This content is licensed under a Creative Commons Attribution License, which permits unrestricted use and distribution, provided the original author and source are credited. https://dx.doi.org/10.1590/1678-460X202339456227 D.E.L.T.A., 39-4, 2023 (1-33): 202339456227 D E L T A Articles Trans/plurilingual Pedagogies: A Multiethnography Pedagogias trans/plurilíngues: Uma Multietnografia James N. Corcoran 1 Brian Morgan 2 Jacqueline Ng 3 Heejin Song 4 Marlon Valencia 5 ABSTRACT Trans/plurilingual theory and pedagogies have been generating extensive attention within global English language teaching and teacher education. This article responds to the burgeoning area of trans/plurilingual pedagogies, outlining diverse pedagogical practices and perspectives from a group of English language educators at a large, cosmopolitan Canadian university. Considering recent assertions that there are onto- 1. Department of Languages, Literature, and Linguistics, York University. Toronto, Canada. https://orcid.org/0000-0001-7312-3720. Email: corcora2@yorku.ca 2. English Department, Glendon College, York University. Toronto, Canada. https://orcid. org/0000-0002-2496-167X. Email: bmorgan@glendon.yorku.ca 3. Department of Languages, Literature, and Linguistics, York University. Toronto, Canada. https://orcid.org/0000-0002-5484-0844. Email: jwng2009@yorku.ca 4. Department of Languages, Literature, and Linguistics, York University. Toronto, Canada. https://orcid.org/0000-0001-5504-5650. Email: hjsong@yorku.ca 5. English Department, Glendon College, York University. Toronto, Canada. https://orcid. org/0000-0002-0609-3696. Email: mvalen@glendon.yorku.ca