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Anderson, A., & Anderson, J. (2014). Parent-child mathematics: A study of mothers’ choices. In C. Nicol, P. Liljedahl, S. Oesterle, & D. Allen (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the American chapter of the Psychology of Mathematics Education, Volume II (pp. 33-38). Vancouver, BC: International Group fr the Psychology of Mathematics.

Anderson, A., & Anderson, J. (2014). Young children’s learning in the context of family and community. The Morning Watch, 41 (3-4), 1-3. Invited article; Special 40th Anniversary Issue.

Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2014). Research with young children and their families in aboriginal, immigrant and refugee communities. In O. Saracho (Ed.), Handbook of research Methods in early Childhood Education, Volume II (pp. 115-145). Charlotte, NC: Information Age Publishing.

*Friedrich, N., Anderson, J., & Morrison, F. (2014). Culturally appropriate pedagogy in a bilingual family literacy program. Literacy, 48 (2), 72-79.

Purcell-Gates, V., McTavish, M., Lenters, K., & Anderson, J. (2014). Working with different cultural patterns and beliefs: teachers and families learning together. Multicultural Education, 21 (3/4), 17-27.

Anderson, A, Anderson, J., *Nichols, L.  (2013). Through a rear-view mirror: Families retrospectively evaluate a family literacy program twenty years later. The School Community Journal, 23 (2), 33-53.

 Anderson, J., Moffatt, L., *McTavish, M., & Shapiro, J. (2013). Thinking critically about early childhood language education:  Socio-cultural Perspectives. In  O. Saracho & B. Spodek (Eds.),  Handbook of Research on the Education of Young Children/3ed (pp. 117-134).  New York: Routledge.

Anderson, A., Anderson, J., Lynch, J., Shapiro, J., & *Kim, J. (2012). Extra-textual talk in shared book reading: A focus on questioning. Early Child Development and Care, 182, 9, 1139-1154.

Anderson, A., & Anderson, J. (2012). Listening to families’ voices: Parents look back at a  family literacy program. In A. Kelly, B. Dwyer, G. Mehigan, & G. Watson (Eds.), Creating multiple pathways to powerful literacy in challenging times (pp.34-41). Dublin: Reading Association of Ireland.

Anderson, J., Anderson, A., *Friedrich, N., & *Kim, J. E. (2012). Taking stock of family literacy: Some contemporary perspectives. In K. Pahl & J. Rowsell (Eds.), Major works in early childhood literacy, Volume II (pp.219-238). London: Sage [reprint].

Anderson, J., Purcell-Gates, V., Lenters, K., & McTavish, M. (2012). Real-world literacy activity in pre-school. Community Literacy Journal, 8,2, 75-95.

Anderson, J., Anderson, A., & Morrison, F.(2012).Working in diverse communities: A social capital perspective of family literacy programsIn B. W. Toso (Ed.), Proceedings of the 2012 National Conference on Family Literacy Research Strand (pp. 7-17). University Park, PA: Goodling Institute for Research in Family Literacy, Pennsylvania State University.

Purcell-Gates, V., Anderson, J.,* Jang, K., & *Gagne, M., Lenters, K., & McTavish, M.  (2012). Measuring situated literacy activity: Challenges and promises. Journal of Literacy Research, 44, 4, 132-141.

Anderson, J., *Friedrich, N., & *Kim, J. (2011). Implementing a Bilingual Family Literay Program with Immigrant and Refugee Families: The Case of Parents As Literacy Supporters (PALS). Vancouver, BC: Decoda Literacy Solutions. Available at:

Anderson, J. & Morrison, F. (2011). Learning from/with immigrant and refugee families in a family literacy program.   In A. Lazar & P. Schmidt (Eds.), Practicing What We Teach How Culturally Responsive Literacy Classrooms Make a Difference (pp. 30-38). New York: Teachers College Press.

Anderson, J., Purcell-Gates, V., *Jang, K., & *Gagne, M. (2010). Implementing an intergenerational literacy program with authentic literacy instruction: Challenges, responses, and results Ottawa, ON: Canadian Council on Learning. Available at

Anderson, J., Anderson, A.,* Friedrich, N. & *Kim, J. (2010; invited article for special 10th anniversary issue).Taking stock of family Literacy: Some contemporary perspectives. Journal of Early Childhood Literacy, 10, 33-53.

*Anderson, L., & Anderson, J. (2010). Barney & Breakfast: Messages about food and eating in preschool TV shows. Early Child Development and Care, 180, 10, 1323-1336.

*Gagne, M., *Collier, D., Anderson, J., & Purcell-Gates, V. (2010). Literacy for Life: An Intergenerational Literacy Program (A Handbook for Practitioners). Vancouver, BC: Canadian Council for Learning. Available at


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Fels, L. & Belliveau, G. (2008). Exploring curriculum: performative inquiry, role drama and learning. Vancouver, British Columbia: Pacific Education Press/UBC Press. (286 pages)


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Sinclair, C. & Belliveau, G. (Eds.) (2014). Performed Research (special issue). Journal of Artistic Creative Education, 8(1). (150 pages)

Belliveau, G. & Weltsek, G. (Eds.). (2012). Considerations in the Innovative Gathering and Dissemination of Youth Theatre Research (special issue). Youth Theatre Journal, 26(1): 162 pages.

Belliveau, G., & Chaine, F. (Eds.). (2008). Drama/theatre education (special issue). Theatre Research in Canada28(2): 184 pages.


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Belliveau, G. (2014). Possibilities and perspectives in performed research. Journal of Artistic Creation in Education, 7(2), 124-150.

Belliveau, G., & Prendergast, M. (2013). Drama and literature. In M. Anderson & J. Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice (pp. 277-290). Continuum Press: London, UK

Belliveau, G.  & Kim, W. (2013). Drama in L2 learning: Research Synthesis. International Journal for Drama and Theatre in Foreign and Second Language Education, 7(2), 6-26.

Lafreniere, D., Cox, S., Belliveau, G. & Lea, G. W. (2013). Performing the human subject: Arts-based knowledge dissemination in health research. Journal of Applied Arts and Health, 3(3), 243-257.

Boydell, K.M., Volpe, T., Cox, S., Katz, A., Dow, R., Brunger, F., Parsons, J., Belliveau, G., Gladstone, B., Zlotnik-Shaul, R., Kamensek, O., Lafrenière D., & Wong, L. (2012). Ethical challenges in arts-based health research. International Journal for the Creative Arts in Interdisciplinary Practice, 11, 1-17.

Carter, M., Beare, D., Belliveau, G. & R. Irwin. (2012). A/r/tography as pedagogy: A promise without guarantee. The Canadian Review of Art Education 38, 1-15.

Shira, A & Belliveau, G. (2012). Discovering the role(s) of a drama researcher: Outsider, bystander, mysterious observer. Youth Theatre Journal 26(1), 73-87.

Belliveau, G. (2012). Shakespeare and Literacy: A Case Study in a Primary Classroom. Journal of Social Sciences, 8(2), 170-177.

Belliveau, G. (2012). Engaging secondary students through drama. In C. Leggo, K. James, T. Dobson (Eds.), English in Middle and Secondary Classrooms: Creative and Critical Advice from Canada’s Teacher Educators (pp. 164-167). Pearson Educational Press.

Belliveau, G. & Weltsek, G. (Eds.). (2012). Critical and innovative research in youth theatre. Youth Theatre Journal, 26(1): 162 pages.

Prendergast, M. & Belliveau, G. (2012) Poetics and Performance. In A. Trainor & E. Graue (Eds.), Publishing qualitative research in the social science (pp. 197-210). Routledge Publishing.

Beck, J., Belliveau, G., Wager, A., Lea, G. (2011). Delineating a spectrum of research-based theatre. Qualitative Inquiry, 17(8), 687-700.

Lea, G. W., Belliveau, B.,  Beck, J., Wager, A. (2011). A loud silence:weaving research-based theatre and a/r/tography. International Journal of Education and the Arts, 12(16).

MacKenzie, D. & Belliveau, G. (2011). The playwright in research-bases theatre. Canadian Journal of Practice-based Research, 3(1)

MacKenzie, D., Belliveau, G., Beck, J., Lea, G., Wager, A. (2011). Naming the Shadows: Theatre as Research. Canadian Journal of Practice-based Research, 3(1)

White, V., & Belliveau, G. (2011). Multiple perspectives, loyalties and identities: Exploring intrapersonal spaces through research-based theatre. International Journal of Qualitative Studies in Education, 24(2), 227-238.

Belliveau, G., & Lea, G. (2011) Research-based theatre in education. In S. Schonmann (Ed.), Key concepts in theatre drama education (pp. 332-38). Sense Publishers.

Webber, T., Belliveau, G., Lea, G. (2010). Hope and identity in the high school musical: Insights into the life of a hard of hearing student. In C. McLean & R. Kelly (Eds.), Creative arts in interdisciplinary practice, inquiries for hope and change (pp. 267-284). Temeron Books.

Belliveau, G., & Lea, G. (2010). TheaterPEI: The emergence and development of a local theatre. In L. Burnett (Ed.), Theatre in Atlantic Canada: Critical perspectives on Canadian theatre in English (pp.146-159). Toronto: Playwrights Canada Press.

White, V., & Belliveau, G. (2010). Whose story is it anyway? Exploring ethical dilemmas in performed research. Performing Ethos International Research Journal, 1(1), 85-95.

Belliveau, G. & White, V. (2010). Performer and audience responses to ethnotheatre: Exploring conflict and social justice.ArtsPraxis Research Journal, 2, 22-36.

Wager, A., Belliveau,G., Lea, G., Beck, J. (2009). Exploring Drama as an Additional Language through research-based theatre. International Journal for Drama and Theatre in Foreign and Second Language Education, 3(2).

Winters, K. & Belliveau, G. (2009). Shifting identities and literacy: An a/rt/ographic examination of an educational theatre company.Language & Literacy, 11(1).

Belliveau, G. (2009). Elementary students and Shakespeare: Inspiring community and learning. International Journal of the Arts in Society, 4(2), 1-8.

Belliveau, G. (2008). You didn’t do anything: A research play on bullying. Educational Insights 12.2.

Belliveau, G. (2008). Theatre and bullying: Increasing awareness about bullying and victimization. In S.Hymel, S. Swearer & P. Gillette (Eds.), Bullying at School and Online

Medina, C., Belliveau, G., Weltsek, G. (2008). Reflective practices in drama teacher preparation. Theatre Research in Canada28(2), 130-143.

Gouzouasis, P., Henry, J., Belliveau, G. (2008). Turning points: A transitional story of grade seven music students’ participation in high school band programmes. Music Education Research, 10(1), 75-89.

Belliveau, G., & Beare, D. (2008). Dialoguing scripted data. Being with A/r/tography. Ed. Stepanie Springgay, Rita Irwin, Carl Leggo and Peter Gouzouasis. Sense Publishers: 141-152.

Belliveau, G. (2007). An alternative model for teaching and learning. Canadian Journal of Education, 30(1), 47-67.

Belliveau, G. & White, V. (2008). It’s elementary! Learning and building community through Shakespeare. Proceedings Hawaii International Conference on Education. (2008): 806-817.

Belliveau, G. & Beare, D. (2007). Theatre for Positive Youth Development: A Model for Collaborative Play-Creating.Applied Theatre Researcher Vol. 7

Belliveau, G., Weale, J., Lea, G. (2007). TheaterPEI: The emergence and development of a local theatre. Theatre Research in Canada, 26(1), 64-81.

Bournot-Trites, M., Belliveau, G., Séror, J. , Spiliotopoulos, V.. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context, Learning through the Arts Research Journal, 3.1.

Belliveau, G. (2007). Ça bouge: Le théâtre de Moncton Sable. Theatre Research in Canada, 26(2), 114-129.

Belliveau, G. (2007). Dramatizing the data: An ethnodramatic exploration of a playbuilding process. Arts & Learning Research Journal, 23(1), 31-51.

Ryan, D., Giles, J., Belliveau, G., de Freitas, E. (2006). The effect of teaching style on learning and retention in a quantitative course. Active Learning in Higher Education, 7(3), 213 – 225.

Belliveau, G. (2006). Using drama to achieve social justice: Anti-bullying project in elementary schools. Universal Mosaic of Drama and Theatre – IDEA Publications, 5, 325 – 336.

Belliveau, G. (2006). Collective playbuilding: Using arts-based research to understand a social justice drama process in teacher education. International Journal of Education & the Arts, 7(5).

Belliveau, G. (2006). Performed research: Exploring an anti-bullying drama project in teacher education. Creative Arts in Health, Training and Education Research Journal, June 2, 9-11.

Belliveau, G. &  Lea, G. (2006). PEI’s Victoria Playhouse: Looking back, looking forward. Canadian Theatre Review, 128, 26 – 31.

Belliveau, G. (2006). Liveness in the Okanagan: Caravan Farm Theatre. Canadian Theatre Review, 127, 85 – 86.

Belliveau, G. (2005). Drama in the Maritimes: Tides (plays) are strong. Canadian Theatre Review, 122, 90 – 94.

Belliveau, G. (2005). An arts-based approach to teach social justice: Drama as a way to address bullying in schools. International Journal of Arts Education, 3, 136 – 165.

Belliveau, G. (2005). An arts-based approach to teach social justice: Drama as a way to address bullying in schools (Mandarin Translation). International Journal of Arts Education, 3, 166 – 189.

Belliveau, G. (2005). Mining and community: Using the arts as a way of knowing. English Quarterly, 37(1), 1 – 7.

Belliveau, G. (2004). Managing to keep going … Drama Education on Prince Edward Island. Canadian Drama Mosaic, 26 – 29.

Belliveau, G. (2004). Exploring Acadian History using arts-based teaching. Port Acadie, 5, 25 – 38.

Belliveau, G. (2004). Pre-service teachers engage in Collective Drama. English Quarterly, 35(3), 1 – 6.

Belliveau, G. (2004). Struggle to success: Collective drama on Anti-Bullying. Canadian Theatre Review, 117, 42 – 44.

Belliveau, G. (2003). Daddy on trial: Sharon Pollock’s New Brunswick plays. Theatre Research in Canada, 22(2), 161 – 172.

Belliveau, G. (2003). Remembering our past: Investigating British Columbia’s history in The Komagata Maru Incident and The Hope Slide. B.C. Studies, 137, 93 – 106.

Belliveau, G. (2003). Les Arts Dramatiques pour étudier la Déportation Acadienne en Immersion Française. Canadian Modern Language Review, 59(3), 441 – 453.

Belliveau, G. (2002). Glace Bay to Hollywood: A political journey. Theatre Research in Canada, 22(1), 46 – 57.

Belliveau, G. (2002). Paul Ledoux’ Anne: A journey from page to stage. Making Avonlea: L.M. Montgomery and Popular Culture. Ed. Irene Gammel. U Toronto Press: 201 – 215.


(The names of graduate student co-authors are underlined.)

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Bryson, M., & Stacey, J. (in press). Cancer knowledge in the plural: The queer biopolitics of “DIY” health. Journal of the Medical Humanities (special issue, Queer in the Clinic).

Hermida, A., & Bryson, M. (2010). Complexities of networked media within the transitive spheres of globalization. New Media & Society. 12, 855-861.

Bryson, M., & MacIntosh, L.(2010). Can we play ‘Fun Gay’?: Disjuncture and difference, and the precarious mobilities of millennial queer youth narratives. International Journal of Qualitative Studies in Education. 23(1), 101-124.

MacIntosh, L. & Bryson, M. (2008). Youth, MySpace, and the interstitial spaces of becoming and belonging.Journal of LGBT Youth: The Interdisciplinary Quarterly of Research, Policy, Practice, and Theory. 5(1), 133-145.

Bryson, M. (2006). New media and sexual subcultures: Critical perspectives on research problematics, possibilities, and practices. Journal of Gay and Lesbian Issues in Education, 3(4), 109-118.

Bryson, M., MacIntosh, L., Jordan, S., & Lin, H.L. (2006). Virtually queer?:Homing devices, mobility, and un/belongings. Canadian Journal of Communication, 31(3), 791-815.

Bryson, M. (2005). Virtually queer: Conjuring the quotidian. Journal of Gay and Lesbian Issues in Education, 2(4), 83-92.

Bryson, M. (2004). When Jill jacks in: Queer women and the Net. Feminist Media Studies. 4(3), 239-254.

Bryson, M., Petrina, S., Braundy, M., & de Castell, S. (2003). “Conditions for Success”?” Sex-disaggregated analysis of performance and participation indicators in technology-intensive courses in B.C. secondary schoolsCanadian Journal of Science, Mathematics and Technology. 3(2), 185-194.

Jenson, J., de Castell, S., & Bryson, M. (2003). “Girl Talk”: Gender, equity, and identity discourses in a school-based computer culture.Women’s Studies International Forum. 26(6), 561-573.

Faber, S., de Castell, & Bryson, M. (2003). Renal failure: towards a sociocultural investigation of an illness. Mind, Culture and Activity. 10(2), 143-167.

Bryson, M. (2002). Me/no lesbian: The trouble with “troubling lesbian identities”. International Journal of Qualitative Studies in Education, 15(3), 373-380.

de Castell, S., Bryson, M., & Jenson, J. (2002).Object lessons: Towards an educational theory of technology. First Monday, 7(1), Available at:

Bryson, M., de Castell, S., & Kobayashi, M. (2001). Essay Review: Children’s engagement in the world: A sociocultural perspective (A. Goncu). Mind, Culture and Activity, 8(4), 310-320.

Thompson, S., Bryson, M., & de Castell, S. (2001). Prospects for identity formation of lesbian, gay, or bisexual persons with developmental disabilities. International Journal of Disability Development and Education. 48(1), 53-65.

Bryson, M. & de Castell, S. (1998).  New technologies, gender, and the cultural ecology of primary schooling:  Imagining teachers as Luddites in/deed.   Educational Policy, 12(5), 542-567.

Bryson, M. & Scardamalia, M. (1996).  Fostering reflectivity in the argumentive thinking of students with different learning histories.  Reading and Writing Quarterly, 12(4), 351-384.

Bryson, M. & de Castell, S. (1996). Learning to make a difference:  Gender, new technologies, and in/equity.   Mind, Culture and Activity,2(1), 3-21.

Lonka, K., Joram, E. & Bryson, M. (1996). Conceptions of learning and knowledge.  Contemporary Educational Psychology, 21, 240-260.

Bryson, M. & de Castell, S. (1995). A chip on her shoulder?: New technologies, gender and in/equity. Women’s Education, 11(3), 15-23.

Bryson, M., & de Castell, S. (1994). Telling tales out of school: Modernist, critical, and postmodern “true stories” about educational technologies.  Journal of Educational Computing Research10(3), 199-221.

Bryson, M., & de Castell, S. (1993). Queer pedagogy: Praxis makes im/perfect. Canadian Journal of Education18(2), 285-305.

Bryson, M. (1993).  School-based epistemologies?:  Exploring conceptions of what, how and why students know.  Learning Disability Quarterly16(4), 299-315.

Bryson, M., & de Castell, S. (1993).  En/Gendering equity. Educational Theory43(4), 341-355.

Joram, E. Woodruff, E., Bryson, M., & Lindsay, P. (1992).  The effects of revising with a word processor on written composition.  Research in the Teaching of English26(2), 167-192.

Joram, E., Lindsay, P., Bryson, M., & Woodruff, E. (1990). Students’ editing skills and attitudes  towards word processing.  Computers and Composition: An International Journal 7(3), 55-72.

Shafrir, U., Ogilvie, M., & Bryson, M. (1990).  Attention to errors andlearning:  Across-task and across-domain analysis of the post failure reflectivity measure.  Cognitive Development, 5, 405-425.

Bryson, M. (1987).  Towards a cognitively-based analysis of the processes and products of reading disabled student-writers.  The Pointer,32(1), 24-28.

Work in P.

Exploring the promotion of online open courseware and academic collaboration for  Academic ESL mastery in Turkey and Iran.

Recently Published Work

Carey, S. (2010, June). Promoting international cultural and academic collaborative communication through technologies of open course ware. In Proceedings of The Seventh International Conference on Cultural Attitudes towards Technology and Communication Conference. University of British Columbia, Vancouver.

Carey, S. (2010, March). The Next Step for Global English Academic Literacy and Credentialing Open Course Ware. In A. Acer & P. Robertson (Eds.), Journal of English as an International Language (pp. 147-155).

Carey, S. (2010). The Next Step for Global English Academic Literacy and Credentialing Open Course Ware. In A. Acer & P. Robertson (Eds.), Proceedings of the English as an International Language Conference. Oct. 14-17, 2009, Dokuz Eylül University, Izmir, Turkey.

Carey, S. (2010). An Online Open Course Ware Approach to International Academic Literacy. Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL) Journal of Official Bilingual Languages Institute (OLBI). University of Ottawa.

Morgan, T. & Carey, S. (2009). From Open Content to Open Course Models: Increasing Access and Enabling Global Participation in Higher Education. International Review of Open and Distance Learning (IRODL), 10, 5.

Morgan, T. & Carey, S. (2009). From Open Content to Open Course Models. Proceedings of the 23rd World ICDE Conference on Open Learning and Distance Education. Maastricht, Netherlands.

Carey, S. A Model for Academic EOL Development for International Teachers and Students. Conference Proceedings for 2009 Society for Technology in Education Conference in Charleston March 5, 2009.

Carey, S. Technologies for Tertiary Education Preparation for Global Sustainability, Pandemics and International Financial Recession. Conference Proceedings for the 2009 E-LEARNING Association for the Advancement of Computing in Education. Vancouver Sheraton, October 27, 2009.

Guo, R., & Carey, S. (2008). Attitude Change and Knowledge Transformation. Polyglossia, 15, 25-34.

Basharina, O.K., & Carey, S. (October 2007). Factors shaping student participation in international computer mediated communication.Polyglossia, 13, 41-52.

Carey, S. & Morgan, T. (2005). Intercultural communication in online forums: Exploring new possibilities. Polyglossia, 10, 1-14.

Spiliotopoulos,V. & Carey, S. (2005). Investigating the role of identity in L2 writing using elecronic bulletin boards. The Canadian Modern Language Review62(1), 87-109..

Carey, S. & Guo, XG. R. (2003). Conditions for ESL acquisition on WebCT. The International Journal of Learning, Volume 9, 2002, 491-498.

Carey, S. & Guo, XG. R. (2002). Conditions for ESL acquisition on WebCT. In Learning Conference Proceedings. Melbourne, Australia: Common Ground Publishing.

Carey, S. (2002). Constructionism and Motivational Use of Technology for ESL Teachers. English Teaching, The Korean Association of Teachers of English, 57, 1, 45-57.

Carey, S., & Guo, R. (2002). Conditions for ESL acquisition on WebCT. Proceedings from the Ninth International Literacy and Education Research Network Conference on Learning, 16-20, Beijing.

Lee, S., & Carey, S. (2002). Explaining Chinese learners’ errors in the phonological representations of latinate derivatives in English. The Canadian Journal of Applied Linguistics, 5, 1, 65-92.

Carey, S. (2002). Principles for mixed mode classes using electronic bulletin boards for second language acquisition. Journal of Applied Linguistics Association of Korea, 17, 29-37.

Carey, S. (2001). Principles and practice of using interactive international technology for ESL. Invited Paper in Selected Papers From the 10th International Symposium on English Teaching. English Teachers Association, 21-29, ROC, Taipei.

Carey, S. (2001). How can we use WebCT technology to improve the minority Francophone and French immersion experience in western Canada? Distance 5, (2), 129-142. Laval University.

Carey, S. (2001). Evaluating the Success of ESL Online Communities. In Proceedings of the Tenth International Symposium of English Teaching. Taiwan Normal University, Taipei. (in press).

Cho, S., & Carey, S. (2001). Increasing Korean oral fluency using an electronic bulletin board and Wimba based voiced chat. The Korean Language in America. Vol. 6, 115-128. American Association of Teachers of Korea.

Carey, S. (2000). A Millenial Language Plan for ESL Education in Korea. Journal of the Applied Linguistics Association of Korea, l6, 1, 1-16.

Carey, S. (2000.) Using technology to foster authentic communication for second languge students. In Proceedings from TEND 2000, Dubai, United Arab Emirates.

Berwick, R., & S. Carey, (2000). The interaction of gender and identity: A six year perspective on Japanese participants in an academic year abroad. Polyglossia, 3, 37-52.

Grant, N., & S.Carey, (2000). On-line ESL interaction, negotiation and acquisition. TESOL Journal of Venezuela/VENTESOL. Nov. 34-38.

Carey, S. (2000). The threshold and interdependence concepts in minority second language immersion programmes. In P.W.Thomas and J.Mahias (Eds.), Developing Minority Languages. Proceedings of the Fifth International Conference on Minority Languages, Gomer Press, Cardiff, Wales.

Carey, S. (1999). The Use of WebCT for a Highly Interactive Virtual Graduate Seminar. Computer Assisted Language Learning, 12(1), 85-98.

Carey, S. (1999). Implications for Language and Cultural Policy in the Asia-Pacific from Experiments in Official Bilingualism and Multiculturalism in Canada. Polyglossia, 1, 1, 1-14.

Carey, S. (1999). Opening Our Minds to Highly Interactive ESL Acquisition on the Internet. Proceedings of the Eighth Internaitonal Symposium on English Teaching, English Teachers Association, Taipei. Crane Publishing Ltd.

LLED 324 – Teaching and learning French as a second language-elementary and middle years
LLED 325 – L’enseignement du français à l’élémentaire
LLED 590 – MEd (Français) Mémoire de graduation
LLED 580 – Recherche action en éducation
EDUC 450 & 451 – Inquiry in Teacher Education


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Anderson, B., & Carr, W. (2015). Échos Pro 3. [French second language teaching resource collection]. Toronto, ON: Pearson Education.

Carr, W., & Anderson, B. (2014). Échos Pro 2. [French second language teaching resource collection]. Toronto, ON: Pearson.

Anderson, B., & Carr, W. (2013). Échos Pro 1. [French second language teaching resource collection]. Toronto, ON: Pearson Education.

Anderson, B., Carr, W., Lewis, C., Salvatori, M., & Turnbull, M. (2009). Échos. [French second language literacy collection]. Toronto, ON: Pearson Education.

Anderson, B., Carr, W., Lewis, C., Salvatori, M., & Turnbull, M. (2008). Effective literacy practices in FSL: Making connections. Toronto, ON: Pearson Education.

Carr, W. (2001). Visages National Evaluation Package. Toronto, ON: Pearson Education.

Mas, J., Carr, W., & Mennill, J. (1994). Visages 1. [French second language teaching resource]. Toronto: Addison-Wesley.


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Early, M., Dagenais, D., & Carr, W. (2016). Second and foreign language learning in Canada. In N. Van Deusen-Scholl (Ed.) Encyclopedia of language and education: Second and foreign language education, Vol. 4.Heidelberg, Springer.

Carr, W. (2013). Learning French in British Columbia: English as additional language learner and parent perspectives. In K. Arnett & C. Mady (Eds.) Minority populations in Canadian second language education (pp. 22-37). Bristol: UK: Multilingual Matters.

Carr, W. (2012). Research priorities for the Canadian Association of Second Language Teachers. In T. Lamb, T., Atanoska, M. Hepp, S. Jónsdottir, & J. Zielinska (Eds.) Learning from each other: A handbook for language teacher associations (pp. 81-85). Graz, Austria: European Centre for Modern Languages.

Mady, C., & Carr, W. (2011). Immigrant perspectives on French learning in English-dominant Canadian communities. In C. Varcasia (Ed.) Becoming multilingual. Language learning and language policy between attitudes and identities (pp. 195-216). Bern, DE: Peter Lang.


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Carr, W. (2015). The Canadian association of second language teachers and the European Centre for Modern Languages. Réflexions: Journal of the Canadian Association of Second Language Teachers, 34(2), 11-14.

Carr, W. (2014). Teaching and learning beyond the classroom: Community field experience in UBC’s teacher education programEducation Canada, 54(4), 24-27.

Carr, W. (2012). Trends in second language teaching and teacher education. Réflexions: Journal of the Canadian Assn of Second Language Teachers, 31(2), 10-11.

Carr, W. (2011). Introduction. In Carr, W., Dicks, J., & Lapkin, S. (Eds.). Special edition — Innovations in Second Language Teaching and Teacher EducationCanadian Journal of Applied Linguistics.

Carr, W. (2011). BC’s new CEFR-inspired curriculum. Réflexions: Journal of the Canadian Assn of Second Language Teachers, 30(3), 5-6.

Carr, W. (2010). Raising FLAGS: Renewing core French at the pre-service teacher levelCanadian Journal of Applied Linguistics, 13(1), 37-51.

Carr, W. (2009). Intensive French in British Columbia: Student and parent perspectives and English as additional language (EAL) student performanceThe Canadian Modern Language Review, 65(5), 787-815.

Carr, W. (2009). Vichystock: British Columbia FSL educators’ summer in France. Réflexions, 28(3), 16-17.

Carr, W. (2007). Teaching core French in British Columbia: Teachers’ perspectives. Vancouver: BC: Association of Teachers of Modern Languages.


Carr, W. (2015). Empowering language networks: Canada and the European Centre for Modern Languages (pp. 38-41). World Congress, Niagara Falls. Ottawa: Official Languages and Bilingualism Institute.


Carr, W. & Piccardo, E. (Eds.) (2015). Second language teachers’ CEFR-inspired practices. [Teacher resource collection]. Ottawa: Canadian Association of Second Language Teachers.

Carr, W. (2014). Program evaluation: Intensive French programs in Vancouver. [Two-year assessment of programs: student proficiency testing, documentation of perspectives of parents, students, teachers, administrators]. Unpublished report. Vancouver, BC.


Rodger, S., Carr, W., Gilham, S., Kutcher, S., & Wei, Y. (2017). TeachMentalHealth: A mental health literacy curriculum for pre-service teachers. Accepted presentation at International Conference on Youth Mental Health, Dublin, Ireland.

Carr, W., Wei, Y., Kutcher, S., & Heffernan, A. (2017). Mental health literacy development in pre-service teacher education. Accepted presentation at International Conference on Education and New Developments, Lisbon, Portugal.

Sabatier, C., Cavanagh, M., Carr, W., & Dicks, J. (2017). Les mots me manquent: enseigner “l’autre” langue officielle. Invited panel presentation. Canadian Society for the Study of Education Conference, Toronto, ON.

Irwin, R., Lin, C., & Carr, W. (2017). Teacher mentorship: Pedagogical partnerships across multiple institutions. Invited panel presentation. Canadian Society for the Study of Education Conference. Toronto, ON.

Rodger, S., Gilham, C., Carr, W., Kutcher, S., & Atkins, M-A. (2017). Mental health literacy: Implementing curriculum resources for Canadian pre-service teachers. Submitted panel presentation. Canadian Society for the Study of Education Conference. Toronto, ON.

Kutcher, S., Hymel, S., Rodger, S., Gilham, C., & Carr, W. (2016). Mental health literacy in undergraduate and graduate teacher education. Panel presentation. Canadian Society for the Study of Education Conference. Calgary, AB.

Carr, W., (2015). Inspired practice: Perspectives on a new era in BC second language curriculum and pedagogy. BC Association of Second Language Teachers Conference, Burnaby, BC.

Frank, B., & Carr, W. (2015). Innovations in rural education at The University of British Columbia. Invited presentation. International Conference on Social Transformation and Education Reform, Northeast Normal University, Changchun, China.

Carr, W. (2015). Mental health literacy: Pre-service teachers as agents of change and empowermentWorkshop presentation. North West Association of Teacher Educators. University of Western Washington, Pullman, Washington, US.

Piccardo, E., & Carr, W. (2015). Languages and beyond: Potentiel des apports plurilingues et transnationaux dans les contextes professionnels et d’apprentissage. Accepted workshop presentation. World Congress of Modern Languages, Niagara Fall, Ontario.

Carr, W. (2014). Ways to implement and develop Korean-related curriculum in Canadian schools: Current texts and teaching approaches. Workshop presentation. Academy of Korean Studies, Seoul, South Korea.  

Carr, W. (2014). Canadian bilingualism and social cohesion: Perspectives of English/French as additional language learners in British Columbia. Workshop presentation. Canadian Association of Applied Linguistics. Brock University, St. Catherine’s, ON.

Carr, W. (2014). French education: From classroom to campus and back again. Community blog. Professional Development and Community Engagement, UBC.

Carr, W. (2013). Taking language learning to a new level with audio, visual and multimedia texts. Workshop presentation. Languages Without Borders Conference. Canadian Association of Second Language Teachers, Winnipeg, Manitoba.

Carr, W. (2012). A common framework of reference for languages: Implications for language articulation. Invited session. Standing Committee on Language Articulation, University of Victoria.

Bournot-Trites, M., & Carr, W. (2012). Benefits and challenges of an M.Ed. program delivered in mixed-mode delivery (face-to-face and online). Invited session. Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL). Conference on Innovative Practices in Technology-mediated Language Learning, University of Ottawa.

Carr, W. (2011). A common framework of reference for languages at UBC: Perspectives from BC’s new languages curriculum. Invited session in UBC’s Second Language Research Cluster, Faculty of Arts, French Hispanic & Italian Studies Department.

Carr, W. (2011). Sparking the language-literacy connection. Invited keynote speaker. SLED Talks (Second Language Education Discussion). Second Language and Intercultural Council Conference, Canmore, AB.

Carr, W., Dicks, J., Kristmanson, P., Turnbull, M., & Turnbull, C. (2011). Cross-Canada perspectives on the Common European Framework of Reference and language teacher education/practice. Opening symposium and workshop. Canadian Association of Applied Linguistics. Fredericton, NB.

Carr, W. (2011). Literacy in core French. Workshop presentation. Languages Without Borders Conference. Montreal.

Carr, W., & Mady, C. (2011). Multilingual immigrants’ investment in learning an additional minority language (Canada). Mobility Language Literacy Conference, Cape Town, South Africa.

Carr, W. (2010). EAL students in FSL programs: Perspectives from Intensive FrenchPodcast in the Canadian Association of Second Language Teachers (CASLT/ACPLS) Canadian Research Podcast Series.

Carr, W., & Mady. C. (2010). Canada’s linguistic ideal: Allophone immigrant perspectives. Presentation. Canadian Association of Applied Linguistics. Montréal, Québec.

Carr, W. (2010). Effective literacy practices in FSL classrooms. Workshop presentations at various teacher conferences in Whitehorse, Edmonton, Lethbridge, Hamilton, Toronto.

Mady, C., & Carr, W. (2009). Canada’s linguistic ideal: Allophone immigrant perspectives. International Conference on Third Language Acquisition and Multilingualism. Bolzano, Italy.

Carr, W. (2009). Teacher use of French in the classroomPodcast in the Canadian Association of Second Language Teachers (CASLT/ACPLS) Canadian Research Podcast Series.

Dicks, J., Carr, W., Sanaoui, R., & Collins, L. (2009). Second language teacher education across Canada: Innovations and challenges. Symposium and closing panel. Canadian Association of Applied Linguistics. Ottawa, ON.

Carr, W. (2009). ESL/EAL Learners in the second language classroom: Strategies for success. Workshop presentation. Languages Without Borders: National Conference for Second Language Educators. Edmonton, AB.

Lewis, C., & Carr, W. (2008). EAL learners and FSL programs: Challenges and possibilities. Workshop presentation. Bilingualism in a plurilingual Canada: Research and implications. Le Centre canadien d’études et de recherche en bilinguisme et aménagement linguistique, Université d’Ottawa.

Carr, W. (2007). Un programme de français basé sur la littératie contribue à une amélioration d’habileté en anglais chez les élèves dont l’anglais n’est pas la langue maternelle. Workshop and poster presentation. International Reading Association Conference. Toronto, ON.

Carr, W., & Lewis, C. (2007). Créer des communautés d’apprentissage en français langue seconde: Aller au delà des approches traditionnelles à la littératie. Workshop presentation, Congrès de l’Association Canadienne de Linguistique Appliquée. Saskatoon, SK.

Anderson, B., Carr, W., Lewis, C., Savatori, M., & Turnbull, M. (2007). Literacy and second language teaching and learning: Building connections. Workshop presentation, Ontario Modern Language Teachers Association Conference. Toronto, ON.


Carr, W., Dicks, J., & Lapkin, S. (2011). Special edition — Innovations in Second Language Teaching and Teacher Education. Canadian Journal of Applied Linguistics, 14(2).

Carr, W. (2011). Special edition — Innovations in Second Language Teaching and Learning. Réflexions: Journal of the Canadian Association of Second Language Teachers.

LLED 556 (3) Theory and Research in Early Literacy
LLED 534B (3) Theory and Research in Teaching Written Composition: Preschool through Elementary

Recent articles and presentations (downloadable)

Journal articles

BC Ministry of Education (in process). Primary Program: A Framework for Teaching, (M. Chapman, Lead Researcher).  Victoria, BC.  Available at

BC Ministry of Education (2010). Full day kindergarten program guide (M. Chapman, Lead Researcher & Author).  Victoria, BC. Available at

Chapman, M. L., Filipenko, M. J., McTavish, M., & Shapiro, J. (2007). First graders’ preferences for narrative and/or information books and perceptions of other boys’ and girls’ book preferences. Canadian Journal of Education30, 531-553.

Chapman, M. L. (2006). Research in writing, preschool through elementary, 1983-2003. L1-Educational Studies in Language and Literature, 6, 7-27.

Chapman, M. L. (2006). Preschool through elementary writing. In P. Smagorinsky (Ed.), Research on composition: Multiple perspectives on two decades of change (pp. 15-47). New York: Teachers College Press.

Chapman, M. L. (2003). Phonemic awareness: Clarifying what we know and implications for practiceLiteracy Teaching and Learning, 7, 91-114.

Chapman, M. L. (2002). A longitudinal case study of curriculum genres, K-3Canadian Journal of Education, 27, 41-64.

Chapman, M. L. (2002). Phonemic awareness in perspective. Canadian Children, 27, 18-25.

British Columbia Ministry of Education (M. L. Chapman, Lead Writer). (2000). The primary program: A framework for teaching. Victoria, BC: Ministry of Education. Available at:

Book Chapters
Chapman, M. L. (2006). Preschool through elementary writing. In P. Smagorinsky (Ed.), Research on composition: Multiple perspectives on two decades of change (pp. 15-47). New York: Teachers College Press.

Chapman, M. L. (2000). Moving “beyond balance” towards a multidimensional view of school literacy. In M. Taylor (Ed.), Adult literacy NOW(pp. 275-290). Toronto: Irwin.

Winter 09/10 – Term 2
LLED 573A – Theories of Second Language Acquisition
LLED 601B – Doctoral Seminar

Books and Special Journal Issues

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Duff, P. (forthcoming). Ethnographic research in applied linguistics: Exploring language teaching, learning, and use in diverse communities.New York: Routledge. (under contract)

Duff, P. (forthcoming). Language socialization. (In preparation for Cambridge University Press).

Duff, P., Anderson, T. , Ilnyckyj, R., Lester, E., Wang, R., & Yates, E. (forthcoming). Learning Chinese as an Additional Language (CAL): Negotiating Identities, Communities, and Trajectories.

Duff, P. & Li, D. (Eds.). (2009). Indigenous, minority, and heritage language education in Canada. [Special issue]. Canadian Modern Language Review, 66 (1).

Duff, P. (2008). Case study research in applied linguistics. New York: Lawrence Erlbaum/Taylor & Francis. (248 pages) Chapter 1

Duff, P. A., Hornberger, N.H. (Eds.). (2008). Language socialization. Encyclopedia of Language and Education, Volume 8. Boston: Springer. Contains: 24 refereed chapters. (379 pages)

Chalhoub-Deville, M., Chapelle, C., & Duff, P. (Eds.). (2006). Inference and generalizability in applied linguistics: Multiple research perspectives. Amsterdam: John Benjamins. (248 pages)

Duff, P. & Labrie, N. (Guest Eds.) (2000). Languages and Work. Special Issue of the Canadian Modern Language Review, 57, 1.

Duff, P. & Labrie, N. (2000). Editorial/Éditorial. Introduction to special issue of Canadian Modern Language Review, Languages and Work, 57, 1-8.

Articles and Book Chapters

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Duff, P. (submitted). Language socialization into Chinese language and ‘Chineseness’ in diaspora communities. In X. L. Curdt-Chistiansen & A. Hancock (Eds.), Learning Chinese in diasporic communities: Many pathways to becoming Chinese. Amsterdam: John Benjamins.

Li, D., & Duff, P. (forthcoming). Learning Chinese: Ethnicity and motivation. In X. L. Curdt-Christiansen & A. Hancock (Eds.), Learning Chinese in diasporic communities: Many pathways to becoming Chinese. Amsterdam: John Benjamins.

Duff, P. (forthcoming). Heteroglossia in foreign language classrooms. (Draft has been completed)

Duff, P. (in press). Communicative language teaching. In M. Celce-Murcia, D. Brinton, & M.A. Snow (Eds.), Teaching English as a second or foreign language(4th ed.). Heinle Cengage.

Kim, J. & Duff, P. (2012). The language socialization and identity negotiations of Generation 1.5 Korean-Canadian university studentsTESL Canada Journal, 29(6), 82-92.

Duff, P., Wong, P., & Early, M. (2012). Learning language for work and life: The linguistic socialization of immigrant Canadians seeking careers in healthcare. Reprint. In Li Wei (Ed.), The Routledge applied linguistics reader (pp. 364-396). London: Routledge. Originally appeared in Canadian Modern Language Review, 57, 9-57.

Duff, P., & Zappa-Hollman, S. (2012). Pop culture and second language teaching and learning. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Wiley-Blackwell.

Duff, P. & Zappa-Hollman, S. (2012). Critical discourse analysis of pop culture. In C. Chapelle (Ed.), Encyclopedia of applied linguistics.Wiley-Blackwell.

Duff, P. (2012). Case study research. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Wiley-Blackwell.

Duff, P. (2012). How to conduct case study research. In S. Gass & A. Mackey (Eds.), Research methodologies in second language acquisition. (pp. 95-116). Malden, MA: Wiley-Blackwell.

Duff, P. (2012). Identity, agency, and SLA. In A. Mackey & S. Gass (Eds.), Handbook of second language acquisition. (pp. 410-426) London: Routledge. (invited)

Duff, P. (2012). Second language socialization. In A. Duranti, E. Ochs & B. Schieffelin (Eds.), Handbook of language socialization. (pp. 564-586) New York: Blackwell. (invited)

*Duff, P., & Talmy, S. (2011). Language socialization approaches to second language acquisition: Social, cultural, and linguistic development in additional languages. In D. Atkinson (Ed.), Alternative approaches to SLA. (pp. 95-116) London: Routledge.

Duff, P. (2010). Research approaches in applied linguistics. In R. Kaplan (Ed.), Handbook of applied linguistics (2nd ed.).  Oxford: Oxford University Press. (invited)

Duff, P. & Kobayashi, M. (2010). The intersection of social, cognitive, and cultural processes in language learning: A second language socialization approachIn R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning. Oxford: Oxford University Press.

Duff, P. (2010). Language socialization into academic discourse communitiesAnnual review of applied linguistics, 30, 169-192.

Duff, P. (2010). Language socialization. In S. McKay & N.H. Hornberger (Eds.), Sociolinguistics and language education. Clevedon, UK: Multilingual Matters. (invited).

Duff, P. & Li, D. (2009). Indigenous, minority, and heritage language education in Canada: Policies, contexts, and issuesCanadian Modern Language Review, 66, 1-8.

Duff, P. & Li, D. (2009). L’enseignement des langues autochtones, des langues officielles minoritaires et des langues d’origine au Canada : Politiques, contextes et enjeuxThe Canadian Modern Language Review/La Revue canadienne des langues vivantes,66, 9–17.

Duff, P. (2009). Language socialization in a Canadian secondary school: Talking about current events. In R. Barnard & M. Torres-Guzman (Eds.), Creating communities of learning in schools (pp.165-185). Clevedon, UK: Multilingual Matters.

Li, D., & Duff, P. (2008). Issues in Chinese heritage language education and research at the postsecondary level. In A. W. He & Y. Xiao (Eds.), Chinese as a heritage language: Fostering rooted world citizenry (pp. 13-36). Honolulu: National Foreign Language Resource Center.

Duff, P. (2008). Heritage language education in Canada. In D. Brinton, O. Kagan & S. Bauckus (Eds.), Heritage language: A new field emerging (pp. 71-90). New York: Routledge/Taylor & Francis.

Duff, P. (2008). Introduction. In P. Duff & N. Hornberger (Eds.), Encyclopedia of language and education. Vol.8: Language socialization (pp. xiii-xix).New York: Springer.

Duff, P. (2008). Language socialization, higher education, and work. In P. Duff & N. Hornberger (Eds.), Encyclopedia of language and education. Vol.8: Language socialization (pp. 257-270).New York: Springer.

Duff, P. (2008). Language socialization, participation and identity: Ethnographic approaches. In M. Martin-Jones, Mejia & N. Hornberger (Eds.), Encyclopedia of language and education, Vol. 3: Discourse and education (pp. 107-119). New York: Springer.

Duff, P. & Lester, P. (Eds.). (2008). Issues in Chinese Language Education and Teacher Development.Selected Papers, Shanghai Symposium, UBC Centre for Research in Chinese Language and Literacy Education. November 2008.

Duff, P. Introduction. In P. Duff, & P. Lester (Eds.). (2008). Issues in Chinese language education and teacher development: Selected papers from the Shanghai symposium (pp. 3-4). UBC Centre for Research in Chinese Language and Literacy Education. November 2008.

Duff, P. Issues in Chinese language teaching and teacher development. In P. Duff, & P. Lester (Eds.). (2008). Issues in Chinese language education and teacher development: Selected papers from the Shanghai symposium (pp. 5-48). UBC Centre for Research in Chinese Language and Literacy Education. November 2008.

Duff, P. (2007). Multilingualism in Canadian schools: Myths, realities, and possibilitiesCanadian Journal of Applied Linguistics, 10 (2), 149-163.

Duff, P. (2007). Second language socialization as sociocultural theory: Insights and issuesLanguage Teaching, 40, 309-319.

Duff, P.A. (2007). Problematising academic discourse socialization. In H. Marriott, T. Moore, R. Spence-Brown & R. Melbourne (eds.), Learning discourses and the discourses of learning (pp. 1-18). Monash University e-Press/University of Sydney Press.

Duff, P. (2007). Qualitative approaches to second language classroom research. In J. Cummins & C. Davison (Eds.), Handbook of English language teachingPart 2 (pp. 973-986) Philadelphia: Kluwer.

Duff, P. (2006). Beyond generalizability: Contextualization, complexity and credibility in applied linguistics research. In M. Chalhoub-Deville, M., Chapelle, C., & P. Duff (Eds.). Inference and generalizability in applied linguistics: Multiple research perspectives (pp.65-95).Amsterdam: John Benjamins.

Duff, P. (2005). ESL in secondary school: Programs, problematics, and possibilities. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 45-63). Mahwah, NJ: Lawrence Erlbaum.

Duff, P. (2005). Thinking globally about new literacies: Multilingual socialization at work. In J. Anderson, M. Kendrick, T. Rodgers & S. Smythe (Eds.), Portraits of literacy across families, communities and schools (pp.341-362). Mahwah, NJ: Lawrence Erlbaum.

Duff, P. (2004). Intertextuality and hybrid discourses: The infusion of pop culture in educational discourseLinguistics and Education, 14/3-4, 231-276.

Duff, P. & Li, D. (2004). Issues in Mandarin language instruction: Theory, research, and practiceSystem, 32(3), 443-456.

Duff, P. (2003). New directions in second language socialization researchKorean Journal of English Language and Linguistics, 3, 309-339.

Chapelle, C. & Duff, P. (Eds.). (2003). Some guidelines for conducting quantitative and qualitative research in TESOLTESOL Quarterly, 37, 157-178. [Duff is author of Case Study Methods section, pp. 163-168.]

Duff, P. (2003). New directions in second language socialization research. In Proceedings of the 2003 KASELL International Conference, Seoul Korea.

Duff, P. (2002). Teaching and learning English for global intercultural communication: Challenges and opportunities. English Teaching, 57(2), 245-263.

Duff, P. (2003). Review of B. Mohan, C. Leung, & C. Davison (Eds.). (2001). English as a second language in the mainstream. Language and Education, 17, 72-75.

Duff, P., Wong, P., & Early. M. (2002). Learning language for work and life: The linguistic socialization of immigrant Canadians seeking careers in healthcare. Modern Language Journal, 86, 397-422. (Article selected for journal exchange/reprinting from Canadian Modern Language Review, 57, 9-57).

Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstreamApplied Linguistics, 23, 289-322.

Duff, P. (2002). Pop culture and ESL students: Intertextuality, identity, and participation in classroom discussionsJournal of Adolescent and Adult Literacy, 45, 482-487.

Duff, P., & Li, D. (2002). The acquisition and use of perfective aspect in Mandarin. In R. Salaberry & Y. Shirai (Eds.), The L2 [second language] acquisition of tense-aspect morphology (pp. 417-453). Amsterdam: John Benjamins.

Duff, P. (2002). Research approaches in applied linguistics. In R. Kaplan (Ed.), Handbook of applied linguistics (pp. 13-23). Oxford: Oxford University Press.

Duff, P. & Bailey, K. (Eds.). (2001). Identifying research priorities: Themes and directions for the TESOL International Research Foundation.TESOL Quarterly, 35, 595-616.

Duff, P. (2001). English for academic and occupational purposes. In P. Duff & K. Bailey (Eds.), Identifying research priorities: Themes and directions for the TESOL International Research Foundation. TESOL Quarterly, 35, 606-7.

Duff, P. (2001). Language, literacy, content and (pop) culture: Challenges for ESL students in mainstream coursesCanadian Modern Language Review, 58, 103-132.

Wong, F.P., Duff, P. & Early, M. (2001). The impact of language and skills training on immigrants’ livesTESL Canada Journal, 18,2, 1-31.

Duff, P. (2001). Review of H. Byrnes (Ed.), (1998), Learning foreign and second languages. Canadian Modern Language Review, 502-505.

Duff, P. (2001). Review of T. Goldstein (1997), Two Languages at work: Bilingual life on the production floor. The Modern Language Journal, 85, 154-156.

Duff, P., F.P. Wong, & Early, M. (2000). Learning language for work and life: The linguistic socialization of immigrant Canadians seeking careers in healthcareCanadian Modern Language Review, 57, 9-57.

Duff, P. & Labrie, N. (2000). Editorial/Éditorial. Introduction to special issue of Canadian Modern Language ReviewLanguages and Work, 57, 1-8.

Duff, P. (2000). Repetition in foreign language classroom interaction. In J.K. Hall & L. S. Verplaetse (Eds.), The development of second and foreign language learning through classroom interaction. Mahwah, NJ: Lawrence Erlbaum.

Duff, P., & Uchida, Y. (1997). The negotiation of sociocultural identity in post-secondary EFL classroomsTESOL Quarterly, 31, 451-486.

Duff, P. (1997). The lexical generation gap: A connectionist model of circumlocution in Chinese as a second language. In G. Kasper & E. Kellerman (Eds.), Communication strategies: Psycholinguistic and sociolinguistic perspectives (pp. 192-215). New York: Longman.

Duff, P. (1997). Immersion in Hungary: an EFL experiment. In R.K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 19-43). New York: Cambridge University Press.

Duff, P., & Early, M. (1996). Problematics of classroom research across sociopolitical contexts. In S. Gass & J. Schachter (Eds.), Second language classroom research: Issues and opportunities (pp. 1-30). Hillsdale, NJ: Lawrence Erlbaum.

Duff, P. (1996). Different languages, different practices: Socialization of discourse competence in dual language school classrooms in Hungary. In K. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research in second language education (pp. 407-433). New York: Cambridge University Press.

Duff, P. (1996). Review of P.M. Lightbown & N. Spada, How languages are learned. Canadian Modern Language Review, 52, 340-342.

Duff, P. (1995). An ethnography of communication in immersion classrooms in Hungary. TESOL Quarterly, 29, 505-537.

Hasebe-Ludt, E., Duff, P., & Leggo, C. (1995). Community with/out unity: A postmodern reflection on language in global education. In M. Chapman & J. Anderson (Eds.), Thinking globally about language (pp. 67-90). Vancouver, BC: Research and Development in Global Studies, Centre for the Study of Curriculum and Instruction. UBC & the Canadian International Development Agency.

Polio, C., & Duff, P. (1994). Teachers’ language use in university foreign language classrooms: A qualitative analysis of English and target language alternationThe Modern Language Journal, 78, 313-26.

Coughlan, P., & Duff, P. (1994). Same task, different activities: Analysis of a SLA [second language acquisition] task from an Activity Theory perspective. In J. Lantolf & G. Appel (Eds.), Vygotskian perspectives on second language research (pp. 173-193). New Jersey: Ablex.

Duff, P. (1993). Tasks and interlanguage performance: An SLA [second language acquisition] research perspective. In G. Crookes & S. Gass (Eds.), Tasks in language learning: Integrating theory and practice (pp. 57-95). Clevedon, UK: Multilingual Matters.

Duff, P. (1993). Syntax, semantics, and SLA [Second Language Acquisition]: The convergence of possessive and existential constructions.Studies in Second Language Acquisition, 15, 1-34.

Duff, P. (1991). Innovations in foreign language education: An evaluation of three Hungarian-English dual-language programsJournal of Multilingual and Multicultural Development, 12, 459-476.

Duff, P., & Polio, C. (1990). How much foreign language is there in the foreign language classroom? The Modern Language Journal, 74, 154-166.

Duff, P. (1990). Subjects (and topics) in Chinese students’ English. Monday Morning/Lundi Matin, 3(1), 10-15. Beijing: Canada/China Language Centre.

Duff, P. (1990). Developments in the case study approach to second language acquisition research. In T. Hayes & K. Yoshioka (Eds.),Proceedings of the First Conference on Second Language Acquisition and Teaching (Sept. 1988). Tokyo: International University of Japan. 34-87.

Duff, P. (1989). The overlap of possessive and existential constructions. In R. Carlson, S. DeLancey, S. Gildea, D. Payne, & A. Saxena (Eds.), Proceedings of the Fourth Meeting of the Pacific Linguistics Conference (pp. 64-86). Eugene, OR: University of Oregon.

Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R.R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 147-181). Rowley, MA: Newbury House.


Duff, P. (2008). APEC second/foreign language standards and their assessment: Trends, opportunities, and implications . APEC EdNET Human Resources Development Working Group. APEC Secretariat. Singapore. APEC #208-HR-01.1. (22 pages) (Available online)

Duff, P. (2008). Foreign language policies, research, and educational possibilities. APEC EdNet contracted paper. US Department of Education. (25 ms pages, single-spaced).

Duff, P. (2004). Foreign language policy, research, and practice: A Western perspective. APEC Secretariat, Singapore.

Bailey, K., Brindley, G., Curtis, A., Davidson, F., Duff, P., Scott, S., & Tucker, R. (2000). TESOL Research Agenda. Official research agenda of TESOL International Organization.

Wieland, N., Duff, P., Reeder, K., & Roche, J. (1999). Symposium on Co-operative Education in Languages, September 24-28th, 1998 Report. CILS Reports 2, 1999. Centre for Intercultural Language Studies, University of British Columbia.

Duff, P. (1999). New directions in workplace-oriented TESOL research. Research Interest Section Newsletter. TESOL. Fall, 1999.

Duff, P. (1997). Research Interest Section Newsletter columns. TESOL.

Reeder, K., Roche, J., Duff, P. & Beers, M. (1997). Computer-based products to support ESL learners: Preliminary study. The Learning Engine Software Development Project. Technical Report No. 2. Univ. of British Columbia.

Duff, P. (1993). Changing times, changing minds: Language socialization in Hungarian-English schools. Unpublished doctoral dissertation, UCLA.

Duff, P. (1992). Facing the future now: Reflections from a student of applied linguistics. Special Feature Roundtable on Preparing Applied Linguists for the Future. Issues in Applied Linguistics, 3, 149-152.

Duff, P. (1991). The efficacy of dual-language education in Hungary: An investigation of three Hungarian English programs. Final Report for Year Two (1990-91) of the project. Language Resource Program, UCLA.

Duff, P. (1990). Proficiency testing in Hungarian English dual language schools: Fall 1990 report. Language Resource Program. UCLA.

Duff, P. (1986). Syntacticization of topic in Japanese and Mandarin students’ English: A test of Rutherford’s model. Occasional Papers Series, The University of Hawaii at Manoa.

Duff, P. (1985). Syntactization of topic in Japanese and Mandarin students’ English: A test of Rutherford’s model. Unpublished masters thesis, The University of Hawaii at Manoa.

Duff, P. (1980). The Japanese postpositions wa and ga: Syntactic, semantic, and pragmatic functions. Unpublished honours thesis, the University of Calgary.

Duff, P. (1980). The semantics of ‘tu’ and ‘vous’: Diachronic and synchronic functions. Calgary Working Papers in Linguistics. The University of Calgary.

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[/loop]Cummins, J., & Early, M. (Eds.). (2011).  Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Trentham Books, U.K.

Cummins, J & Early, M. (2011). Introduction. In Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent:Trentham Books. pp. 3-19.

Cummins, J, Early, M. & Stille, S.(2011).Frames of reference: Identity texts in perspective. In J. Cummins & M. Early (Eds). Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent:Trentham Books. pp. 21-43.

Cummins, J., Early, M., Leoni, L. & Stille, S. (2011). “It really comes down to the teachers, I think”: Pedagogies of Choice in Multilingual Classrooms. In J.

Cummins & M. Early (Eds).  Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent:Trentham Books. pp. 153-163.

Norton, B. & Early, M. (2011). Researcher Identity, narrative inquiry, and language teaching research. TESOL Quarterly, Special Issue- Narrative Research in  TESOL Quarterly, 45, 3, 415-439.

Early, M. & Yeung, C. (2011). Creating Picture Books and Performance as Identity Texts in a Core French Classroom. In J. Cummins & M. Early (Eds).  Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent: Trentham Books. pp. 72-75

Early, M., & Yeung, C. (2009). Producing multimodal picture books and dramatic performances in core French: An exploratory case study.Canadian Modern Language Review66(2), 299–223.

Early, M. (2008). From literacy to multiliteracies: implications for lifelong learning and work. In D. W. Livingstone, K. Mirchandani & P. S. Sawchuk (Eds.), The future of lifelong learning and work. Toronto, Canada: Sense Publishers.

Early, M. (2008). Second and foreign language teaching in Canada. In N. V. Deusen-Scholl, & N. Hornberger (Eds.), Encyclopaedia of language and education. Vol. 4. New York, NY: Springer.

Reeder, K., Shapiro, J., Early, M., & Kendrick, M. (2008). Listening to diverse learners: The effectiveness and appropriateness of a computer-based reading tutor for young language learners. In F. Zhang & B. Barber (Eds.), Handbook of research on computer-enhanced language acquisition. Hershey , PA : Information Science Reference.

Early, M. (2008). Developing academic literacies. SPELT Journal of the Society of Pakistan English Language Teachers, 24(1), 2-29.

Early, M. & Marshall, S. (2008). Adolescent ESL students’ interpretation and appreciation of literary texts: A case study of multimodality. Canadian Modern Language Review, 6(3), 377-398.

Asselin, M., Early, M., & Filipenko, M. (2006). Assessment, accountability and new literacies in the Canadian context. Canadian Journal of Education. 28(4), 1-29.

Early, M. (2005). From literacy to multiliteracies: Implications for lifelong learning and work . Available at

Early, M., Potts , D., & Mohan, B. (2005). ESL students’ socialization into academic discourse: A Canadian Perspective. Prospect: The Australian TESOL Journal, 28(3) 1-26.


  • LLED 565: Picturebooks and children’s literacy development
  • LLED 590: Graduating Paper
  • LLED 350: Classroom Discourses: Elementary
  • LLED 351: Literacy Practices and Assessment: Elementary
  • LLED 353: Teaching and Learning English as an Additional Language: Elementary
  • ECED 585: Theory and Research on International Models of Early Childhood Education


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[/loop]Filipenko, Margot. “Building Young Children’s Comprehension of Informational Text Structures during Daily Read-alouds” Literacy, libraries and learning. Ed. Ray Doiron and Marlene Asselin. Toronto, ONT: Pembroke Publishing, 2005. 56 – 64.

Filipenko, Margot. “Incentivando o Letramento do Pre-Escolar: a funcao de pais e professores (Supporting literacy in preschoolers: The role of parents and teachers)”. Perspectivas para Educacao Infantil (Perspectives for Infant Education). Ed. Celia Marie Guimares. Araraquara: Junqueira & Marin, 2005. 205-217.


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[/loop]McTavish, M. and Filipenko, M. (2016). Re-imaging understandings of literacy in teacher preparation programs using digital literacy autobiographies. Journal of Digital Learning in Teacher Education, 32 (2), 73-81 DOI:10.1080/21532974.2016.1138914

Chapman, Marilyn, Margot Filipenko, Marianne McTavish and Jon Shapiro. “First graders’ preferences for narrative and/or information books and perceptions of other boys’ and girls’ book preferences”. Canadian Journal of Education 30.2 (2007): 531 – 554

Ahn, Jiryung & Filipenko, Margot (December 2006). Narrative, Imaginary Play, Art and Self: Intersecting Worlds. Early Childhood Education Journal


Lee, E., Doiron, R. & Filipenko, M.J. (June, 2015). Empowering learners across space and time. Paper presented at International Association of School Libraries (IASL) conference, July, 2015 Maastricht, Netherlands.

McTavish, M. & Filipenko, M. (May, 2015). Ensembles of words, music and images: Affordances and constraints of digital compositions in teacher candidates’ literacy autobiographies. Paper presented at the Annual Canadian Society of Studies in Education (CSSE) conference, June 2015, Ottawa.

McTavish, M. & Filipenko, M. (April, 2015). Pre-service teachers’ digital literacy autobiographies: What can we learn from their composition? Roundtable: Annual Meeting of the American Educational Researcher Association (AERA), Chicago.

Filipenko, M. & McTavish, M. (2013, December). Literacy Autobiography: Teacher Candidates’ beliefs and understandings of literacy in the 21st Century. Paper presented at the 63rd annual conference of the Literacy Researchers’ Association. Dallas, TX.

Naslund, J.L. & Filipenko, M.J. (June 2013). Re-shaping information literacy instruction to enhance professional inquiry in problem based teacher education. Paper presented at the Qualitative and Quantitative Methods in Libraries International Conference, Rome, Italy.

Lee, E. & Filipenko, M.J. (July 2011). Sharing the chalk: Teaching reading strategies proficient readers use worldwide. Paper presented at the Pan African Reading for All conference. Gaborone, Botswana.

Asselin, M., Dobson, T., Zelalem, G., Tirussew, T., Williams, G. & Filipenko, M.J. (July 2011). Research in Multiple Languages and Literacies in Ethiopia and Canada: A model for collaborative research. Paper presented at the Pan African Reading for All conference. Gaborone, Botswana.

Doiron, R., Lee, E. & Filipenko, M.J. (August 2011). Applying the Eight Principles of Effective Literacy Teaching to Support the School’s Culture for Reading. Paper presented at the International Association of School Libraries. Kingston, Jamaica.

Naslund, J., Tufts, E. & Filipenko, M.J. (April 2010). Games based instruction. Paper presented at Northwest Association of Teacher Educators. Tacoma, Washington.