Canada has two official languages—Or does it? Case studies of Canadian scholars' language choices and practices in disseminating knowledge

• Language-minority institutional spaces help create enabling contexts for biliteracy.
• Resources for biliteracy include bilingual corpora and terminological databases.
• Language/literacy brokers and bilingual academic networks are also essential.
• EAP instruction for bilingual scholars should include bilingual writing strategies.
• Canadian granting agencies should encourage French applications.

Despite a growing body of research on multilingual scholars' publication practices in several countries, the little research available on Canadian contexts has been limited to the predominantly French-speaking province of Québec. This gap in research is somewhat surprising given the significance of Canada's official bilingualism as a defining feature of Canadian identity and governmental support to French-medium and bilingual universities outside Québec. To investigate how francophone Canadian researchers in French-minority contexts meet pressures for publication and public engagement in English and French, we adopt a dialogical self-case study design and compare on our own experiences as applied linguists located in the same regional context and yet working in two markedly distinct institutional environments, a unilingual English university and bilingual university. Reflecting on our biliteracy development and bilingual publication practices, we attempt to reveal the social conditions that influence our individual language choices and enable (or constrain) our ability to sustain our commitment to disseminating knowledge in both English and French. We identify the challenges of, and strategies for, biliterate academic work, and show the key role of language-minority institutional spaces and continued governmental support in creating enabling contexts for biliteracy.