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Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2016). Language, learning, and culture in early childhood: Home, school, and community contexts. 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.
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, J., Anderson, A., & Gear, A. (2015). Family literacy programs as intersubjective spaces: Insights from three decades of working in culturally, linguistically and socially diverse communities. Language and Literacy, 17(2), 41–58.
Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2015). Research with young children and their families in Indigenous, immigrant, and refugee communities. In O. Saracho (Ed.) Handbook of research methods in early childhood education (Vol. 2, pp. 115–145). Charlotte, NC: Information Age Publishing.
Asselin, M. & Doiron, R. (2016). Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.
Doiron, R., & Asselin, M. (2015). Ethical dilemmas for researchers working in international contexts. School Libraries Worldwide, 21(2), 1–10.
Johannessen-Stranger, E., Asselin, M., & Doiron, R. (2015). New perspectives on community library development in Africa. New Library World, 116(1/2), 79–93.
Asselin, M., Doiron, R., & Abebe, A. (2015). Applying an ecological model and standards for library development to build literacy in rural Ethiopian communities. In B. A. Schwartz & D. Oberg (Eds.), Global action on school library guidelines (pp. 133–153). Berlin/Boston: Walter de Gruyter GmbH.
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.
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. (2015). Research-based theatre and a/r/tography: Exploring arts-based educational research methodologies. p-e-r-f-o-r-m-a-n-c-e, 2(1). Retrieved from http://www.p-e-r-f-o-r-m-a-n-c-e.org/?p=1491
Belliveau, G. (2015). Performing identity through research-based theatre: Brothers. Journal of Educational Enquiry, 14(1), 5–16.
Carter, M. R., Prendergast, M., & Belliveau, G. (Eds.) (2015). Drama, theatre and performance education in Canada: Classroom and community contexts. Ottawa: Canadian Association of Teacher Education/Canadian Society for the Study of Education. Retrieved from http://www.csse-scee.ca/associations/about/cate-acfe
Belliveau, G. (2015). Using drama to build community in Canadian schools. In A. Sinner & D. Conrad (Eds.), Creating together: An interdisciplinary workshop of participatory, community-based and collaborative arts practices and scholarship (pp. 131–143). Waterloo, ON: Wilfred Laurier Press.
Belliveau, G. (2015). To entertain and surprise: Reflections on theatre and learning. In A. Babayants & H. Fitzsimmons Frey (Eds.), Theatre and learning (pp. 2–5). London, UK: Cambridge Scholars Publishing.
Belliveau, G. & Belliveau, S. (2015). Teacher in (a) role: Working with Shakespeare in the elementary classroom. In M. Carter, M. Prendergast, & G. Belliveau (Eds.), Drama, theatre and performance education in Canada: Classroom and community contexts (pp. 55–63). Ottawa: Canadian Association of Teacher Education/Canadian Society for the Study of Education. Retrieved from http://www.csse-scee.ca/associations/about/cate-acfe
Lea, G. & Belliveau, G. (2015). Assessing performance-based research. In S. Schonmann (Ed.), The wisdom of the many – Key Issues in arts education: International yearbook for research in arts education (pp. 407–12). Munster, Germany: Waxman Publishers.
Bournot-Trites, M.. (2015). Améliorer la compétence des enseignants de français langue étrangère grâce aux études à l’étranger. Crisolenguas, 3(1), 44–57. Retrieved from http://crisolenguas.uprrp.edu/
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.
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.
Beagan, B., Fredericks, E., & Bryson, M. (2015). Family physician perceptions of working with LGBTQ patients: Physician training needs. Canadian Medical Education Journal, 6(1), 421–429.
Corella Morales, M., & Lee, J.S. (2015). Stories of assessment: Spanish–English bilingual children’s agency and interactional competence in oral language assessments. Linguistics and Education, 29, 32–45.
Dobson, T.M. with Brown, M., Grue, D., Pena, E., & Roeder, G. and the INKE Team (2015). The interface implications of understanding readers. Interdisciplinary Science Reviews, 40(1), 3–16.
Peña, E., Dobson, T.M., & the INKE Team (2015). Glass, paper, scissors: Investigating the metaphors of the glass cast through paper prototyping. Scholarly and Research Communication, 6(2), 1–10. Retrieved from http://src-online.ca/index.php/src/article/view/219/413
Kovacs, S., Roberts-Smith, J., Dobson, T.M., Gabriele, S., Rodriguez-Arenas, O., Ruecker, S., . . . DeSouza-Coelho, S. (2015). An interactive, materialist-semiotic archive: Visualizing the Canadian theatrical canon in the simulated environment for theatre. In R. Panofsky & K. Kellett (Eds.), Cultural mapping and the digital sphere: Place and space (pp. 51–88). Edmonton: University of Alberta 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.
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.
Douglas Fir Group (of which P. Duff and B. Norton are members/co-authors). (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100-S, 19–47.
Duff, P. (2015). Foreward. In X.L. Curdt-Christiansen & C. Weninger (Eds.), Language, ideology and education: The politics of textbooks in language (pp. xii–xiv). London: Routledge.
Duff, P. (2015). Transnationalism, multilingualism, and identity. Annual Review of Applied Linguistics, 35, 57–80.
Duff, P., Anderson, T., Doherty, L., & Wang, R. (2015). Representations of Chinese language learning in contemporary English-language news media: Hope, hype, and fear. Global Chinese, 1(1), 139–168.
Christison, M., Christian, D., Duff, P. & Spada, N. (Eds.) (2015). Teaching and learning English grammar: Research findings and future directions. New York: Routledge/TIRF.
Duff, P., & Anderson, T. (2015). Academic language and literacy socialization for second-language students. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 337–352). Malden, MA: Wiley-Blackwell.
Duff, P., Ferreira, A., & Zappa-Hollman, S. (2015). Putting (functional) grammar to work in English for academic purposes instruction. In D. Christison, D. Christian, P. Duff, & N. Spada (Eds.), Research on teaching grammar in English language education (pp. 139–158). New York: Routledge.
Duff, P., & Doherty, L. (2015). Examining agency in (second) language socialization research. In P. Deters, X. Gao, E. Miller, & G. Vitanova (Eds.), Interdisciplinary approaches to theorizing and analyzing agency and second language learning (pp. 54–72). Bristol, UK: Multilingual Matters.
Early, M., Kendrick, M., & Potts, D. (Eds) (2015). Multimodality: Out from the margins of English language teaching. TESOL Quarterly, 49(3), 447–622.
Cummins, J. & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Oakville, ON: Rubicon Publishing.
Filipenko, M. & Naslund, J. (Eds.) (2015). Problem-based learning in teacher education. Dordrecht, SW: Springer International Publishing Switzerland.
Galla, C.K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137
Galla, C.K., Galla, L., Keawe, D., Kimura, L. (2015). Perpetuating hula: Globalization and the traditional art. Pacific Arts, 14(1–2), 129–140.
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
Henry, A. (2015). “We especially welcome applications from visible minorities”: Reflections on race, gender and life at three universities. Race, Ethnicity and Education, 18(5), 589–610.
Henry, A. (2015). ‘Nostalgia for what cannot be’: An interpretive and social biography of Stuart Hall’s early years in Jamaica and England, 1932-1959. Discourse: Studies in the Cultural Politics of Education, 36(2), 227–242.
Roman, L., & Henry, A. (2015). Diasporic reasoning, affect, memory and cultural politics: An interview with Avtar Brah. Discourse: Studies in the Cultural Politics of Education, 36(2), 243–263.
Henry, A. (2015). Reflection: Groundings – A framework for educational inquiry. In King, J. E., Dysconscious racism, Afrocentric practice and education for human freedom: The through the years I keep on toiling: The selected works of Joyce E. King (pp. 19–21). New York: Routledge.
James, K. (2015). Mapping critical media literacy onto iterative remix practices. In P. Schmidt & A. Lazar (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism: A tribute to Peter Mosenthal (2nd ed., pp. 125–150). Charlotte, NC: Information Age Publishing.
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
Kendrick, M. (2015). The affordances and challenges of visual methodologies in literacy studies. In J. Rowsell & K. Pahl, The Routledge handbook of literacy studies (pp. 619–633). New York: Routledge.
Kubota, R. (2016). Critical content-based instruction in the world language classroom: Critical issues for implementation. In 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. (2015). Ajia ni okeru nikkei kigyô chûzai in no gengo sentaku: Eigo shijôshugi e no gimon [Language choices of Japanese corporate transnational workers in Asia: Questioning the ideological dominance of English]. Kotoba to Shakai [Language and Society], 17, 81–106.
Kubota, R. (2015). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development. doi: http://www.tandfonline.com/doi/full/10.1080/01434632.2015.1071825
Kubota, R. (2015). Race and language learning in multicultural Canada: Toward critical antiracism. Journal of Multilingual and Multicultural Development, 36, 3–12.
Kubota, R. (2015). Gurôbaruka shakai to gengo kyôiku: Kuritikaru na shiten kara [Language education in an era of globalization: Critical perspectives] (Japanese translation of selected publications by Kubota). Tokyo: Kuroshio Shuppan.
Kubota, R. (2015). Eigo kyôiku to bunka, jinshu, jendâ [Culture, race, gender and English language education] (Japanese translation of selected publications by Kubota). Tokyo: Kuroshio Shuppan.
Kubota, R. (2015). Paradoxes of learning English in multilingual Japan: Envisioning education for border-crossing communication. In I. Nakane & E. Otsuji (Eds.), Languages and identities in a transitional Japan: From internationalization to globalization (pp. 59–77). New York: Routledge.
Kubota, R. (2015). Inequalities of Englishes, English speakers, and languages: A critical perspective of pluralist approaches to English. In T. R. F. Tupas (Ed.), Unequal Englishes: The politics of Englishes today (pp. 21–41). New York: Palgrave.
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.
Walsh, S., Bickel, B., & Leggo, C. (Eds.) (2015). Arts-based and contemplative practices in research and teaching: Honoring presence. New York: Routledge.
Lal, S., Ungar, M., Malla, A., Leggo, C., & Suto, M. (2015). Impact of mental health services on resilience in youth with first episode psychosis: A qualitative study. Administration and Policy in Mental Health and Mental Health Services Research, 42(6), 1–11. doi: 10.1007/s10488-015-0703-4
Walmsley, H., Cox, S.M., & Leggo, C. (2015). Listening deeply: Understanding experiences of reproductive tourism through poetic inquiry. Creative Approaches to Research, 8(3), 15–43.
Triggs, V., Irwin, R. L., & Leggo, C. (2015). Walking art: Sustaining ourselves as arts educators. In T. Jokela & G. Coutts (Eds.), Relate North: Art, heritage and identity (pp. 138–156). Rovaniemi: Lapland University Press. (Selected & reprinted from an earlier publication in a journal issue.)
Li, G. (2015). Low-SES ELLs’ new literacies outside school: Attitudes, access, and agency. In P. Schmidt & A. Lazar (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism (2nd ed., pp. 255–272). Greenwich, CT: Information Age Publishing.
Li, G. (2015). Subject matters of language, culture, identity, and power. In M. F. He, B. Schultz, & W. H. Schubert (Eds.), The guide to curriculum in education (pp. 61–67). New York: SAGE.
Li, G. (2015). Best approaches to literacy instruction to English language learners: Cultural conflicts and compromises. In T. H. Some & P. Orelus (Ed.), Immigration and schooling: Re-defining 21st century America (pp. 109–124). Greenwich, CT: Information Age Publishing, Inc.
Li, G., & Wen, K. (2015). East Asian heritage language education in the United States: Practices, potholes, and possibilities. International Multilingual Research Journal, 9(4), 274–290.
Li, G., & Yang, L. (2015). Asian immigrant children’s reading achievement in the early years: Trends from the ECLS-K data. Frontiers of Education in China, 10(1), 110–131.
Li, G., & Zhong, L. J. (2015). More play, less study: A Chinese American mother’s advice on early education [in Chinese]. Beijing: Beijing University Press.
Zhou, W., & Li, G. (2015). Chinese language teachers’ expectations and perceptions of American students’ behavior: Exploring the nexus of cultural differences and classroom management. System, 49, 17–27.
Zhou, W., & Li, G. (2015). Pedagogical challenges in cross-cultural Chinese language teaching: Perceptions and experiences of Chinese immersion teachers in the U.S. In P. Smith & A. Kumi-Yeboah (Eds.), Handbook of research on cross-cultural approaches to language and literacy development (pp. 159–183). Hershey, PA: IGI Global.
Zhou, W., & Li, G. (2015). Chinese language teachers’ pedagogical adjustment and classroom management in cross-cultural contexts. In J. Ruan, J. Zhang, & C. Leung (Eds.), Perspectives on Chinese as a foreign language education (pp. 211–230). New York: Springer.
Keck, S., Timms, S., & Li, G. (2015). Engaging families for academic and social success: The power of an inner-city school district’s partnership with community organizations for supporting refugee students. In M. P. Evans & D. Hiatt-Michael (Eds.), The power of community engagement for educational change (pp. 165–178). Greenwich, CT: Information Age Publishing.
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
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.
Norton, B. (2016). Preface. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. xxii-xxiv). New York: Routledge.
Norton, B. (2016). Preface. In L. Jacob & C. Hastings (Eds.) Social justice and English language teaching (pp. vii-viii). Annapolis MD: TESOL Press.
Norton, B. (2015). Identity, investment, and faces of English internationally. Chinese Journal of Applied Linguistics, 38, 375–391.
Norton, B., & Early, M. (2015). Identidade de pesquisador/a, pesquisa narrative e pesquisa sobre ensino de línguas. In A. de Jesus Ferreira (Ed.), Narratives autobiograficas se identidades sociais de raca, gênera, sexualidade e classe em estudos da linguagem (pp. 21–54). Campinas, SP: Pontes Editories. (Portuguese translation of Norton & Early, 2011)
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 35–56.
De Costa, P., & Norton, B. (2016). Identity in language learning and teaching: Research agendas for the future. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 586–601). Abingdon: Routledge.
Reeder, K., Shapiro, J., Wakefield, J., & D’Silva, R. (2015). Speech recognition software contributes to reading development for young learners of English. International Journal of Computer-Assisted Language Learning and Teaching, 5(1), 60–74.
Kato, R. & Reeder, K. (2015). “I didn’t know who is Canadian”: The shift in student expectations during the initial stages of a study abroad program. JALT Journal, 37(1), 47–60.
Rogers, T., & Winters, K. (2016). Textual play, satire and counter discourses of street youth ‘zining practices. In D. Alvermann (Ed.), Adolescents’ online literacies: connecting classrooms, media, and paradigms (2nd ed). New York: Peter Lang.
Rogers, T., Winters, K., LaMonde, A., & Perry, M. (2015/2010). From image to ideology: Analyzing shifting positions of marginalized youth across cultural sites of video production. Pedagogies: An International Journal, Special 10th Anniversary Virtual Issue. Retrieved from http://explore.tandfonline.com/page/ed/hped-vsi/
Rogers, T., Winters, K., Perry, M., & LaMonde, A. (2015). Youth, critical literacy and civic engagement: Arts, media and literacy in the lives of adolescents. New York: Routledge.
O’Brien, D., & Rogers, T. (invited, 2015). Sociocultural literacy. In L. Corno & E. Anderman (Eds.), Third Handbook of Educational Psychology (3rd ed., pp. 311-322). New York: Routledge.
Shi, L. (2016). Textual appropriation in two discipline specific writing tasks. Writing and Pedagogy, 8(1), 91–116.
Fazel, I., & Shi, L. (2015). Citation patterns and practices in grant proposals of graduate students. Journal of English for Academic Purposes, 20, 203–214.
Shi, L., & Dong, Y. (2015). Graduate writing assignments across faculties in a Canadian University. Canadian Journal of Higher Education, 45(3), 123–142.
Talmy, S. (2015). A language socialization perspective on identity work of ESL youth in a superdiverse high school classroom. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 353–368). New York: Wiley Blackwell.
Talmy, S. (2015). Critical research in applied linguistics. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 153–168). London: Bloomsbury.
Talmy, S., & Early, M. (2015). Knowledge mobilization and innovation in the development of a PBL cohort for teaching English Language Learners: Successes, challenges, possibilities. In M. Filipenko & J. Naslund (Eds.), Problem-based learning in teacher education (pp. 41–55). Dordrecht, SW: Springer International Publishing Switzerland.
Beach, R., & Tierney, R. J. (2016). Toward a theory of literacy meaning making within virtual worlds. In S. Israel (Ed.), Handbook of research on reading comprehension (vol. 2). New York: Guildford Press.
Tierney, R. J. (2015). Integrative research review: Mapping the challenges and changes to literacy research. Annual proceedings of the Literacy Research Association, 63, 20–35.
Ginns, P., Loughland, A, Tierney, R.J., Fryer, L., Amazan, R., & McCormick, A. (2015). Evaluation of the learning to teach for social justice – Beliefs (LTSJ-B) scale in an Australian context. Higher Education Research and Development, 34, 311–323.
Zappa-Hollman, S., & Duff, P. (2015). Academic English socialization through individual networks of practice. TESOL Quarterly, 49(2), 333–368.