Teaching English as a Second Language (TESL)

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. 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.

Information

TESL Certificate

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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). Note that courses other than LLED 489 that may count as prerequisites for LLED 478 cannot count as credit towards the certificate.

To receive the 15-credit TESL Certificate with Practicum, a student must complete LLED 489 (6 credits), LLED 478A (3 credits), LLED 478B (3 credits) and LLED 399 (3 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 the third or fourth year of university study.
  • Students must take LLED 489 (either 489A and 489B or 489C) prior to taking LLED 478C or currently with LLED 478C in the Winter Session from September to April.
  • 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 fee 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 Request paper form

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).


Length/Duration

The 3 courses for the TESL Certificate Program with Practicum cover a total 195 hours of teaching and practice. LLED 478 and LLED 489 are available in all three sessions of the academic year although LLED 399 is only available in Winter terms.

LLED 478 Introduction to Teaching English as a Second Language (78 hours) is offered:

  • every Winter Session (September to April),
  • every Summer Session Term 2 (July and part of August).

LLED 489 Applied Linguistics for Teachers (78 hours) is offered:

  • every Winter Session (September to April),
  • every Summer Session Term 1 (May to June),
  • every Summer Session Term 2 (July and part of August).

LLED 399 Practicum in Teaching English as a Second Language (39 hours) runs concurrently with the second half of LLED 478:

  • every Winter Session Term 2 (January to April),
  • every Summer Session Term 2 (July and part of August) with Ritsumeikan students in Kyoto, Japan (offered through PDCE).

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.


UBC-Ritsumeikan Joint TESL Certificate Program

There is also a Joint TESL Certificate Program between Ritsumeikan University (Kyoto, Japan) and UBC, held in Japan. It is offered through Professional Development & Community Engagement. The Japanese students come to take LLED 489 at UBC in the summer and an LLED instructor delivers LLED 478 and LLED 399 in Japan in the following summer.


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.


Courses

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 must take LLED 478A before LLED 478B but can take either LLED 489A or LLED 489B first.

Description

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.

Description

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

Prerequisites

The prerequisite to LLED 478A is a course in linguistics dealing with the English language. It must have been taken within five years previous to enrolment in the course. Any one of the following 6-credit UBC courses is acceptable as a prerequisite: LLED 489A/B or 489C; English 329; Linguistics 200 AND Linguistics 201; or Linguistics 420. Note: students must have 6 credits of LLED 489 to receive the TESL Certificate with Practicum or the TESL Coursework Certificate.

A student who has taken an introductory linguistics course at another institution and wants to substitute it for the prerequisite must seek approval by submitting a copy of transcript and a university calendar description of the course to:

ESL Undergraduate Advisor
Dept. of Language & Literacy Education
2125 Main Mall
Vancouver, B.C. Canada V6T 1Z4

Phone: (604) 822-5788

Only during Winter Session is it possible to take the linguistics prerequisite course(s) as a corequisite. All students in summer sections Term 1 or Term 2 of LLED 478A must have completed the acceptable 6-credit linguistics prerequisite.

Objectives

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

Content

  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.

Description

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

Prerequisites

The prerequisites to LLED 478B are LLED 478A taken within the last two years and an acceptable 6-credit course in linguistics dealing with the English language. The linguistics course(s) must have been taken within five years previous to enrolment in LLED 478B. Any one of the following 6-credit UBC courses is acceptable as a prerequisite: LLED 489A/B or 489C; English 329; Linguistics 200 AND Linguistics 201; or Linguistics 420. LLED 489 (6 credits) is the most suitable prerequisite. Also, students must have 6 credits of LLED 489 to receive the TESL Certificate with Practicum and the TESL Coursework Certificate. All students in summer sections Term 1 or Term 2 of LLED 478B must have completed the acceptable 6-credit linguistics prerequisite.

A student who has taken an introductory linguistics course at another institution and wants to substitute it for the prerequisite must seek approval by submitting a copy of transcript and a university calendar description of the course to:

ESL Undergraduate Advisor
Dept. of Language & Literacy Education
2125 Main Mall
Vancouver, B.C. Canada V6T 1Z4

Phone: (604) 822-5788

Objectives

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

Content

  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.

Description

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

Prerequisites:

Same as LLED 478A.

Description

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

Description

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

Description

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

Application

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TESL Diploma

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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 LLED 478B (3 credits each) (alternatively LLED 478C — 6 credits, administered through PDCE and offered only in Japan) and their prerequisite (6 credits) chosen from below:

  • Language and Literacy Education LLED 489A and LLED 489B (3 credits each)
  • Language and Literacy Education LLED 489C (6 credits)
  • English ENGL 329 (6 credits)
  • Linguistics LING 420 (6 credits)

Note: The prerequisite must have been taken within five years prior to enrolling in LLED 478C. It is generally possible to complete LLED 478C and credit it later (within 5 years) to the Diploma in TESL Program.

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.


Application

Information regarding admission, registration, and regulations on Diploma Programs is available on the Professional Development & Community Engagement website (or by contacting pdce.educ@ubc.ca | 604.822.2013).

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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.

Masters

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 major paper. Each program requires a minimum of 30 credits of approved graduate work, at least 24 of which must be numbered 500 or above.
Admission requirement

Doctoral

Admission requirement

The following faculty members are in the TESL group:
Andreea Cervatiuc
Patsy Duff
Margaret Early
Ryuko Kubota
Bonny Norton
Ken Reeder
Ling Shi
Steven Talmy
Sandra Zappa-Hollman

TESL students (MA or MEd) typically take 15-24 credits from the following list of courses (with each course worth 3 credits), but others are also possible. Normally, it takes 24 months of full-time study to complete an MA degree and 12-24 months of full-time study to complete an M.Ed. degree.

PhD students typically 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 (18-24 credits in total are recommended by UBC’s Faculty of Graduate and Postdoctoral Studies (G+PS)).

The timely completion of all program requirements is very important for PhD students. PhD program coursework is typically completed within the first or second year of a student’s program. By the end of their third year, students are required by G+PS to have completed their (3) comprehensive examinations and their thesis proposal. After the exams 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 or more to complete the program since data collection, data analysis, writing up, revisions, and preparation for the defense are very demanding and time-consuming. 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.

Note:
These are only a selected few courses. For a full list of courses, visit the Courses page.

EDUC 500 (3) Introduction to research methods

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 discusses the main conceptual and empirical approaches in second language assessment. 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 performance and technology in testing. In addition, basic elements of language tests such as level of authenticity, level of interaction, practicality, impact, as well as construct validity and reliability are presented and discussed through examples of first and second language tests. After this course, students should be ready to explore more in depth philosophical or technical aspects of second language assessment (i.e., psychometrics and creation of tests)

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 writing such as teacher responses to students’ writing, peer review, cultural backgrounds and second language writing, academic writing and second language writers, and plagiarism in second language writing. Students will analyze, compare, contrast, and critique recent research on second language writing, gain insights into writing processes by reflecting on their own or their students’ writing experiences, and develop research proposals or conduct case studies in the area of second language writing.

Offered in Term 1, this course serves as an introduction to discourse research, engaging students in a research design process that begins with the articulation of research questions, moves through a general comparison of research traditions, and provides a framework for general concepts, including discourse, text, utterance, voice, heteroglossia, chronotope, hybridity, narrative, agency, and conceptual metaphor. Multiple methods of discourse analysis are described, exemplified, and compared—including microethnography, narratology, narrative analysis, and the critical analysis of discourses—as an overview of the options available to researchers interested in questions at the level of discourse.

Offered in Term 2, this course places emphasis on the analysis of classroom interactional and educational interview data, two of the more common types of data generated in educational research. These data will be examined from a range of contemporary descriptive and critical approaches, including conversation analysis, feminist conversation analysis, membership categorization analysis, ethnography of communication, interactional sociolinguistics, discursive psychology, critical discursive psychology, and critical discourse analysis.

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.

PhD

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

MA

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

photo credit: vancouverfilmschool