doi.org/10.18192/olbij.v12i1.6075 

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dela Cruz, J.W.N. (2022). “I subtitle myself”: Affordances and challenges of Canadian EAL students’ plurilingual learning strategies in a francophone college. TESL Canada Journal, 38(2), 36-62. https://doi.org/10.18806/tesl.v38i2.1356 

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Chung, R., & dela Cruz, J. W. N. (in press). Pedagogies of inclusion must start from within: Self-location, landguaging, and plurilingualism in the “L2” classroom. In A. Charity Hudley, C. Mallinson, & M. Buzcholts (Eds.), Inclusion in linguistics. Oxford University Press.

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Galante, A., & dela Cruz, J.W.N. (2021). Plurilingual and pluricultural as the new normal: An examination of language use and identity in the multilingual city of Montreal. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.1931244

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Galante, A., dela Cruz, J. W. N., Chiras, M., & Zeaiter, L. F. (2022). Challenging monolingual norms: TESL teacher education to advance learners’ plurilingual and pluricultural awareness. In R. Fielding (Ed.), Multilingualism, identity, and interculturality in education (pp. 91-120). Springer. https://doi.org/10.1007/978-981-19-5848-9_5

Galante, A.,  Zeaiter, L.F., dela Cruz, J.W.N., Mass, N., Aronson, J., de Oliveira, D.S.A., Teodoro-Torres, J.A. (2023). Digital plurilingual pedagogies in foreign language classes: Empowering language learners to speak in the target language. The Language Learning Journal. https://doi.org/10.1080/09571736.2023.2179654

Galante, A., Chiras, M., dela Cruz, J. W. N., & Zeaiter, L. F. (2022). Plurilingual guide: Implementing critical plurilingual pedagogy in language education. Plurilingual Lab Publishing. https://escholarship.mcgill.ca/concern/books/0c483q268?locale=en

Ortega, Y., Passi, A. L., dela Cruz, J. W. N., Nii Owoo, M. A., Cale, B., & Sarkar, M. (In press). Beginning the quilt: A polygonal and diverse collective seeking new forms of knowledge production. International Journal of Qualitative Methods.

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