Dagenais, D. (2022). My trajectory in languages and language learning. In G. Prasad, N. Auger, Le Pichon, E. (Eds.), Multilingualism in context: Key concepts and practices in education. Cambridge UK: Cambridge (pp. 104-111).

Dagenais, D., Brisson, G., Forte, M., & André, G. (2021). Questioning human and material boundaries in plurilingual identity construction. In E. Piccardo, A. Germain-Rutherford & G. Lawrence (Eds.), Routledge Handbook of Plurilingual Language Education. New York: Routledge (pp. 249-262).

Dagenais, D. (2020). Explorations du plurilinguisme et de la multimodalité dans l'enseignement des littératies en contextes minoritaires. In J. Thibeault & C. Fleuret (Eds.), Didactique du français en contextes minoritaires : enjeux actuels et regards prospectifs (pp. 35-55). Ottawa, ON : Presses de l’Université d’Ottawa.

Dagenais, D. (2020). Identities and language teaching in classrooms. In C. A. Chapelle (General Editor), The Concise Encyclopedia of Applied Linguistics (pp. 557 – 561). Malden, MA: Wiley-Blackwell.

MacDonald, M., Hill, C., Sinclair, N., Smythe, S. Toohey, K., & Dagenais, D. (2019). Pursuing relational and differential methodologies: From diffraction to monstrosity in in-service teacher education. In K. Nolan & J. Tupper (Editors), Social Theory for Teacher Education Research (Beyond the Technical-Rational), pp. 33-50. New York, NY: Bloomsbury Academic.

Early, M., Dagenais, D., & Carr, W. (2016). Second language education in Canada. In S. May (General Editor), Encyclopedia of Language and Education, N. Van Deusen-Scholl (Volume Editor),Volume 4: Second and Foreign Language Education New York, NY: Springer. DOI: 10.1007/978-3-319-02323-6_27-1.

Toohey, K., & Dagenais, D. (2012). Child second language learners and videomaking in three sites: Opportunities for developing multilingual, multimodal literacies. In J. Li, N. Gromik, & N. Edwards (Eds.), ESL and digital video integration: Case studies (pp. 33-46). Alexandria, VA: TESOL Publications.

Dagenais, D., Moore, D., & Sabatier, C. (2012). Lire la ville. Exploiter le paysage linguistique pour une approche plurilingue intégrée. In C. Cortier & M. Cavali (Eds.). LANGUES REGIONALES/MINORITAIRES DANS L’EDUCATION BI-/PLURILINGUE: LANGUES D’ICI, LANGUES D’AILLEURS. Graz, Austria: the European Centre for Modern Languages, Council of Europe.

Dagenais, D., Moore, D., & Sabatier, C. (2009). Negotiating Teacher-Researcher Collaboration in Immersion Education. In Miller, J., Gearon, M., & Kostogriz, A. (Eds.) Literacy and culturally diverse classrooms: New dilemmas for teachers. Clevedon, UK: Multilingual Matters.

Dagenais, D., Moore, D., Sabatier, C., Lamarre, P., & Armand, F. (2009).  Linguistic landscape and language awareness.  In E. Shohamy & D. Gorter (Eds.), Linguistic Landscape: Expanding the Scenery (pp. 253-269). New York:  Routledge/Taylor & Francis Group.

Dagenais, D. (2008). Developing a critical awareness of language diversity in immersion. In T. Fortune & D. Tedick (Eds.), Pathways to bilingualism and multilingualism: Evolving perspectives on immersion education (pp. 201-220). Clevedon, UK: Multilingual Matters.

Dagenais, D., & Jacquet, M. (2008). Le rôle des pratiques religieuses dans la valorisation du plurilinguisme. In V. Castellotti, & D. Moore (Eds.), La compétence plurlilingue: perspectives francophones (pp. 83-104). Berne, Suisse: Peter Lang.

Beynon, J., LaRocque, L., Ilieva, R., & Dagenais, D. (2005). Possibilities and Limitations: Multicultural Policies and Programs in Canada. In C. James, & L. Huss. (Eds.), Minority Issues in Diverse Societies: A Comparison of Sweden and Canada (pp. 108- 129). Halifax, NS: Fernwood Press.

Lamarre, P., & Dagenais, D. (2003). Linguistic Representations of Trilingual Youth in Two Canadian Cities. In C. Hoffmann, & J. Ytsma (Eds.), Trilingualism in Family, School and Community (pp. 53-74). Clevedon, UK: Multilingual Matters.

Dagenais, D., & Wideen, M. (1999). Teacher education at Simon Fraser University: Collaboration between two professional cultures. In M. Wideen, & P. Lema. (Eds.), Changing schools of education: Ground-level reform (pp. 169-183).  Calgary, AB: Detselig.

d’Anglejan, A., & Dagenais, D. (l996). Conceptualisation et mise à l’essai d’une approche pédagogique à l’intention de l’adolescent immigrant sous-scolarisé. In K. McLeod, & Z. De Koninck (Eds.), Multicultural Education: The State of the Art. A National Study (pp. 56-74). Ottawa, ON: CASLT.

Dagenais, D. (l992). Perceptions et processus de changement lors d’une innovation scolaire dans l’enseignement de l’écrit. In M. Lebrun, & C. Préfontaine (Eds.), Stratégies d’enseignement et d’apprentissage en lecture/écriture (pp. 67-79). Montréal, QC: Éditions Logique.