Home - Language & Literacy Education

We are a collective of educators committed to social justice in our work with students, colleagues, partners, and community members. We are privileged to learn, teach, and conduct our research on the ancestral, traditional, and unceded territory of the hən̓q̓əmin̓əm̓-speaking xʷməθkʷəy̓əm (Musqueam) people.

Read more

Our commitment is enacted through the interrelated areas of interest and expertise:

Centering community-driven and -led Indigenous and non-dominant language rights & realities: An inclusive publishing model for Indigenizing and decolonizing the academy [Indigenous Language Rights & Realities]. Language Documentation & Conservation, 1, 1-16

Galla, C.K. & Bischoff, S. T. (2025)

Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices. Modern Language Journal, 109, 104–106.

Darvin, R. (2025)

The need for critical digital literacies in generative AI-mediated L2 writing. Journal of Second Language Writing, 67, 101186.

Darvin, R. (2025)

English online/offline: Distinguishing material and materialist interpretations of entanglements. In J. W. Lee & S. Rüdiger (eds.) Entangled Englishes. Routledge.

Darvin, R. (2025)

Conceptualizing culture critically: Examining perspectives from additional language teachers. Foreign Language Annals, 1-14. http://dx.doi.org/ 10.1111/flan.12792

Kunnas, M., Masson, M., & Carroll, S. (2025)

Chapter 5: Moving beyond erasure of race in French as a second language education. In R. Kubota & S. Motha (Eds.), Race, Racism, and Antiracism in Language Education (pp. 125-146). Routledge.

Wernicke, M., Masson, M., Kunnas, M., & Adatia, S. (2024)

Book review: Developing translanguaging repertoires in critical teacher education. TESL Canada, 41(1), 153-154. https://doi.org/10.18806/tesl.v41i1/1406

Kunnas, M. (2024)

Collaborative creative inquiry: An arts-informed approach to transdisciplinary research. The Qualitative Report, 29(10), 2826-2847. https://nsuworks.nova.edu/tqr/vol29/iss10/16/ Collaborators: Natalia Balyasnikova, Yecid Ortega, Meghan Kumar, Melanie Wong].

Artem Research Collective (2024)

Leveraging arts-based literacies in science as evidence of learning. In B. Peters (Ed.), Arts-Based Multiliteracies for Teaching and Learning (pp. 269-302). IGI Global. DOI: 10.4018/979-8-3693-3184-2.ch010

*Ferreira, J.F., & Kendrick, M. (2025)