Teaching English as a Second Language (TESL)

Our TESL program offers TESL Certificate, TESL Diploma, and graduate (Master’s and PhD) studies. TESL Certificate program has two options: TESL Coursework Certificate (12 credits) and TESL Certificate with Practicum (15 credits). They are designed for pre- and in-service teachers and those who are interested in teaching local and international students in Canada or overseas. TESL Diploma program (30 credits) is offered for teachers interested in teaching ESL in BC schools or other settings. The TESL graduate program offers MEd, MA, and PhD degrees. We also offer On-Campus or Fully Online options for the MEd TESL program. Integrating research and practice, our TESL programs offer professional development to teachers of ESL and prepare researchers and leaders in this field.

TESL Certificate and Diploma students gain experience and understanding in such areas as: instructional methodology, curriculum design, second language assessment, second language acquisition, language socialization, and intercultural communication. TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice, second language acquisition, second language reading and writing, language socialization, language and identity, second language assessment, discourse analysis, critical applied linguistics, and research methods.

Teaching in B.C. Schools: Students who wish to teach English to ESL students in the public school system (K-12) must hold a BC Teaching Certificate.

Certificate in TESL


There are two types of TESL certificates: the TESL Coursework Certificate and the TESL Certificate with Practicum.

To receive the 12-credit TESL Coursework Certificate from the Department of Language and Literacy Education, a student must complete LLED 489 (6 credits) and LLED 478 (6 credits).

To receive the 15-credit TESL Certificate with Practicum, a student must complete LLED 489 (6 credits), LLED 478 (6 credits) and LLED 399 (3 credits). Note that we offer LLED 489A (3 credits), LLED 489B (3 credits), LLED 489C (6 credits), LLED 478A (3 credits), LLED 478B (3 credits) and LLED 478C (6 credits).

The target learners include the following groups:

  • School teachers who want to be certified to teach ESL
  • Education students in the process of getting their bachelor degree
  • Students in their third or fourth year of university study
  • Other unclassified local or international students who wish to teach in colleges or private language schools in Canada or overseas

Student Admission Criteria

  • Students who wish to enroll in the certificate program must have obtained their first degree or must currently be in their official third or fourth year of university study.
  • Students are recommended to take LLED 489 prior to taking LLED 478.
  • Students who speak English as a Second Language must demonstrate high English proficiency.
  • All students, especially those without ESL/EFL teaching experience, are strongly advised to volunteer in an ESL setting prior to enrollment.

Certificate Requests

Once a student has completed the required coursework, they can request a paper copy of their certificate. There is a $25, $30, or $40 fee (mailing to a Canadian, US, or international address, respectively) to obtain your official TESL Certificate. Online request and payment is available. If you would like to submit a paper registration and pay in person, please contact the LLED office to obtain a request form.

Online payment

The TESL Certificate Program with Practicum offers professional training and development to teachers of ESL and prepares them for graduate studies. To receive the certificate for this 15-credit program, a student must complete: LLED 489 (6 credits), LLED 478 (6 credits), and LLED 399 (3 credits).

Both LLED 489 and LLED 478 are also taken as part of the Diploma Program in Education or the Bachelor of Education degree. A TESL Coursework Certificate is issued to students who take LLED 489 (6 credits) and LLED 478 (6 credits).

Course Offerings

See course offerings below. Note that LLED 399 (optional) is only available in Winter Session Term 2 from January to April. To take LLED 399, students must have completed six credits of LLED 478 or be taking LLED 478B as a corequisite. Students must take LLED 478A before LLED 478B. They are recommended to take LLED 489 before LLED 478.

Term Courses
Winter I (Sep – Dec) LLED 489A (3), LLED 478A (3), LLED 478C (6)
Winter II (Jan – Apr) LLED 489B (3), LLED 478B (3), Optional: LLED 399 (3)
Summer (May) LLED 489A (3)
Summer (June) LLED 489B (3)
Summer (July) LLED 489C (6)
Summer (August) LLED 478C (6)

Note: Course offerings are subject to enrollment

Program Delivery Format

LLED 478 and LLED 489 courses are taught by means of lecture-discussions in the Language and Literacy Education Department (UBC-Vancouver Point Grey campus).

LLED 399 comprises 39 hours of teaching and practice. The practicum itself involves 10 hours of observation time and 10 hours of teaching. For each student, there will be a 4-hour pre-practicum orientation with the advisor/instructor and the sponsor teacher. The associated campus-based classes will comprise 9 hours of pre-practicum workshops and 6 hours of post-practicum workshops.

Teaching in B.C. Schools

Students who wish to teach English to ESL students in the public school system (K-12 or adult education) must hold a B.C. Teaching Certificate. A teaching certificate is usually not necessary for those who wish to teach adults in the private sector (i.e. community centres, private businesses, etc.).

Criminal Record Checks for Students Engaging in Practica

The Criminal Records Review Act (“CRRA”) requires that UBC conduct a CRRA criminal record check (“CRRA Check”) of all students who work with children (19 years or under) as part of their practica. Students who wish to take LLED 399 and do a practicum in schools with children rather than in colleges with adults should perform CRRA checks before taking the relevant practicum.

To get CRRA checks done, students need to

  1. Verify your identity in person with two pieces of ID, and at least one being government issued and shows the student’s name, date of birth, signature and photo (Driver’s License preferred). Fill out Driver’s License number on the consent form if that is what is used for ID.
  2. Complete and sign a “Consent to the Criminal Record Check” form.
  3. Forward a copy to the CRRP with appropriate payment.

More information regarding payment options and application processes is available at Ministry of Justice Website

The CRRP will determine whether a student poses a risk and will advise UBC of its decision.


Both LLED 478 and LLED 489 are distinguished into the A, B and C sessions. While the C sessions are 6 credit courses, the A and B sessions are 3 credit courses. The A session covers the first half and the B session covers the second half of the C session. Students are recommended to take LLED 489 before LLED 478. Students must take LLED 478A before LLED 478B.


LLED 399 is required of all students wishing to gain the TESL Certificate with Practicum. Excellent oral proficiency in English is required for the teaching practicum. It requires:

  • To complete a 20-hour practicum (10 hours of observation and 10 hours of practice teaching) in classes of ESL children or adults under qualified supervision.
  • To attend a pre-practicum orientation with the advisor/instructor and the sponsor teacher (about 4 hours).
  • To prepare for the practicum in campus-based pre-practicum workshops (3 hours a week in the first 3 weeks).
  • To reflect on the practicum experiences in campus-based post-practicum workshops (3 hours a week in the last 2 weeks).

Assessment in LLED 399 (pass/fail) is based on a combination of a successful completion of the practicum and a comprehensive portfolio of experiences, both in school and in workshops, prepared by individual students.


LLED 478A aims to apply linguistic insights to effective lesson/unit planning in teaching English as a second/foreign language.


Students will:

  1. Demonstrate knowledge of phonology, syntax, meaning, and discourse in their application to the ESL classroom.
  2. Demonstrate a range of techniques related to the skills of listening, speaking, reading and writing which promote language learning
  3. Promote communicative competence by contextualizing teaching points
  4. Prepare lesson and unit plans for a particular class that will show focus, variety, integration, expansion and balance
  5. Relate the main current methods of language teaching to their underlying assumptions and to instructional choices


  1. Introduction/Teaching a Lesson: Learner profiles; needs assessment and lesson planning for increasing communication and interaction
  2. Curriculum and Unit Planning: Models and approaches; language and content learning; using the environment to augment learning; assessing and adapting materials
  3. Teaching Communication Skills: The Multi-level classroom; teaching reading, writing, listening and speaking, vocabulary and grammar; integrating skills

Teaching Experience

All students, especially those without ESL/EFL teaching experience, are strongly advised to volunteer in an ESL setting prior to enrolling in LLED 478A.


LLED 478B expands application of linguistic insights to effective assessment and cultural understanding in teaching English as a second/foreign language.


Students will:

  1. Gain understanding of the principles and issues of second language assessment and testing
  2. Assess ESL student performance goals and needs in the four skills
  3. Demonstrate an awareness of ESL students' level of understanding, competence, and motivation and respond and teach appropriately
  4. Show an understanding of the problems that may arise as a result of cultural differences; identify areas of cultural contrast (e.g. role differences); be able to describe or produce classroom materials and activities that would promote cross-cultural insights
  5. Assess the ESL course and ESL materials and understand the main issues: selection; organization; presentation; application; evaluation


  1. Classroom assessment and evaluation
  2. Language and Culture: Cultural self awareness and cross-cultural communication; the multi-cultural classroom; culture shock and its implications for teaching/learning
  3. Professional Development: Evaluating goals and objectives; professional concerns; classroom research.


LLED 478C is a combination of LLED 478A and LLED 478B. See the above information for these courses.


LLED 489A explores basic theories of linguistics and their application to classroom practice. As an introduction to the linguistic foundations of first and second language teaching, the course will assist teachers in making linguistically informed decisions about teaching. The course is not a comprehensive survey of Linguistics, but restricts its topics to those generally agreed to have relevance to language teaching and learning. Serves as one of several alternative prerequisites to LLED 478A. Students are directed also to LLED 489B (3 credits), which deals with topics in second language learning in relation to society and education in more detail.

Representative Course Topics

Linguistic Foundations of Language Teaching:

  • Functions of language: pragmatics, discourse and language teaching
  • Pronunciation and its relation to spelling and reading
  • Semantics and word study, lexicography and dictionary work
  • Linguistic foundations of alphabetic writing
  • Comparative studies of writing systems
  • Classification of world languages
  • Linguistic foundations of the reading process
  • Syntactic analysis of written composition, assessment of syntactic maturity
  • Educational aims in the teaching of grammar


LLED 489B further explores basic theories of linguistics and their application to classroom practice. The course is not a comprehensive survey of Linguistics, but restricts its topics to those generally agreed to have relevance to language teaching and learning. Serves as one of several alternative prerequisites to LLED 478A.

Representative Course Topics

First and Second Language Learning:

  • Recent theory and research in first language acquisition
  • Implications of acquisition studies for curriculum and instruction
  • Recent theory and research in second language acquisition
  • Linguistic foundations of major approaches to second language instruction
  • Relationships amongst language, learning and thinking

Language, Society and Education:

  • Classroom language and educational success
  • Race, gender and social groups as factors in educational success: the mediating role of language
  • Intercultural communication
  • Aboriginal languages in Canada, aboriginal learners and classroom discourse


LLED 489C is a combination of LLED 489A and LLED 489B. See the above information for these courses.

Diploma in TESL


The Diploma in Education (TESL) is for teachers interested in teaching English to speakers of other languages in B.C. schools (if candidates already possess a valid B.C. teaching certificate), in adult community or academic settings, or overseas.

Admission Requirements

The prerequisite to the Diploma in Education (TESL) is a minimum of one year’s teaching experience. The program requires 30 credits of approved core and elective courses.

Core courses (12 credits)

Core courses consist of:

  • Language and Literacy Education LLED 478A and 478B (3 credits each) or LLED 478C (6 credits), a combination of LLED 478A and 478B
  • Language and Literacy Education LLED 489A and 489B (3 credits each) or LLED 489C (6 credits), a combination of LLED 489A and 489B

Note: It is generally possible to complete LLED 478 (6 credits) and credit it later (within 5 years) to the Diploma in the TESL Program. Students must complete LLED 478A before LLED 478B although students may take LLED 489B before LLED 489A.

Elective courses (12-18 credits)

Any 300- or 400- level courses in the Department of Language and Literacy Education (except Teacher Librarianship). In addition, courses may be selected from the following:

  • Adult Education ADHE 327, 330, 412
  • Anthropology ANTH 317, 407, 408, 417
  • Computing Studies Education EDCP 422, 424
  • Early Childhood Education ECED 405, 415, 433, 438, 443
  • Education EDUC 342, 432
  • Educational Studies EDST 425
  • Linguistics LING any 300- or 400-level courses
  • Psychology PSYC 308
  • Sociology SOCI 302, 382, 466

It is generally possible to complete LLED 478 and credit it later (within 5 years) to the Diploma in TESL Program.

Teaching English as a Second Language (TESL)

Integrating research and practice, the graduate programs in Teaching English as a Second Language (TESL) offer professional development to teachers of ESL and prepare researchers and leaders in applied linguistics. TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice; second language acquisition, second language reading and writing, language socialization, language and identity, second language assessment, discourse analysis, critical applied linguistics, and research methods.

The TESL/TEFL program accepts well-qualified students from around the globe into a richly international and multicultural academic community.


Admission requirement

The Masters programs develop an awareness of current thought and practice in TESL education. The MA program has a research emphasis and includes a thesis, whereas the MEd program has a professional emphasis and includes the option of a capstone project. Each program requires a minimum of 30 credits of approved graduate work, at least 24 of which must be numbered 500 or above.

In addition to the On-Campus MEd program, we also offer a fully online option for the MEd program in TESL. More information regarding the online program can be found on the Professional Development & Community Engagement website. Please note that the admission deadline for the Online MEd in TESL for the September 2018 program is March 15, 2018. For complete application details, please refer to How to Apply on the PDCE website.


Admission requirement

Faculty members in the TESL group:


The TESL MEd program requires 30 credits. A minimum of 24 credits must be in graduate-level courses (including 3 credits for the optional graduating paper completed as part of LLED 590). A maximum of 6 credits at the undergraduate level in courses numbered 300 to 499 (e.g., TESL Certificate Courses) may be counted toward the requirements of an MEd degree. All master’s students in LLED must take EDUC 500 as a basic research methods requirement.


The TESL MA program requires 30 credits. A minimum of 24 credits must be in graduate-level courses (including 9 credits for the required MA Thesis competed as part of LLED 599). A maximum of 6 credits at the undergraduate level in courses numbered 300 to 499 (e.g., TESL Certificate Courses) may be counted toward the requirements of an MA degree. All master’s students in LLED must take EDUC 500 as a basic research methods requirement.


PhD students take the required PhD seminars and elective courses from the following list as well as others relevant to their doctoral research. The number of courses each doctoral student takes is based on individual needs, prior coursework and preparation, and a consultation with individual supervisors. Our current PhD students take on average 7 courses or 21 credits. UBC’s Faculty of Graduate and Postdoctoral Studies (G+PS) recommends a total of 18-24 credits.

The timely completion of all program requirements is very important for PhD students. PhD program coursework is typically completed within the second year of a student’s program. By the end of their third year, students are required by G+PS to have completed their comprehensive examination and their thesis proposal. After the exam and proposal have been approved by the doctoral supervisory committee, the student will have advanced to PhD candidacy. After that, many students take another two years to complete the program. Although the maximum allowable time period, according to G+PS, is six years from the point students entered the PhD program, scholarships such as SSHRC (Social Sciences and Humanities of Canada) and UGF (University Graduate Fellowships) only fund up to 4 years in the doctoral program.


M.Ed./M.A. students in TESL and MLED are required to take 12 credits (minimum) from the 10 courses listed below in order to graduate with a TESL or MLED degree. For a full list of courses, visit the Courses page.

The purpose of the course is to explore current debates in the field of language education that address language as a social practice. Students will investigate the way language constructs and is constructed by a wide variety of social relationships, including those between writer and reader, teacher and student, classroom and community, test maker and test taker, researcher and researched. Students will consider how gendered/raced/classed identities are negotiated within such social relationships. They will also explore how social relations of power can both constrain and enable the range of educational possibilities available to both learners and teachers.

This graduate seminar critically analyzes education research on the political motivations for and the success of bilingual language planning and programs in Canada and select situations in Africa, Asia, Europe and the Middle East. Topics such as the recent retreat from post-colonial indigenous language planning in a world where the majority of English speakers are EOL and unilingual speakers are a minority are considered from the perspectives of global bilingualism.

This course will discuss the main conceptual and empirical approaches in second language assessment. It will explore these approaches (various tests and assessment methods) to second language assessment as they relate to various constructs of language ability, language learning/acquisition theories, and context of use of second language. Basic elements of language tests such as authenticity, interactiveness, practicality, impact, as well as construct validity and reliability will be presented and discussed through examples of first and second language tests. Issues to be discussed include, test taker's characteristics and rater's bias, relation between language acquisition and language testing research, decontextualisation of language in tests, the importance of correspondences between language use and language test tasks as well as technology in testing. After this course, students will be ready to explore more in depth philosophical or technical aspects of second language assessment (i.e., psychometrics and creation of tests).

The focus of this graduate course is theory, research, and practice in teaching of reading to K-12 and adult non-native speakers of English in diverse settings including English as a second language (ESL) and English as a foreign language (EFL) contexts. The different theories and models related to reading instruction in ESL and EFL contexts will be described and explored. Students will learn about the major models ranging from bottom-up to critical pedagogy formulations related to literacy instruction. Topics of the course include: 1) models of reading; 2) theoretical issues in first and second language reading; 3) methodologies of teaching reading in ESL/EFL contexts; 4) ESL/EFL reading standards and assessments; 5) digital literacies and ESL/EFL reading; and 6) critical literacy and multiple literacies.

This course aims to foster a comprehensive appreciation of fundamental concepts informing second language teaching, their theoretical foundations, and relative values in instructional practice; a well-articulated, personal viewpoint on issues of knowledge and policy central to second language teaching; a critical understanding of research on second language instruction, including recent trends in methodology, conceptualization of research problems, and approaches to data collection and analyses; and an in-depth understanding of a topic of your choice in the field of ESL/EFL teaching.

This course examines linguistic, cognitive, psychological, affective, sociolinguistic, and sociocultural foundations of second language (L2) development and the implications of theory and research in this area for the teaching and learning of additional languages. The primary focus of the course is oral language development; literacy development is dealt with in other courses to a greater extent.

This course focuses on topics of interest in second language (L2) writing such as teacher responses to students’ writing, peer review, cultural backgrounds and L2 writing, academic writing and L2 writers, teaching English as a Foreign Language (EFL) writing, and early L2 writing. Students will analyze, compare, contrast, and critique recent research on L2 writing, gain insights into writing processes by reflecting on their own and/or their students’ writing experiences, and develop research proposals in the area of L2 writing.

This course provides an overview of current issues on culture and politics in second language education. Topics include language policies, issues of diversity related to language and language speakers, linguistic imperialism, politics of culture and cultural difference, racialization, and marginalized identities. Students gain knowledge about major arguments on these topics and explore how theories, concepts, and arguments are used and constructed in addressing issues. Students also explore how various theories and perspectives can be incorporated in their own research and practice.

This course examines intercultural learning as mediating understanding across multiple frames of reference that engage a dynamic complex of diverse beliefs, values, assumptions, and actions. Students consider theoretical and practical conceptions of interculturality within the context of education as these pertains to the learning and teaching of language. The principal aim of the course is to provide teachers and teacher educators with resources to investigate and integrate productive ways of interpreting intercultural processes in their classrooms and beyond.

This course critically explores the following topics related to learning and teaching vocabulary in an additional language:
• Vocabulary description: Types of lexical items, vocabulary size, word frequency lists, and text coverage.
• Vocabulary acquisition: Incidental vocabulary acquisition, intentional vocabulary learning, and the role of vocabulary in language and literacy development.
• Vocabulary pedagogy: A balanced framework for vocabulary development, vocabulary teaching techniques, and the lexical approach.
• Vocabulary assessment: An overview of the main types of vocabulary tests and a framework for assessing vocabulary knowledge.
The course combines a theoretical approach with practical tasks intended to improve the professional practice of prospective and current additional language teachers.


Tracked identities, Resistance, and Cultural Production of Yeongpoja: critical ethnography of tracked English classes in a Korean middle school (4/17)
Author: Byean, Hyera – Supervisors: Dr. Ryuko Kubota, Dr. Steven Talmy

Wiggle room for teaching English as a global language? : Western-educated Taiwanese English teachers’ identities and teaching of English writing (3/17)
Author: Lin, Jui-Ping – Supervisor: Dr. Ling Shi

Grammatical metaphor and the social genesis of abstraction in the writing of apprentice scholars using English as an additional language (12/16)
Author: Ferreira, Alfredo – Supervisors: Dr. Patricia Duff, Dr. Geoff Williams

Negotiating academic discourse, practices, ideologies, and identities: the socialization of Chinese PhD students (4/16)
Author: Anderson, Timothy – Supervisor: Dr. Patricia Duff

Economizing Education: Fee-paying ESL Students in a Public High School (11/15)
Author: Deschambault, Ryan – Supervisor: Dr. Steven Talmy

Critical thinking in second language writing: concept, theory and pedagogy (10/15)
Author: Dong, Yanning – Supervisor: Dr. Ling Shi

Acceptability and Authority in Chinese and Non-Chinese English Language Teacher’s Judgments of Language Use in English Writing by Chinese University Students (08/15)
Author: Heng Hartse, Joel – Supervisor: Dr. Ling Shi

Learning to be Students Again: Second Language Socialization of Graduate Students in a Canadian University (05/15)
Author: Kim, Mi-Young – Supervisor: Dr. Ling Shi

Effect of topical knowledge on L2 writing (11/10)
Author: He, Ling – Supervisor: Dr. Ling Shi

Knowledge mobilization and Bernstein’s pedagogic device research proposal (11/09)
Author: Potts, Diane – Supervisors: Dr. Margaret Early, Dr. Geoff Williams

Negotiating muliple investments in languages and identities: The language socialisation of generation 1.5 Korean-Canadian university students (05/09)
Author: Kim, Jean – Supervisor: Dr. Patricia Duff

Socialization in the margins: Second language writers and feedback practices in university content courses (11/08)
Author: Seror, Jeremie – Supervisor: Dr. Patricia Duff

Language education policy and multilingual literacies in Ugandan primary schools (11/08)
Author: Tembe, Juliet – Supervisor: Dr. Bonny Norton

Secondary schooling for girls in rural Uganda: challenges, opportunities and emerging identities (05/08)
Author: Jones, Shelley – Supervisors: Dr. Bonny Norton & Dr. Maureen Kendrick

The academic literacy socialization of Mexican exchange students at a Canadian university (11/07)
Author: Zappa, Sandra – Supervisor: Dr. Patricia Duff

Negotiating the ‘critical’ in the Canadian English for Academic Purposes Program (11/07)
Author: Lee, Ena – Supervisor: Dr. Bonny Norton

Becoming Canadian: Punjabi ESL learners, national language policy and the Canadian language benchmarks (05/07)
Author: Fleming, Douglas – Supervisors: Dr. Ling Shi, Dr. John Willinsky

Promoting social presence: building connectedness in educational cyberspace (05/06)
Author: Liang, Kristy – Supervisor: Dr. Stephen Carey

Decision-making discourse processes of international students through e-commerce as exemplified by eBay (05/06)
Author: Munn, Susan – Supervisor: Dr. Ken Reeder

A systemic functional perspective on native and non-native English speaking students’ online discussion in a mixed-mode graduate seminar (05/05)
Author: Luo, Yu – Supervisors: Drs. B. Mohan and S. Carey

Popular film and English as a second language: Toward a critical feminist pedagogy of identity and desire (05/05)
Author: Mackie, Ardiss – Supervisor: Dr. Bonny Norton

The idea of translation: Exploring linguistic and cultural interstices in educational contexts (05/05)
Author: Nishizawa, Sumiko – Supervisor: Dr. John Willinsky

Second language speakers’ participation in computer-mediated discussions in graduate seminars (05/05)
Author: Yim, Yoon-Kyung Kecia – Supervisors: Drs. Monique Bournot-Trites and Patricia Duff

Globalization, democratization and knowledge production at three South African universities (05/05)
Author: Muthayan, Saloshini – Supervisors: Drs. John Willinsky and Bonny Norton


Investigating teacher’s perceptions of the usefulness of Portfolio-Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) programme
Author: Mohammadian Haghighi, Fatemeh – Supervisor: Dr. Monique Bournot-Trites (12/16)

The impact of English for Academic Purposes (EAP) programs on international student’s success in university courses
Author: Keefe, Karin Ann – Supervisor: Dr. Ling Shi (07/16)

Engagement with Chinese Popular Culture in Adult Mandarin Language Learning and Socialization
Author: Fang, Sumin – Supervisor: Dr. Patricia Duff (07/15)

Imagined communities, symbolic capital, and the mobilization of individual linguistic resources
Author: Mendoza, Anna – Supervisor: Dr. Bonny Norton (04/15)

The construction of writer identity of Bangladeshi L2 students in the English academic community
Author: Saha, Suma – Supervisor: Dr. Ling Shi (05/14)

“If you wait, nothing will come”: Returned Japanese student sojourners’ shifting identities and perceptions of English
Author: Williams, Elisabeth Ann – Supervisor: Dr. Ryuko Kubota (05/14)

Autonomous learning in a CALL EFL classroom: An exploratory case study
Author: Vakhnenko, Yevheniy – Supervisor: Dr. Kenneth Reeder (05/14)

The multi-identities of Canadian high school students of South Asian Heritage (11/10)
Author: Binning, Priya – Supervisor: Dr. M. Early

Beliefs about English: Korean postsecondary short-term study abroad learners in Canada (11/10)
Author: Kim, You Mi – Supervisor: Dr. Ryuko Kubota

A functional approach to English for academic purposes syllabi: A case study of the Canadian Language Benchmarks (11/10)
Author: Lima, Adriana – Supervisor: Dr. G.Williams

New English: A study of the editorial documents of a Chinese-British joint textbook project (11/09)
Author: Fan, Yong – Supervisor: Dr. L. Shi

E-Granary, digital literacy, and the identities of Ugandan students (11/09)
Author: Williams, Carrie-Jane – Supervisor: Dr. B. Norton

Accessing academic literacy for diverse learners: A case study of an elementary social studies classroom (05/08)
Author: McMillan, Daphne – Supervisor: Dr. M. Early

“Only connect!”: Engaging online with text and with peers (05/07)
Author: Johnson, Kerry – Supervisor: Dr. M. Early

The usefulness and ethical status of a language placement/entrance test at a post-secondary institution (05/06)
Author: Golder, Katherine – Supervisor: Dr. K. Reeder

Factors that influence faculty uptake and continued use of course management systems (CMS) (11/05)
Author: D’Silva, Reginald – Supervisor: Dr. K. Reeder

Investigating the discursive interplay of discourses of (new) multiliteracies: A Bakhtinian perspective (11/05)
Author: Tabyanian, Shahbaz – Supervisor: Dr. K. Reeder