Faculty Publications

Browse recent publications from 2016-2017.

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Anderson, J., McTavish, M. & Kim. J. (2017) Lessons from parents, and with parents in early literacy learning for migrant and refugee students. Newark, DEL International Literacy Association. http://literacyworldwide.org/pcr
Anderson, J., Anderson, A., Friedrich, N., & Teichert, L. (2017). “You guys should offer the program more often!”: Some perspectives from working alongside immigrant and refugee families in a bilingual family literacy program. In C. McLachlan, & A. Arrow (Eds.), Literacy in the early years: Reflections on international research and practice (pp. 63–78). New York: Springer.
Anderson, J., Anderson, A., & Rajagopal, H. (2017). Promoting first language development and maintenance and capitalizing on “funds of knowledge” in family literacy programmes. In N. Kucirkova, C. Snow, V. Grover, & C. McBride-Chang (Eds.), The Routledge international handbook of early literacy education (pp. 351–361). New York: Routledge.
Anderson, J. (2017). Family literacy programs in immigrant and refugee communities: Some observations from the field. Journal of Language and Literacy Education. Available at: http://jolle.coe.uga.edu/wp-content/uploads/2017/03/Anderson-1.pdf
Anderson, J., Anderson, A., & Sadiq, A. (2017). Family literacy programmes and young children's language and literacy development: Paying attention to families' home language. Early Child Development and Care, 187 (3–4), 644–654.
Anderson, J., Horton, L., Kendrick, M., & McTavish, M. (2017). Children's funds of knowledge in a rural northern Canadian community: A telling case. Language and Literacy, 19 (2), 20-32.
Anderson, J., McTavish, M. & Kim. J. (2017). Early Literacy Learning for Immigrant and Refugee Children: Parents' Critical Roles. Thought Leadership Paper, Literacy Research Panel, International Literacy Association, Newark, DEL. https://literacyworldwide.org/docs/default-source/where-we-stand/ila-early-literacy-learning-immigrant-refugee-children.pdf
Anderson, J., Friedrich, N., Morrison, F., & Teichert, L. (2016). “Now he knows that there are two kinds of writing, two kinds of reading”: Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts (pp. 82–102). New York: Routledge.
Anderson, A., Anderson, J., Hare, J., McTavish, M., & Prendergast, T. (2016). Language, and culture in early childhood: Home, school, and community contexts –An introduction. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts ) pp. 118. New York: Routledge.
Stagg Peterson, S., Anderson, J., Budd, K., Kendrick, M., McIntyre, L., McTavish, M., Nteligou, B., & Riehel, D. (2016). Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian kindergartens? Canadian Journal of Education, 39(3), 1–26.
Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2016). Language, learning, and culture in early childhood: Home, school, and community contexts. New York: Routledge.
Asselin, M., & Doiron, R. (2016). Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.
Belliveau, G., Shigematsu, T., & Wasserman, J. (2017). Theatre in Canada: What’s next? In P. Tortell (Ed.), Reflections of Canada (pp. 261–266). Peter Wall Institute for Advanced Studies, Vancouver, BC: UBC Press.
Belliveau, G. (2017). Historiography and The Komagata Maru Incident. In H. Davis-Fisch (Ed.), Past Lives: Performing Canada's Histories (pp. 305–310). Toronto: ON: Playwrights Canada Press.
Irwin, R., Belliveau, G., LeBlanc, N., & Ryu, J. Y. (2017). A/r/tography as living inquiry. In P. Leavy (Ed.), Handbook of Arts Based Research (pp. 37–53). New York: Guildford Press.
Boydell, K. & Belliveau, G. (1). (Eds.) (2017). A Critical Inquiry into Art-based Health Research. (eds.) Special issue Journal of Applied Arts and Health, 8(2). 139 pages.
Belliveau, G. (2017). Theatre with veterans: Transition and recovery. Journal of Applied Arts and Health, 8(2), 255-265.
Belliveau, G. & Nichols, J. (2017). Audience responses to Contact!Unload: A research-based play about returning military veterans. Journal Cogent: Arts & Humanities, 4, 1-12. (http://www.tandfonline.com/doi/pdf/10.1080/23311983.2017.1351704?needAccess=true)
Belliveau, G. (2016). Performing Contact!Unload: Insider perspectives. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling (pp. 45–52). Vancouver: Faculty of Education, UBC.
Belliveau, G., & Irwin, R. (2016). Performing autobiography. In G. Belliveau, & G. Lea (Eds.), Research-based theatre: An artistic methodology (pp. 175–188). Bristol, UK: Intellect Books.
Belliveau, G., & Westwood, M. (Eds.) (2016). Soldiers performing self in Contact!Unload: Innovations in theatre and counseling. Vancouver: Faculty of Education, UBC.
Belliveau, G., & Lea, G. (Eds.) (2016). Research-based theatre: An artistic methodology. Bristol, UK: Intellect Books.
Gibson, R., Belliveau, G., Burnard, P., Seidel, S., Valdez, J., & Wales, P. (2016). AEMEA: In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 227–248). New York: Routledge.
Boydell, K., Hodgins, M., Gladsone, B., Stasiulis, E., Belliveau, G., Kontos, P., Parsons, J. (2016). Arts-based health research and academic legitimacy: Transcending hegemonic conventions. Qualitative Research Journal, 16(3), 1–20.
Belliveau, G., & Prendergast, M. (2016). Perspectives on drama and performance education in Canadian classrooms. In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 264–275). New York: Routledge.
Xu, Y., & Belliveau, G. (2016). 海外戏剧教育理念方法在中国戏曲传承传播中的应用—以汤显祖、莎士比亚剧作为研究中心 [Ideas and methods of overseas drama education applied in inheritance and dissemination of Chinese opera – with Shakespeare and Tang Xianzu as the Research Centre]. Grand Stage, 339(8), 54–60. Available at: http://dwut.chinajournal.net.cn/WKB/WebPublication/paperDigest.aspx?paperID=c99cde7a-080e-48ff-9414-e052d439d144
Lea, G., & Belliveau, G. (2016). Situating the field. In Belliveau, G. & Lea, G. (Eds.), Research-based theatre: An artistic methodology (pp. 1-12). Bristol, UK: Intellect Books.
Belliveau, G., & Prendergast, M. (2016). Perspectives on drama and performance education in Canadian classrooms. In J. Fleming, R. Gibson, & M. Anderson(Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 264–275). New York: Routledge.
Bournot-Trites, M. (2017). Design-based research methodology for establishing the common theoretical framework and the CLB/NCLC scales. In Monika Jezak (Ed.), Language is the key. The Canadian Language Benchmarks model (pp. 31-53). Ottawa: University of Ottawa Press.
Rail, G., Bryson, M., Gahagan, J., & Ristock, J. (2016). Projecte Cancer’s Margins: Minories sexuals, assistencia oncologica, informacio, subjectivitats. In A. Parroche-Escudero, G. Coll Planas & C. Riba (Eds.), Cicatrius (In)visibles: Cancer de pit and perpectives feministas) (45–61. Vic: Eumo Editorial, Universitat de Vic.
Taylor, E., & Bryson, M. (2016). Cancer’s Margins: Trans* and gender nonconforming people’s access to knowledge, experiences of cancer health, and decision-making. LGBT Health, 3(1), 79–89.
Carr, W., Kutcher, S., Wei, Y., & Heffernan, A. (2017). Preparing for the classroom: Mental health knowledge improvement, stigma reduction, and enhanced help-seeking efficacy in Canadian preservice teacher education. Canadian Journal of School Psychology. Advance online publication. doi: 10.1177/0829573516688596
Carr, W. (2016). Afterword. In M. Filipenko, & J. Naslund (Eds.), Problem-based learning in teacher education (pp. 223–227). New York: Springer.
Cervatiuc, A. (2017). Incidental learning of vocabulary. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
Corella, M. (2018). "I Feel Like Really Racist for Laughing": White Laughter and White Public Space in a Multiracial Classroom. In M. Bucholtz, D.I. Casillas, & J.S. Lee (Eds.), Feeling It: Language, Race, and Affect in Latina/o Youth Learning. New York: Routledge. https://www.routledge.com/Feeling-It-Language-Race-and-Affect-in-Latinx-Youth-Learning/Bucholtz-Casillas-Lee/p/book/9781138296800
Lee, J.S., & Corella, M. (2017). Immigrant parents’ language brokering practices: A taxonomy of interlingual and intralingual brokering strategies. In R. S. Weisskirch (Ed.), Language brokering in immigrant families: Theories and contexts (pp. 247–269). New York, NY: Routledge.
Duff, P., & Becker-Zayas, A. (2017). Demographics and heritage languages in Canada: Policies, patterns, and prospects. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 57-67). New York, NY: Routledge.
Duff, P. (2017). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170-175). London: UK: Routledge.
Duff, P., Liu, Y., & Li, D. (2017). Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 409-422). New York: Routledge.
Duff, P. (2017). Social dimensions and differences in instructed SLA [second language acquisition]. In S. Loewen & M. Sato (Eds.). The Routledge handbook of instructed second language acquisition. New York: Routledge.
Duff, P. (2017). Language socialization, higher education, and work. In P. Duff & S. May (Eds.), Language socialization. Encyclopedia of language and education. New York: Springer.
Duff, P., & May, S. (Eds.). (2017). Language socialization. Encyclopedia of language and education (3rd ed.). New York: Springer. (Introduction + 30 chapters, including newly solicited ones)
Duff, P. (2017). Commentary: Motivation for learning languages other than English in an English-dominant world. Modern Language Journal, 101(3), 597–607.
Duff, P. & Anderson, T. (2016). Case study research. In J.D. Brown & C. Coombs (Eds.), Cambridge guide to language research (pp. 112–118). Cambridge: Cambridge University Press.
Duff, P., & Abdi, K. (2016). Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge.
Douglas Fir Group (of which Duff, P. and Norton, B. are members/co-authors). (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100-S, 19–47.
Duff, P. (2016). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170–175). London, UK: Routledge.
Early, M., & Kendrick, M. (2017). 21st century literacies: Multiliteracies reconsidered. In R. Zaidi, & J. Rowsell (Eds.). Literacy lives in transcultural times (pp. 43-57). London, UK: Routledge.
Early, M., Dagenias, D., & Carr, W. (2017). Second language education in Canada. In N. Van Deusen-Scholl, & S. May (Eds.) Encyclopedia of language and education: Vol.4, Second and foreign language education (3rd ed., pp. 313–326). Springer Science.
Wyman, L., Galla, C.K., & Jimenez-Quispe, L. (2016). Indigenous youth language resources, educational sovereignty, and praxis: Connecting a new body of language planning research to the work of Richard Ruiz. In N. Hornberger (Ed.), Honoring Richard Ruiz and his work on language planning and bilingual education (pp. 395–429). Bristol: Multilingual Matters.
Galla, C.K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137
Gunderson, L., & D’Silva, R. (2016). Disaggregating secondary-level Chinese immigrants’ academic, English, and school success. In W. Ma, & G. Li, (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores (pp. 88–102). New York, NY: Routledge.
Hare, J., Darvin, R., Doherty, L., Early, M., Filipenko, M., Norton, B., & Stranger-Johannessen, E. (2017). Digital storytelling and reconciliation. In P. Tortell, M. Young, & P. Nemetz (Eds.), Reflections of Canada 150 (pp. 200-205). Vancouver, Canada: Peter Wall Institute for Advanced Studies.
Archibald, J. & Hare, J. (2018). Thunderbird rising: Indigenizing education in Canada. In Royal Commission on Aboriginal Peoples 20th Year Anniversary: Sharing the Land, Sharing the Future National Forum. Winnipeg: University of Manitoba Press. (Invited Submission)
Archibald, J., & Hare, J. (Eds.) (2017). Knowing, sharing, doing: Celebrating successes in K-12 Aboriginal education in British Columbia. Vancouver, BC: British Columbia Principals and Vice Principals Association.
Hare, J. (2016). “All of our responsibility”: Instructor experiences with required Indigenous education courses. Canadian Journal of Native Education, 38(1), 101-120.
Hare, J., & *Davidson, S. F. (2016). Learning from Indigenous knowledge in education. In D. Long & O. P. Dickason, (Eds.), Visions of the heart: Canadian Aboriginal issues, 4th Edition (pp. 241-262). Oxford, UK: Oxford University Press.
Hare, J. (2016). Indigenous pedagogies in early learning: linking community knowledge to school based settings. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school and community contexts, pp. 197-213. New York: Routledge.
Henry, A. (2017). Culturally relevant pedagogies: Possibilities and challenges for African Canadian Children [Special issue: Twenty-year retrospective of culturally relevant pedagogy, G. Ladson-Billings, & A. Dixon (Eds.)]. Teachers College Record, 119(1), 1-27.
Henry, A. (2016). An experiment that worked: Lesson from an inner-city school in Chicago. Caribbean Journal of Education, 38(1), xiv-xxix.
Sameshima, P., Fidyk, A., James, K. & Leggo, C. (2017) Poetic Inquiry: Enchantment of Place. Delaware: Vernon Press. https://vernonpress.com/book/134
James, K. (2017). Antics of a cultural recycler: Visualizing data poetry. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflections and renewal: Poetry as research (pp. 244–259). Lunenburg, NS: MacIntyre Purcell Publishing.
Peña, E., & James, K. (2016). A glitch pedagogy: Exquisite error and the appeal of the accidental. Journal of the Canadian Association for Curriculum Studies, (14)1, 108–127.
James, K. (2016). Brave new network: The gambit of living automated lives. In j. jagodzinski (Ed.), The precarious future of education: Education, psychoanalysis, and social transformation (pp. 195–223). Toronto & New York: Palgrave.
*Becker-Zayas, A., Kendrick, M., & Namazzi, E. (2017, online version). Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances. Applied Linguistics Review, 9(2-3).  [print version available 2018].
Johnson, L., & Kendrick, M. (2017). “Impossible is nothing”: Expressing difficult knowledge through digital storytelling. Journal of Adolescent and Adult Literacy, 60(6), 667–675.
Kendrick, M., & Namazzi, E. (2017). Family language practices as emergent policies in child-headed households in rural Uganda. In J. Macalister, & S.H. Mirvahedi (Eds.), Family language policies in a multilingual world: Opportunities, challenges, and consequences (pp. 56–73). London, UK: Routledge.
Kendrick, M. (2017). Cross-cultural research. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (pp. 178-181). Thousand Oaks, CA: Sage.
Kendrick, M. (2016). Literacy and multimodality across global sites. London, UK: Routledge.
Collier, D. R. & Kendrick, M. (2016). I wish I was a lion a puppy: A multimodal view of writing process assessment. Pedagogies: An International Journal. doi: 10.1080/1554480X.2016.1169187
Kubota, R. (2017). Myths of English and transnational Japanese workers’ experiences: Toward border-crossing communication. BCSIG (JALT Business Communications Special Interest Group) News #3, p. 5-7.
Kubota, R. (2017). Globlization and language education in Japan. In N. Van Deusen-Scholl & S. May (Eds.), Second and foreign language education, Encyclopedia of language and education (Volume 4) (pp. 287-299). Cham, Switzerland: Springer.
Kubota, R. (2017). Studying up, down, or across?: Selecting who to research. Studying up, down, or across?: Selecting who to research. In McKinley, J., & Rose, H. (Eds.), Doing research in applied linguistics: Realities, dilemmas, and solutions (pp. 17-26). Abingdon, UK: Routledge.
Kubota, R., & Miller, E. (Eds.) (2017). Special issue: Re-examining and re-envisioning criticality in language studies. Critical Inquiry in Language Studies.
Kubota, R., & Miller, E. R. (2017). Re-examining and re-envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14, 129-157.
Kubota, R. (2016). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480.
Kubota, R. (2016). A critical examination of common beliefs about language teaching: From research insights to professional engagement. Epoch making in English language teaching and learning (pp. 348–365). Taipei: English Teachers’ Association-Republic of China (ETA-ROC).
Kubota, R. (2016). Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 210–214). New York: Routledge.
Kubota, R., & Okuda, T. (2016). Confronting language myths, linguicism and racism in English language teaching in Japan. In P. Bunce, V. Rapatahana, R. Phillipson, & T. R. F. Tupas (Eds.), Why English? Confronting the Hydra (pp. 159–176). Bristol, UK: Multilingual Matters.
Kubota, R. (2016). Critical content-based instruction in the foreign language classroom: Critical issues for implementation. L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York: Routledge.
Kubota, R. (2016). The social imaginary of study abroad: Complexities and contradictions. Language Teaching Journal, 44, 347–357.
Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494.
Leggo, C. (2017). The vocation of poetry: Writing a lively love of the world. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflection and renewal (pp. 276–297). Lunenburg, NS: MacIntyre Purcell Publishing.
Walmsley, H., Cox, S. M., & Leggo, C. (2017). “It’s a trash”: Poetic responses to the experiences of a Mexican egg donor. Art/Research International: A Transdisciplinary Journal, 2(1), 58–88.
Hasebe-Ludt, E., & Leggo, C. (2016). Provoking a curricular métissage of polyphonic textualities. Journal of the Canadian Association for Curriculum Studies, 14(1), 1–5.
Leggo, C. (2016, July 21). Al Pittman: Savory on the Tongue. [Blog post for Brick Books’ Celebration of Canadian Poetry, week 82]. Available at: http://www.brickbooks.ca/week-82-al-pittman-presented-by-carl-leggo/
McKerracher, A., Sinner, A. Hasebe-Ludt, E., Leggo, C., Rak, S., Ahn, C., & Boschee, J. (2016). When is the teacher? Reflections on life writing, social fiction, and film. Journal of the Canadian Association for Curriculum Studies, 14(1), 92–107.
Wiebe, S., Guiney Yallop, J., Fels, L., Snowber, C., Richardson, P., Honein, N., Faulkner, S., Dark, K., & Leggo, C. (2016). Poetic inquiry of and on play [Special capsule issue on children’s play]. Canadian Journal of Education, 39(3), 1–26.
McLarnon, M., Richardson, P., Wiebe, S., Balsawer, V., Binder, M., Browning, K., Conrad, D., Fels, L., Gouzouasis, P., Human, A., Kim, E. A., Leggo, C., Lemieux, A., Mantas, K., Meyer, K., Morelli, S., Nellis, R., & Vaudrin-Charette, J. (2016). The school bus symposium: A poetic journey of co-created conference space. Art/Research International: A Transdisciplinary Journal, 1(1), 141–173.
Leggo, C. (2016). A poem can: Poetic encounters. LEARNing Landscapes, 9(2), 351–365.
Norman, R., & Leggo, C. (2016). Hearing echoes. Toronto: Inanna Publications.
Leggo, C. (2016). Remembering. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling psychology (pp. 141–144). Vancouver, BC: University of British Columbia.
Leggo, C. (2016). Lingering with words: Developing creative writing and living creatively. In R. Kelly (Ed.), Creative development: Transforming education through design thinking, innovation, and invention (pp. 127–132). Edmonton, AB: Brush Education.
Leggo, C. (2016). Tuesdays with Mr. Burns. In A. Cole (Ed.), Professorial paws: Dogs in scholars’ lives and work (pp. 299-321). Halifax: Backalong Books.
Leggo, C. (2016). The unpredictability of bliss: A grandfather’s poetic riffs. In K. T.Galvin & M. Prendergast (Eds.), Poetic inquiry II: Seeing, caring, understanding: Using poetry as and for inquiry (pp. 51–70). Rotterdam, NL: Sense Publishers.
Leggo, C. (2016). The curriculum of wonder: Poetry as play, prophecy, & pedagogy. In N. Ng-a-Fook, A. Ibrahim, & G. Reis (Eds.), Provoking curriculum studies: Strong poetry and arts of the possible in education (pp. 5–28). New York: Routledge.
Gouzouasis, P., & Leggo, C. (2016). Performative research in music and poetry: An intercultural pedagogy of listening. In P. Burnard, E. Mackinlay, & K. Powell (Eds.), The Routledge international handbook of intercultural arts research (pp. 454–466). New York: Routledge.
Gibb, B., & Li, G. (in progress). Improving ELLs’ scientific writing through co-teaching: Collaboration between ESL and science teachers in a secondary school in Canada. In M. Dover and A. Honigfeld (Eds.), Co-teaching for English learners: Evidence-based practices and research-informed outcomes. Greenwich, CT: Information Age Publishing.
Li, G., & Ma, W. (2017). Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities. New York: Routledge. https://www.routledge.com/Educating-ChineseHeritage-Students-in-the-GlobalLocal-Nexus-Identities/Li-Ma/p/book/9781138227859
Li, G., & Fincham, N. (2017). Intensive English language programs. TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Li, G., & Zhou, W. (2017). Authentic materials in EIL. TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Li, G., & Huh, S. (2017). Implicit curriculum in EIL. TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Ma, W., & Li, G. (2017). Introduction: Understanding Chinese-heritage learners’ lived educational experiences in the global-local nexus: languages, cultures, and identities. In G. Li and W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities. New York: Routledge.
Li, G., & Ma, W. (2017). Chinese-heritage learners de/re-territorializing transnational social field: Identities, conflicts, and possibilities. In G. Li and W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities. New York: Routledge.
Li, G. (2017). Reading “the word” and “the world”: Promoting learner agency through an engagement model of literacy instruction. English Language Learning [英语学习(教师版)], 2, 24-34.
Li, G., Hinojosa, D., Wexler, L., Martinez-Hinestroza, J., & Bian, Y. (2017). Using multimodal modules to address pre-service teachers’ knowledge gap in learning to teach English language learners. The Tapestry Journal, 8(1), Available at: http://stars.library.ucf.edu/tapestry/vol8/iss1/2
Li, G. (2017). Preparing culturally and linguistically competent teachers for EIL education. TESOL Journal, 8(2), 250-276.
Zhou, W., & Li, G. (2017). The effects of shared singing instruction on Chinese immersion kindergarteners’ spoken vocabulary recall and retention. Frontier of Education in China, 12(1), 29-51.
Li, G. (2017). Immigrant children’s play can clash with mainstream culture. The Conversation (https://theconversation.com/ca/education)
Li, G. (2016). Learning to become an online instructor of teacher education: From a technicist paradigm to a culturally reflective approach. International HETL Review, 6. Available at: https://www.hetl.org/learning-to-become-an-online-instructor-of-teacher-education-from-a-technicist-paradigm-to-a-culturally-reflective-approach
Ma, W., & Li, G. (Eds., 2016). Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Li, G. (2016). Foreword: Dispelling the myths about metacognitive reading strategies instruction. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. ix–xii). New York: Roman & Littlefield Publishers.
Li, G. (2016). Foreword: Who should be concerned about Asian American stereotypes in textbooks, and why? In H. Nicholas & D. Scott (Eds.), Asian/American Curricular Epistemicide: From being excluded to becoming a model minority (pp xi-xiv). Rotterdam: Sense Publishers.
Wen, K., & Li, G. (2016). Chinese students' heritage language learning in the United States: Issues and Challenges. In W. Ma, and G. Li (Eds), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Li, G., & Ma, W. (2016). Introduction: Understanding “difference within differences” in Chinese-heritage students’ educational experiences across school, home and community contexts. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Wen, M., & Li, G. (2016). Conclusion: Looking beyond the stereotypes and moving forward: Cultivating the hearts and minds of Chinese-heritage learners. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Li, G. (2016). Social class, culture and Asian children’s home and school literacy connection: The case for cultural reciprocity in early literacy education. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), The intersection of culture, language and learning in early childhood in the contexts of communities, families and schools (pp. 103–122). New York: Routledge.
McTavish, M. & Filipenko, M. (2016). Reimagining 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
Harrison, E. & McTavish, M. (2016). “i”Babies: Infants' and toddlers' emergent language and literacy in a digital culture of iDevices. Journal of Early Childhood Literacy. DOI: 10.1177/1468798416653175
McTavish, M. & Lenters, K. (2016). Reconceptualizing “family time” in family literacy programs: Lessons learned from refugee and immigrant families. The intersection of language, learning, and culture in early childhood: Home, school and community contexts. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning, and culture in early childhood: Home, school, and community contexts (pp. 163–179). New York: Routledge.
De Costa, P., & Norton, B. (Eds., 2017). Transdisciplinarity and language teacher identity [Special supplement]. Modern Language Journal, 101(S1).
De Costa, P., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. Modern Language Journal, 101(S1), 3–14.
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