Learning French grammar spelling (GS) is particularly difficult for first-and second-language students, including in Quebec. However, certain teaching practices, such as integrated approach and metacognitive dictations, have shown positive effects on students ’ GS. In this study, we designed a teaching method inspired by these practices, integrating plurilingual pedagogy as well to include the bi/plurilingual profiles of students in French Quebec schools. We then tested a “plurilingual method” with Grade 7 students ( n = 79) and compared its effects with those of a “monolingual method” ( n = 70) and traditional GS teaching practices ( n = 46). Using a dictation and a written production for pretest, immediate and delayed posttest, we found that both the plurilingual and monolingual methods contribute significantly more to the development of GS than traditional teaching practices, especially the plurilingual method over time.
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