Faculty Publications

Browse recent publications from 2016-2019.

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Downes, P., Anderson, J., & Nairz‐Wirth, E. (2018) Conclusion: Developing conceptual understandings of transitions and policy implications. European Journal of Education, 53 (4), 541-556.
Rogers, T., Smythe, S., Darvin, R., Anderson J. (2018) Special Issue of Language and Literacy: Equity and Digital Literacies: Access, Ethics, and Engagement.
Downes, P., Nairz-Wirth, E., & Anderson, J. (2018) European Journal of Education: Special themed issue on Transitions in Education. https://onlinelibrary.wiley.com/toc/14653435/2018/53/4
Anderson, A. & Anderson, J. (2018). Math-in-context: A study of the types of math preschoolers ‘do’ at home. In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, & C. Benz (Eds.). Contemporary research and perspectives on early childhood mathematics education (pp. 183-202), Cham, Switzerland: Springer International Publishing.
Downes, P., Nairz‐Wirth, E., & Anderson, J. (2018) Reconceptualising system transitions in education for marginalised and vulnerable groups. European Journal of Education, 53 (4), 441-446.
Anderson, J., & Anderson, A. (2018). “No peeing on the sidewalk!”: Family literacy in culturally, linguistically, and socially diverse communities. Journal of Family Diversity in Education, 3(1), 77-91.
Anderson, A. & Anderson, J. (2018) Instruction and construction of mathematics at home: An exploratory study. In C. Benz, H. Gasteiger, A. Steinweg, P. Schoner, H. Vollmuth, & J. Zollner (Eds.) Mathematics Education in the Early Years-Results from the POEM3 Conference, 2016 (pp. 281-298). Cham, Switzerland: Springer International Publishing.
Anderson, J., & Anderson, A. (2017). Immigrant and refugee families and family literacy programs: Perspectives, insights and challenges. In B Culligan and G. Mehigan (Eds.), Exploring the literacy landscape: Celebrating 40 years of practice (pp. 136-142). Dublin, Ireland: Literacy Association of Ireland.
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., 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., 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., 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., 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., & 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. (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
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.
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.
Asselin, M., & Doiron, R. (2016). Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.
Prendergast, M. & Belliveau, G. (2018). Misperformance ethnography. In M. Cahnmann-Taylor & R. Siegesmund (Eds.) Arts-Based Research in Education: Foundations for Practice. New York: Routledge. (99-114).
Lea, G., Belliveau, G., Westwood. (2018). Staging Therapeutic Enactment with Veterans in Contact!Unload. Qualitative Research in Psychology. https://www.tandfonline.com/doi/full/10.1080/14780887.2018.1442776
Cook, C. & Belliveau, G. (2018). Community Stories and Growth through Research-Based Theatre. Learning Landscapes Journal, 11 (2), 107-124. https://learninglandscapes.ca/index.php/learnland/article/view/950
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. (2017). Theatre with veterans: Transition and recovery. Journal of Applied Arts and Health, 8(2), 255-265.
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., 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.
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.
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.
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., & 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.
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
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.
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.
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.
Lapkin, S., & Carr, W. (Eds.) (2018). The state of French second language education in Canada 2018. Ottawa, Canadian Parents for French.
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. doi.org/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. (2019) Successful Design and Management of Asynchronous Discussion Forums in Online Higher Education. In S. Keengwe & K. Kungu (Eds.), Handbook of Research on Cross-Cultural Online Learning in Higher Education. Hershey PA: IGI Global. DOI: 10.4018/978-1-5225-8286-1
Cervatiuc, A. (2018). Analyzing and understanding interlanguage. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. doi: 10.1002/9781118784235.eelt0638
Cervatiuc, A. (2017). Incidental learning of vocabulary. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
Ferrada, J.S., Bucholtz, M. & Corella, M. (forthcoming,). “Respeta mi idioma”: Latinx youth enacting affective agency. Journal of Language, Identity & Education.
Corella, M. & Choi, J.Y. (2018). “He needs help”: Marking and marginalizing English learners through peer interactions. In T. Rishel & P. Chamness Miller (Eds.), Stress and Coping of English Learners. Charlotte, NC: Information Age Publishing.
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. (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., 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., & 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. (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. (2017). Commentary: Motivation for learning languages other than English in an English-dominant world. Modern Language Journal, 101(3), 597–607.
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. (2016). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170–175). London, UK: 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. & 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.
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., Dagenais, 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.
Galla, CK. & Goodwill, A. (2017). Talking story with vital voices: Making knowledge with Indigenous language. Journal of Indigenous Wellbeing, 2(3), 67-75. https://journalindigenouswellbeing.com/media/2017/12/88.89.Talking-story-with-vital-voices-Making-knowledge-with-indigenous-language.pdf
Galla, C.K. (2017). Materials development for Indigenous language revitalization: Pedagogy, praxis and possibilities, In McKinley, E. & Smith, L.T. (Eds.), Handbook of Indigenous Education (pp. 1-19). Singapore: Springer. https://link.springer.com/referenceworkentry/10.1007/978-981-10-1839-8_12-1
Galla, C.K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137
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.
Gladwin, D. (forthcoming 2018). “The Modernist Cookbook: Culture, Education, Aesthetic.” In Gastro-Modernism: Food, Literature, Culture, edited by D. Gladwin. Clemson and Liverpool: Clemson University Press and Liverpool University Press.
Gladwin, D. (forthcoming 2018). “Ecologies of Place in the Irish Short Story.” The Contemporary Irish Short Story. Spec. issue of Canadian Journal of Irish Studies 41.1.
Gladwin, D., ed. (forthcoming 2018). Gastro-Modernism: Food, Literature, Culture. Clemson and Liverpool: Clemson University Press and Liverpool University Press.
Gladwin, D. (2017). “Ecocriticism.” Oxford Bibliographies in Literary and Critical Theory. Ed. Eugene O’Brien. New York: Oxford University Press.
Gladwin, D. and O’Connor, M. (2017). “Environmental Humanities and Irish Studies.” Irish Environmental Humanities. Spec. issue of Canadian Journal of Irish Studies 40: 39-49.
Gladwin, D. and O’Connor, M., eds. (2017). Irish Environmental Humanities. Spec. issue of Canadian Journal of Irish Studies 40.
Gladwin, D. and Cusick, C. (2016). “Ireland’s ‘ABC of Earth Wonders’.” In Unfolding Irish Landscapes: Tim Robinson, Culture, and Environment, edited by D. Gladwin and C. Cusick, 1-18. Manchester: Manchester University Press.
Gladwin, D. (2016). “Documentary Map-making and Film-making in Pat Collins’s Tim Robinson: Connemara.” In Unfolding Irish Landscapes: Tim Robinson, Culture and Environment, edited by D. Gladwin and C. Cusick, 73-86. Manchester: Manchester University Press.
Gladwin, D. (2016). “Ecocritical and Geocritical Conjunctions in North Atlantic Environmental Multimedia and Place-Based Poetry.” In Ecocriticism and Geocriticism: Overlapping Territories in Environmental and Spatial Literary Studies, edited by R. T. Tally Jr. and C. Battista, 37-54. New York: Palgrave Macmillan.
Gladwin, D. and Cusick, C., eds. (2016). Unfolding Irish Landscapes: Tim Robinson, Culture, and Environment. Foreword by Robert Macfarlane. Manchester: Manchester University Press.
Gladwin, D. (2016). Contentious Terrains: Boglands, Ireland, Postcolonial Gothic. Foreword by Claire Connolly. Cork, IRL: Cork University Press.
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). 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.
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). “All of our responsibility”: Instructor experiences with required Indigenous education courses. Canadian Journal of Native Education, 38(1), 101-120.
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.
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.
Sameshima, P., Fidyk, A., James, K. & Leggo, C. (2017) Poetic Inquiry: Enchantment of Place. Delaware: Vernon Press. https://vernonpress.com/book/134
James, K. and Leggo, C. (2017). Poetry from the matrix of Mother Earth and Mother Board. Axon: Creative Explorations, (7) 2. http://www.axonjournal.com.au/issue-13/poetry-matrix-mother-nature-and-mother-board
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.
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.
*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].
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., & 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.
Johnson, L., & Kendrick, M. (2017). “Impossible is nothing”: Expressing difficult knowledge through digital storytelling. Journal of Adolescent and Adult Literacy, 60(6), 667–675.
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. (2016). Literacy and multimodality across global sites. London, UK: Routledge.
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., & Miller, E. (Eds.) (2017). Special issue: Re-examining and re-envisioning criticality in language studies. Critical Inquiry in Language Studies.
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. (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). 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. (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., & 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 language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 210–214). New York: Routledge.
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). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480.
Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494.
Kubota, R. (2016). The social imaginary of study abroad: Complexities and contradictions. Language Teaching Journal, 44, 347–357.
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.
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.
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.
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.
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). 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). 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). 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.
Norman, R., & Leggo, C. (2016). Hearing echoes. Toronto: Inanna Publications.
Leggo, C. (2016). A poem can: Poetic encounters. LEARNing Landscapes, 9(2), 351–365.
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.
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.
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.
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/
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.
Gibb, B., & Li, G. (in press). 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.
Sah, P., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 1-15.
Sun, Z., & Li, G. (2018). Language acquisition in the home. In T. Shakelford and V. Weekes-Shakelford (Eds.), Encyclopedia of Evolutionary Psychological Science (pp. 1-5). New York: Springer. DOI: https://doi.org/10.1007/978-3-319-16999-6
Li, G., & Huh, S. (2018). Implicit curriculum in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (online). Wiley Publications. doi:10.1002/9781118784235.eelt0822
Li, G., & Zhou, W. (2018). Authentic materials in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Li, G., & Fincham, N. (2018). Intensive English language programs. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Li, G. (2018). Foreword. In X. Liu and W. Ma (Eds), Confucianism reconsidered: Insights for American and Chinese education in the 21st century. New York: Routledge.
Li, G. (2018). Moving toward a diversity plus teacher education: Approaches, challenges, and possibilities in preparing teachers for English language learners. In A. Polly (Ed), Handbook of research on analyzing practices for teacher preparation and licensure. Hershey, PA: IGI Global.
Gibb, B., & Li, G. (2018). From words to thematic text analysis: Collocation activities as academic vocabulary building strategies in the middle school ELA classroom. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds.), Approaches to teaching the content areas to English language learners in secondary schools. New York: Springer.
Li, G., & Sah, P. (in press). Programs, policies, and processes for immigrants’ host language acquisition: An international review. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge.
Li, G., Bian, Y., Martinez-Hinestroza, J., (2018). “I don't have the resources to learn, or… the time to do that”: Teacher educators’ perspectives and practices of preparing pre-service teachers for English language learners. In A. E. Lopez & E. L. Olan (Eds.), Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change. Greenwich, CT: Information Age Publishing.
Li, G., & Sun, Z. (in press). Asian immigrant family school relationships and literacy learning. In S. Sheldon et al., (Eds.), Handbook of Family, School, Community Partnerships in Education.
Li, G., Jee, Y., & Sun, Z. (2018). Technology as an educational equalizer for EFL learning in rural China? Evidence from the impact of technology-assisted practices on teacher-student interaction in primary classrooms. Language and Literacy, 20(3), 159-184.
Li, G., Hinojosa, D., & Wexler, L. (2018). Beliefs and perceptions about their preparation to teach English language learners: Voices of mainstream pre-service teachers. International Journal of TESOL and Learning, 7(1&2),1-21.
Li, G., Anderson, J., Carr, W., & Hare, J. (2018). Supporting teachers with diversity-plus competencies for working with culturally, linguistically, and racially diverse students, families and communities [Special issue]. Journal of Family Diversity Education, 3(1), 1-91.
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
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). Immigrant children’s play can clash with mainstream culture. The Conversation (https://theconversation.com/ca/education)
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). From absence to affordances: Integrating “old” and new” literacies in school-based instruction for English learners. Journal of Adolescent & Adult Literacy, 61(3), 241-246.
Li, G., & Sun, Z. (2017). 加拿大华人家庭语言政策类型及成因 (Chinese immigrants’ family language policies in Canada), 语言战略研究 (Chinese Journal of Language Policy and Planning),2(2), 46-56.
Yin, X., & Li, G. (2017). 国外家庭语言规划研究综述:2000-2016 (An overview of international research on family language policy:2000-2016). 语言战略研究 (Chinese Journal of Language Policy and Planning), 2(2), 58-68.
Li, G. (2017). International Chinese teachers training: Challenges and future developments. In J. Wu et al., (Ed.), Proceedings of International Symposium on Cultivating Chinese Talents in Southeast Asia under the One Belt One Road Initiative (pp. 88-96). Guangzhou, China.
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.
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., & 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, 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. (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.
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.
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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
Macfadyen, Leah. P. (2017). Overcoming Barriers to Educational Analytics: How Systems Thinking and Pragmatism Can Help. Educational Technology, 57 (1), 31-39.
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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
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Marshall, E., & Rogers, T. (2017). Youth, poetry, and zines: Rewriting the streets as home. Bookbird 55(2), 28–36.
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