Research Archive

Past research and publications.

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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. Supervisor: Dr. Patricia Duff
publication-student
Hare, J. & Anderson, J. (2010). Transitions to Early Childhood Education for Indigenous Children and Families: Social and Historical Realities. Australian Journal of Early Childhood, 35(2), 19-27. http://search.informit.com.au/documentSummary;dn=028093816081252;res=IELHSS
publication-faculty
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
publication-faculty
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.
publication-faculty
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.
publication-faculty
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
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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.
publication-faculty
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.
publication-faculty
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
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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.
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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.
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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.
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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.
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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.
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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.
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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. Supervisor: Dr. Patricia Duff
publication-student
Asselin, M., & Doiron, R. (2016). Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.
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Doiron, R., & Asselin, M. (2015). Ethical dilemmas for researchers working in international contexts. School Libraries Worldwide, 21(2), 1–10.
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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.
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Johannessen-Stranger, E., Asselin, M., & Doiron, R. (2015). New perspectives on community library development in Africa. New Library World, 116(1/2), 79–93.
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Balyasnikova, N., Higgins, S. & Hume, M (2017). Enhancing Teaching English as an Additional Language Through Playfulness: Seniors (Ethno)Drama Club in Vancouver's Downtown Eastside. Tesol Journal.
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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].
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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.
publication-faculty
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.
publication-faculty
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.
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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.
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Belliveau, G. (2017). Theatre with veterans: Transition and recovery. Journal of Applied Arts and Health, 8(2), 255-265.
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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)
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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.
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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.
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Belliveau, G., & Westwood, M. (Eds.) (2016). Soldiers performing self in Contact!Unload: Innovations in theatre and counseling. Vancouver: Faculty of Education, UBC.
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Belliveau, G., & Lea, G. (Eds.) (2016). Research-based theatre: An artistic methodology. Bristol, UK: Intellect Books.
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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.
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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.
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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.
publication-faculty
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
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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.
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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.
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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.
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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
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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
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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.
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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
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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.
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Belliveau, G. (2015). Performing identity through research-based theatre: Brothers. Journal of Educational Enquiry, 14(1), 5–16.
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Belliveau, G. (Ed.) (2015). Learning moments through research-based theatre (special issue). Journal of Educational Enquiry, 14(1). (94 pages) http://www.ojs.unisa.edu.au/index.php/EDEQ/issue/view/155
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Belliveau, G. (2014). A Midsummer Night’s Dream (adapted) Pacific Educational Press. (48 pages) http://www.pacificedpress.educ.ubc.ca/a-midsummer-nights-dream-adapted-script/
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Belliveau, G. (2014). Stepping into Drama: A Midsummer Night’s Dream in the elementary classroom. Pacific Educational Press/UBC Press. (224 pages) http://www.pacificedpress.educ.ubc.ca/stepping-into-drama/
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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.
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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/
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Poyntz, S.R., Coulter, N., & Brisson, G. (2016). Past tensions and future possibilities: ARCYP and children's media studies. Journal of Children and Media, 10(1), 47–53. Supervisors: Dr. Theresa Rogers and Dr. Monique Bournot-Trites
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Brisson, G. (2015). Identité et multimodalité: le cas d’un élève plurilingue dans une école en milieu francophone minoritaire. Revue de Recherches en Littératie Médiatique Multimodale, 2. Supervisors: Dr. Theresa Rogers and Dr. Monique Bournot-Trites
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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.
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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.
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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.
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Byean, H. (2015). English, tracking, and neoliberalization of education in South Korea. TESOL Quarterly, 49(4), 867–882. Supervisor: Dr. Ryuko Kubota and Dr. Steven Talmy
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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
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Carr, W. (2016). Afterword. In M. Filipenko, & J. Naslund (Eds.), Problem-based learning in teacher education (pp. 223–227). New York: Springer.
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Cervatiuc, A. (2017). Incidental learning of vocabulary. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
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Conrad, N. (2017). [Review of the book Editing research: The author editing approach to providing effective support to writers of research papers, by V. Matarese]. Journal of English for Academic Purposes, 29, 57–59. Supervisors: Dr. Ryuko Kubota and Dr. Sandra Zappa-Hollman
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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
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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.
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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.
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Hare, J., Darvin, R., Doherty, L., Early, M. Hare, J., Filipenko, M., Norton, B., Soni, D., & Stranger-Johannessen. (2017). Digital storytelling and reconciliation. In P.Tortell, M. Young, & P. Nemetz (eds.) Reflections of Canada: Illuminating our opportunities and challenges at 150+ years, (pp. 200-205). Vancouver: Peter Wall Institute for Advanced Studies. Supervisor: Dr. Bonny Norton
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Darvin, R. (2017). Language, ideology, and critical digital literacy. In. S. Thorne & S. May (eds.) Language Education and Technology, Encyclopedia of Language and Education, vol. 9. Springer. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2017). Language, identity and investment in the 21st century.In T. McCarty and S. May (eds.). Language Policy and Political Issues in Education, Encyclopedia of Language and Education, vol. 1. Springer. Supervisor: Dr. Bonny Norton
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Darvin, R. (2017). Social class and the inequality of English speakers in a globalized world. Journal of English as a Lingua Franca6(2), 287-311.
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Darvin, R. (2016). Language and identity in the digital age. In S. Preece (ed.),Routledge Handbook of Language and Identity (pp. 523-540). Oxon: Routledge. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2016). Investment and language learning in the 21st century. Langage et Société, 3, 19-38. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2016). Identity, language learning, and critical pedagogies in digital times. In J. Cenoz & S. May (eds.), Language Awareness and Multilingualism, Encyclopedia of Language and Education, vol 6. Springer. Supervisor: Dr. Bonny Norton
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Darvin, R. (2015). Representing the margins: Multimodal performance as a tool for critical reflection and pedagogy. TESOL Quarterly, 49(3), 590–600. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2014). Social class, investment, and migrant language learners. Journal of Language, Identity, and Education, 13(2), 111–117. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2014). Transnational identity and migrant language learners: The promise of digital storytelling. Education Matters, 2(1), 55–66. Supervisor: Dr. Bonny Norton
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Darvin, R. (2014). Book Review: Language, ethnography, and education: Bridging New Literacy Studies and Bourdieu. Journal of Language, Identity, and Education, 13(2), 127–131. Supervisor: Dr. Bonny Norton
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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.
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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.
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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
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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. Supervisor: Dr. Patricia Duff
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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.
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Duff, P. (2017). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170-175). London: UK: Routledge.
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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.
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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.
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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.
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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)
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Duff, P. (2017). Commentary: Motivation for learning languages other than English in an English-dominant world. Modern Language Journal, 101(3), 597–607.
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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.
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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.
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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.
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Duff, P. (2016). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170–175). London, UK: Routledge.
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Duff, P. (2015). Transnationalism, multilingualism, and identity. Annual Review of Applied Linguistics, 35, 57–80.
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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.
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Christison, M., Christian, D., Duff, P. & Spada, N. (Eds.) (2015). Teaching and learning English grammar: Research findings and future directions. New York: Routledge/TIRF.
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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.
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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.
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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.
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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.
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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.
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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.
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Early, M., Kendrick, M., & Potts, D. (Eds) (2015). Multimodality: Out from the margins of English language teaching. TESOL Quarterly, 49(3), 447–622.
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Cummins, J. & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Oakville, ON: Rubicon Publishing.
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Fazel, I. & Shi, L. (2015). Citation behaviours of graduate students in grant proposal writing. Journal of English for Academic Purposes, 20, 203–214. Supervisor: Dr. Ling Shi
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Fazel, I. (2015). A Step in the right direction: Peer-assessment of oral presentations in an EFL setting. Reading Matrix, 15(1), 78–90. Supervisor: Dr. Ling Shi
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Fazel, I. (2015). [Review of Writing for peer reviewed journals: Strategies for getting published, by P. Thomson and B. Kamler]. Journal of Second Language Writing, 30, 87–88. Supervisor: Dr. Ling Shi
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Fazel, I. (2015). [Review of A scholar’s guide to getting published in English: Critical choices and practical strategies, by M. J. Curry & T. Lillis]. TESL Canada Journal, 32(2), 112–113. Supervisor: Dr. Ling Shi
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Fazel, I. & Kowkabi, N. (2014). A new look at an old problem: Plagiarism in language classrooms. TEAL Manitoba Journal, 29(4), 4–8. Supervisor: Dr. Ling Shi
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Fazel, I. (2014). Current issues and debates in SLA. Journal of ELT and Applied Linguistics, 2(2), 82–91. Supervisor: Dr. Ling Shi
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Filipenko, M. & Naslund, J. (Eds.) (2015). Problem-based learning in teacher education. Dordrecht, SW: Springer International Publishing Switzerland.
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Filippelli, S. (2017). A curatorial perspective on MOA’s ćəsnaʔəm, the City Before the City. Visual Inquiry: Learning & Teaching Art, 6 (1), 55–65. doi: 10.1386/vi.6.1.55_1 Supervisors: Dr. Carl Leggo and Dr. Kedrick James
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Friedrich, N., Kim, J., McClellan, S., Prendergast, T., Rajagopal, H., & Teichert, L. (2016). Looking back, looking ahead: Reflections at the intersection of language, culture and learning in early childhood. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Dr. Jim Anderson
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Anderson, J., Friedrich, N., Teichert, L., & Morrison, F. (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 J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Jim Anderson
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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.
publication-faculty
Galla, C.K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137
publication-faculty
Galla, C.K., Galla, L., Keawe, D., Kimura, L. (2015). Perpetuating hula: Globalization and the traditional art. Pacific Arts, 14(1–2), 129–140.
publication-faculty
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.
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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.
publication-faculty
Fox, J., Haggerty, J. & Artemeva, N. (2016). Mitigating risk in first-year Engineering: Post-admission diagnostic assessment in a Canadian university. In J. Read (Ed.), Post-admission language assessment of university students. New York: Springer. Supervisor: Dr. Ling Shi
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Haggerty, J. & Fox, J. (2016). Test intensity, language testing experience, and the motivation to learn English in South Korea. In V. Aryadoust & J. Fox (Eds.), Current trends in language testing in the Pacific Rim and the Middle East: Policy, analyses, and diagnoses. London: Cambridge Scholars Publishing. Supervisor: Dr. Ling Shi
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Haggerty, J. & Fox, J. (2015). Raising the bar: Language testing experience and second language motivation among South Korean young adolescents. Language Testing in Asia, 5(11), 1–16. Supervisor: Dr. Ling Shi
publication-student
Marshall, S., Charles, G., Hare, J., Stokl, M., & Ponzetti, J. (2005). Sheway’s services for substance using pregnant and parenting women: Evaluating the outcomes for Infants. Canadian Journal of Community Mental Health, 24(1), 19-33.
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Ponzetti, J., Charles, G., Marshall, S., Hare, J. (2009). Family-centered early intervention in North America: Have home-based programmes lived up to their promise for high risk families? Irish Journal of Applied Social Studies, 8(1), 13-20. Available at http://arrow.dit.ie/ijass/vol8/iss1/5
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Hare, J., & Barman, J. (2006). Good intentions gone awry: Emma Crosby and the Methodist Mission on the Northwest Coast. Vancouver, BC: UBC Press. (Hare: Lead Author)
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Hare, J., & *Pidgeon, M. (2011). The way of the warrior: Indigenous youth navigating the challenges of schooling. Canadian Journal of Education, 34 (2), 93-111. http://ezproxy.library.ubc.ca/login?url=https://search.proquest.com/docview/881643999?accountid=14656
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Hare, J. (2012). “They tell a story and there’s meaning behind that story” Indigenous knowledge and young children’s literacy learning. Journal of Early Childhood Literacy, 12(4), 389-414. doi: 10.1177/1468798411417378
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Hare, J., & Barman, J. (2000). Aboriginal education: Is there a way ahead? In D. Long & O. Dickason (Eds.) Visions of the heart: Canadian Aboriginal issues. Second Edition, pp. 331-359. Toronto, ON: Harcourt Canada.
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Hare, J. (2003). Aboriginal families in Aboriginal Education: Coming Full Circle. In J. Barman and M. Gleason (Eds.), Children, teachers, and schools, pp. 411-430. Calgary, AB: Detselig Enterprises.
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Hare, J. (2005). ‘To know papers’: Aboriginal perspectives on literacy. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of literacy across families, communities and schools: Tensions and intersections (pp. 243-263). Mahwah, NJ: Lawrence Erlbaum Associates.
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Hare, J., & Barman, J. (2006). Good intentions gone awry: From protection to confinement at the Crosby Home in Port Simpson. In D. Nock & C. Haig Brown (Eds.), Good Intentions: EuroCanadians & Aboriginal Relations in Colonial Canada (pp. 179-198). Vancouver, BC: UBC Press.
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Hare, J. (2007). Aboriginal Education Policy in Canada: Building capacity for change and control. In R. Joshee & L. Johnson (Eds.), Multicultural diversity policies in Canada and the United States (pp. 51-68). Seattle, WA: University of Washington Press/UBC Press.
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Hare, J. (2011). Indigenous knowledge in education. In D. Long & O. Dickason (Eds.), Visions of the Heart: Canadian Aboriginal Issues (3rd ed.), 91-112. Toronto, ON: University of Toronto Press.
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Hare, J. (2013). What I can learn about Indigenous storytelling traditions that I might apply to the teaching of graphic novels written by Indigenous authors? In T. Dobson, K. James, and C. Leggo (eds.), Handbook of Secondary English, pp. 33-39. Toronto, ON: Pearson Canada Inc.
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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)
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Hare, K. A. (2017). [Review of the book Navigating gender and sexuality in the classroom: Narrative insights from students and educators by Heather Killelea McEntarfer]. Sex Education, 17(4), 482-484. Supervisor: Dr. Mary Bryson
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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.
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Hare, K.A., Dubé, A., Marshall, Z., Gahagan, J., Harris, G., Tucker, M.A., & Dykeman, M. (2016). Troubling the boundaries: Overcoming methodological challenges in a multi-sectoral and multi-jurisdictional HIV/HCV policy scoping review. Evidence & Policy: A Journal of Research, Debate and Practice, 12(2), 217–233. Supervisor: Dr. Mary Bryson
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Hare, J. (2016). “All of our responsibility”: Instructor experiences with required Indigenous education courses. Canadian Journal of Native Education, 38(1), 101-120.
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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.
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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.
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Hare, K.A., Gahagan, J., Jackson, L., & Steenbeek, A. (2015). Revisualising 'Porn': How young adults' consumption of sexually explicit Internet movies can inform approaches to Canadian sexual health promotion. Culture, Health & Sexuality, 17(3), 269–283. Supervisor: Dr. Mary Bryson
publication-student
Hare, K.A., Gahagan, J., Jackson, L., & Steenbeek, A. (2014). Perspectives on “Pornography”: Exploring sexually explicit Internet movies' influences on Canadian young adults’ holistic sexual health. The Canadian Journal of Human Sexuality, 23(3), 148–158. Supervisor: Dr. Mary Bryson
publication-student
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.
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Henry, A. (2016). An experiment that worked: Lesson from an inner-city school in Chicago. Caribbean Journal of Education, 38(1), xiv-xxix.
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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.
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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.
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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.
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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.
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Sameshima, P., Fidyk, A., James, K. & Leggo, C. (2017) Poetic Inquiry: Enchantment of Place. Delaware: Vernon Press. https://vernonpress.com/book/134
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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.
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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.
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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.
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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.
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*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].
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Johnson, L., & Kendrick, M. (2017). “Impossible is nothing”: Expressing difficult knowledge through digital storytelling. Journal of Adolescent and Adult Literacy, 60(6), 667–675.
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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.
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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.
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Kendrick, M. (2016). Literacy and multimodality across global sites. London, UK: Routledge.
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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
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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.
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Kowkabi, N. (2016). Review of Writing for Peer Reviewed Journals: Strategies for Getting Published, by P. Thomson and B. Kamler. TESOL SLWIS News. Retrieved from http://newsmanager.commpartners.com/tesolslwis/issues/2016-10-14/10.html Supervisor: Dr. Ling Shi
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Kowkabi, N.(2014). Language, communication and the economy [Review of the sixteenth volume of the book series on Discourse Approaches to Politics, Society and Culture, by G. Erreygers & G. Jacobs]. Journal of Language and Politics, 13(1), 202–204. Supervisor: Dr. Ling Shi
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Fazel, I, & Kowkabi, N. (2014). A new look at an old problem: Plagiarism in language classrooms. TEAL Manitoba Journal, 29(4), 4–8. Supervisor: Dr. Ling Shi
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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.
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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.
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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.
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Kubota, R., & Miller, E. (Eds.) (2017). Special issue: Re-examining and re-envisioning criticality in language studies. Critical Inquiry in Language Studies.
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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.
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Kubota, R. (2016). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480.
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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).
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Kubota, R. (2016). Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 210–214). New York: Routledge.
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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.
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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.
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Kubota, R. (2016). The social imaginary of study abroad: Complexities and contradictions. Language Teaching Journal, 44, 347–357.
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Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494.
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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.
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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
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Kubota, R. (2015). Race and language learning in multicultural Canada: Toward critical antiracism. Journal of Multilingual and Multicultural Development, 36, 3–12.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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/
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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.
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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.
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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.
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Leggo, C. (2016). A poem can: Poetic encounters. LEARNing Landscapes, 9(2), 351–365.
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Norman, R., & Leggo, C. (2016). Hearing echoes. Toronto: Inanna Publications.
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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.
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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.
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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.
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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.
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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.
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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.
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Walsh, S., Bickel, B., & Leggo, C. (Eds.) (2015). Arts-based and contemplative practices in research and teaching: Honoring presence. New York: Routledge.
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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
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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.
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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.)
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Zhao, Y., Lei, J., Li, G., He, M. F., Okano, K., Megahed, N., Gamage, D., & Ramanathan N. (Eds., 2011). Handbook of Asian education: A cultural approach. New York: Routledge.
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Li, G., & Edwards, P. (Eds., 2010). Best practices in ELL instruction. New York: Guilford Press.
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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.
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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
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Li, G., & Fincham, N. (2017). Intensive English language programs. TESOL Encyclopedia of English Language Teaching. Wiley Publications.
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Li, G., & Zhou, W. (2017). Authentic materials in EIL. TESOL Encyclopedia of English Language Teaching. Wiley Publications.
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Li, G., & Huh, S. (2017). Implicit curriculum in EIL. TESOL Encyclopedia of English Language Teaching. Wiley Publications.
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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.
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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.
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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.
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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
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Li, G. (2017). Preparing culturally and linguistically competent teachers for EIL education. TESOL Journal, 8(2), 250-276.
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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.
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Li, G. (2017). Immigrant children’s play can clash with mainstream culture. The Conversation (https://theconversation.com/ca/education)
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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
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Ma, W., & Li, G. (Eds., 2016). Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
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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). 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.
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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.
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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.
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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.
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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.
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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.
publication-faculty
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.
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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 and D. Hiatt-Michael (Eds.), The power of community engagement for educational change (pp. 165-178). Greenwich, CT: Information Age Publishing.
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Zhou, W., & Li, G. (2015). Chinese language teachers’ pedagogical adjustment and classroom management in cross-cultural contexts. In J. Ruan, J. Zhang, and C. Leung (Eds.), Perspectives on Chinese as a foreign language education (pp. 211-230). New York: Springer.
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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.
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Li, G. & Zhong, L. (2015). 0-5岁教育的六项主张 (Six tips for early literacy education for kids 0-5)。美国世界日报教育特刊 (The World Journal Special Issue on Education ),pp. 92-94.
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Li, G. (2015). Preparing pre-service teachers to teach English language learners: Issues and perspectives. Advancing the Conversation, for Second Language Research SIG, AERA, Spring 2015.
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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.
publication-faculty
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.
publication-faculty
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.
publication-faculty
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.
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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.
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Li, G., & Zhong, L. J. (2015). 玩比学重要:美国华裔妈妈教你快乐早教 [More play, less study: A Chinese American mother’s advice on early education] [in Chinese]. Beijing: Beijing University Press.
publication-faculty
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.
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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.
publication-faculty
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.
publication-faculty
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.
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Li, G. (2014). Preface. For W. Ma & C. Wang (Eds.), Learner's privilege and responsibility: Listening to the voices of Chinese students in the United States (pp. xi-xiv). Greenwich, CT: Information Age Publishing, Inc.
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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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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
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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.
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Moore, A. & Begoray, D. (2017). “The last block of ice”: Trauma literature in the high school classroom. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.674 Supervisor: Dr. Mary Bryson and Dr. Annette Henry
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Nish, B. (2017). Editors Butler-Kisber, L., Guiney Yallop, J. J., Stewart, M., and Wiebe, S. ‘In the ER’, Poetic Inquiries of Reflection and Renewal. Lunenburg: MacIntyre Purcell Publishing. Supervisor: Dr. Carl Leggo
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De Costa, P., & Norton, B. (Eds., 2017). Transdisciplinarity and language teacher identity [Special supplement]. Modern Language Journal, 101(S1).
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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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Stranger-Johannessen, E., & Norton, B. (2017). The African Storybook and language teacher identity in digital times. Modern Language Journal, 101(S1), 45–60.
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Norton, B. (2017). Learner investment and language teacher identity. In G. Barkhuizen (Ed.) Reflections on Language Teacher Identity Research (pp. 80–86). New York: Routledge.
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Norton, B. (2017). Identity and English language learners across global sites. In L. Wong, & K. Hyland (Eds). Faces of English education: Students, teachers and pedagogy (pp. 13–27). Oxon: Routledge.
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Darvin, R., & Norton, B. (2017). Identity, language learning, and critical pedagogies in digital times. In J. Cenoz, D. Gorter, & S. May (Eds.), Encyclopedia of Language and Education: Vol. 6, Language awareness and multilingualism, (3rd ed., pp. 43–54). Springer.
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Haghighi, F. M., & Norton, B. (2017). The role of English Language Institutes in Iran. TESOL Quarterly, 51(2), 428–438. doi: 10.1002/tesq.3
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Norton, B. (2016). Identity and language learning: Back to the future. TESOL Quarterly, 50(2), 475–479.
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Darvin, R., & Norton, B. (2016). Investment and language learning in the 21st century. Langage et Société, 157(3), 19–38.
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Norton, B. (2016). Preface. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. xxii-xxiv). New York: Routledge.
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Norton, B. (2016). Preface. In L. Jacob & C. Hastings (Eds.) Social justice and English language teaching (pp. vii-viii). Annapolis MD: TESOL Press.
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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.
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Norton, B. (2015). Identity, investment, and faces of English internationally. Chinese Journal of Applied Linguistics, 38, 375–391.
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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)
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Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 35–56.
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Okuda, T. (2017). What a Generalist Tutor Can Do: A Short Lesson from a Tutoring Session. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 27, 58-68.
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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.
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Paré, A. (2018). Thinking rhetorically: A pragmatic approach to texts. In S. Carter & D. Laurs (Eds.). Giving feedback on research writing: A handbook for supervisors and advisors (pp. 224-30). London, UK: Routledge
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Paré, A. (2017). The once and future writing centre: A reflection and critique. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 27, 1–8.
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Paré, A. (2017). Re-thinking the dissertation and doctoral supervision / Reflexiones sobre la tesis doctoral y su supervision. Journal for the Study of Education and Development / Infancia y Aprendizaje, 40: 407-428.
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Peña, E., & Dobson, T. M. (2017). Humanidades digitales y la movilización del conocimiento: el caso de la alfabetización visual. VIRTUalis, 7(14), 206–221. Supervisor: Dr. Teresa Dobson
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Peña, E., Dobson, T. M., & Juárez, O. (2017). Pixualization: Glitch art and Data visualization. InfoDesign - Revista Brasileira de Design Da Informação, 14(1), 89–105. Supervisor: Dr. Teresa Dobson
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Peña, E. (2016). About Visual Acuity and Type Design: A Protocol. The Winnower. Retrieved from https://thewinnower.com/papers/3236-about-visual-acuity-and-type-design-a-protocol Supervisor: Dr. Teresa Dobson
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Peña, E. (2016). Calculating Line Length: An Arithmetic Approach. Visible Language, 50(1), 113–125. Supervisor: Dr. Teresa Dobson
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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. Supervisor: Dr. Teresa Dobson
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Dobson, T. M., with, Brown, M., Grue, D., Pena, E., Roeder, G., & INKE Research Group. (2015). The Interface Implications of Understanding Readers. Interdisciplinary Science Reviews, 40(1), 3–16. https://doi.org/10.1179/0308018814Z.000000000101 Supervisor: Dr. Teresa Dobson
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Peña, E., & Dobson, T. (2015). Glass, Paper, Scissors: Investigating the Metaphors of the Glass Cast through Paper Prototyping. Scholarly and Research Communication, 6(2). Retrieved from http://src=online.ca/index.php/src/article/view/219 Supervisor: Dr. Teresa Dobson
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Prendergast, T. (2016). Seeking early literacy for all: An investigation of children’s librarians and parents of young children with disabilities’ experiences at the public library. Library Trends, 65(1), 65-91. Supervisor: Dr. Jim Anderson
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Rajabali, A. (2014). On writing a poem: A phenomenological inquiry. Creative Approaches to Research, 7(2), 39–50. Supervisor: Dr. Carl Leggo
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Anderson, J., Anderson, A. & Rajagopal, H. (In press, 2016). (In press, 2016). Promoting first language development and maintenance, and capitalizing on "funds of knowledge" in family literacy programs. In N. Kucirkova C. Snow, V. Grover & C. McBride (Eds.). The Routledge International Handbook of Early Literacy Education. New York, NY: Routledge.
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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.
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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
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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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Rogers, T. (2016). Youth arts, media, and critical literacies as forms of public engagement in the local/global interface. Literacy Research: Theory, Method, and Practice, 65(1), 268–282.
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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.
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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/
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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.
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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.
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Sah, P. K. (2017). [Review of the book English language education policy in Asia, by Robert Kirkpatrick]. The Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2017.1307046. Supervisor: Dr. Guofang Li
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Sah, P. K., & Upadhaya, A. (2016). Establishing the localization and indigenization of Indian English: A case study. Journal of English as an International Language, 11 (2), 39-49. Supervisor: Dr. Guofang Li
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Schroeter, S., & James, C. E. (2015). “We’re here because we’re Black:” The schooling experiences of French-speaking African-Canadian students with refugee backgrounds. Race, Ethnicity and Education, 18(1), 20–39. Supervisors: Dr. Annette Henry and Dr. Theresa Rogers
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Rogers, T., Schroeter, S., Hauge, C., & Wager, A. (2014). Public pedagogies of street-entrenched youth: New literacies, identity and public engagement. In K. Sanford, T. Rogers, and M. Kendrick (Eds.), Everywhere everyday: Youth literacies in new times (pp. 47–61). Singapore: Springer. Supervisors: Dr. Annette Henry and Dr. Theresa Rogers
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Shi, L. (2017). Two expatriate English instructors in China: Their experiences and perspectives of local students and teachers. Canadian Modern Language Review, 73, 1–23.
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Shi, L., & Lin, R. (2016). Teaching English as a global language in the age of neoliberalism: A case study of an expat English instructor in China. In S. Guo, & G. Yan (Eds.) Spotlight on China: Chinese education in the globalized world (pp. 169–186). Rotterdam: Sense Publishers.
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Shi, L. (2016). Textual appropriation in two discipline specific writing tasks. Writing and Pedagogy, 8(1), 91–116.
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Fazel, I., & Shi, L. (2015). Citation patterns and practices in grant proposals of graduate students. Journal of English for Academic Purposes, 20, 203–214.
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Shi, L., & Dong, Y. (2015). Graduate writing assignments across faculties in a Canadian University. Canadian Journal of Higher Education, 45(3), 123–142.
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Stooshnov, K. (2017). "Admit me Chorus to this history": Staging Contact!Unload and digital literacy. In G. Belliveau & M. Westwood (Eds.) Soldiers Performing Self in Contact!Unload: Innovation in Theatre and Counselling Psychology. Vancouver, BC: UBC Press, pp. 89-96. Supervisor: Dr. George Belliveau and Dr. Kedrick James
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Stooshnov, K. (2016). Retroprojection virtual reality: Shakespeare on stage. TEXT Special Issue 36. http://www.textjournal.com.au/speciss/issue36/Stooshnov.pdf Supervisor: Dr. George Belliveau and Dr. Kedrick James
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Stranger-Johannessen, E. (2017). Digital stories and the African Storybook: Teaching English in the digital age. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching: Research, theory, and practice (pp. 116–126). New York: Routledge. Supervisor: Dr. Bonny Norton
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Stranger-Johannessen, E. (2017). The African Storybook, teachers’ resources, and pedagogical practices. International Journal of Educational Development, 52, 26–36. https://doi.org/10.1016/j.ijedudev.2016.10.003 Supervisor: Dr. Bonny Norton
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Stranger-Johannessen, E., & Norton, B. (2017). The African Storybook and language teacher identity in digital times. The Modern Language Journal, 101(S1), 45–60. https://doi.org/10.1111/modl.12374 Supervisor: Dr. Bonny Norton
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Hare, J., Darvin, R., Doherty, L., Early, M., Filipenko, M., Norton, B., and Stranger-Johannessen, E. (2017). “Canada 150: Reimagining a Multilingual Canada in the Digital Era”. In: Tortell, Ph. (Ed.) Canada 150. Peter Wall Institute for Advanced Studies, Vancouver, Canada. Supervisor: Dr. Bonny Norton
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Stranger-Johannessen, E., Asselin, M., & Doiron, R. (2015). New perspectives on community library development in Africa. New Library World, 116(1/2), 79–93. Supervisor: Dr. Bonny Norton
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Stranger-Johannessen, E. (2015). Constructing English as a Ugandan language through an English textbook. Language, Culture and Curriculum, 28(2), 1–7. Supervisor: Dr. Bonny Norton\
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Surtees, V. (2016, November). Using mobile surveys to share experiences from beyond the classroom. InterCom, The Newsletter of the Intercultural Communication Interest Section. Retrieved from http://newsmanager.commpartners.com/tesolicis/issues/2016-10-26/3.html Supervisor: Dr. Patricia Duff
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Surtees, V. & Balyasnikova, N. (2016). Culture clubs in Canadian higher education: Examining membership diversity. Canadian Journal for New Scholars in Education, 7(1), 66–73. Supervisors: Dr. Patricia Duff and Dr. Ruyko Kubota
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Surtees, V. (2016) . Beliefs about language learning in study abroad: Advocating for a language ideology approach. Frontiers, 27, 85–103. Supervisor: Dr. Patricia Duff
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Bournot-Trites, M. & Surtees, V. (2015). A longitudinal investigation of changes in perceived social presence of off-site students in a blended M.Ed. program. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 191–194). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Supervisor: Dr. Patricia Duff
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Wernicke, M., & Talmy, S. (2017) Interaction in qualitative questionnaires: From self-report to intersubjective achievement. Applied Linguistics Review. https://doi.org/.org/10.1515/applirev-2017-0030
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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.
publication-faculty
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.
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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.
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Teichert, L. (2017). To digital or not to digital: How mothers are navigating the digital world with their young children. Language & Literacy: A Canadian Education E-Journal, 19(1), 63-76. doi:http://dx.doi.org/10.20360/G22P5W Supervisor: Dr. Jim Anderson
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Teichert, L. (2014). 21st century vision using a 20th century curriculum: Examining British Columbia’s Kindergarten Curriculum Package. Canadian Children, 39(3), 34–41. Supervisor: Dr. Jim Anderson
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Teichert, L. & Anderson, A. (2014). ‘I don’t even know what blogging is’: The role of digital media in a five-year old girl’s life. Early Child Development and Care, 184(11), 1677–1691. Supervisor: Dr. Jim Anderson
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Teichert, L., & Prendergast, T. (2014). Questioning the universality of storybook reading: Examining the diversity of children's literacy practices in family literacy research studies. Canadian Journal for New Scholars in Education, 5(1), 1–9. Supervisor: Dr. Jim Anderson
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Tierney, R. J. (2017). Populism and literacy consciousness in uncertain global times. Journal of Literacy Research, 49(3), 4–7.
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Tierney, R. J., & Wei, K. (2016). Knowledge globalization within and across the People’s Republic of China and the United States: A cross-national study of internationalization of educational research in the Early 21st Century. American Educational Research Journal, 53(6), 1759–1791. doi:10.3102/0002831216678320
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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.
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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.
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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.
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Warfield, K. (2017). Writing the body of the paper: Three new materialism methods for studying the socially mediated body. In Zizi Papacharissi (ed): A Networked Self: Human Augmentics, Artificial Intelligence, Sentience. Routledge. Supervisor: Dr. Theresa Rogers
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Warfield, K. (2017). Im(matter)ial Bodies: a critical discourse analysis of a Canadian digital literacy resource. Language and Literacy. X(X) Supervisor: Dr. Theresa Rogers
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Warfield, K. (2017). MirrorCameraRoom: The multi (in)stabilities of the selfie. Feminist Media Studies, 17(1), 77-92. Supervisor: Dr. Theresa Rogers
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Warfield, K., & Whittington-Walsh, F. (2016). Stitch the bitch: #girls#socialmedia#bodies. In N. Mandell & J. Johnson (Eds.), Feminist issues: race, class, sexuality (6th ed.). Toronto: Pearson Canada. Supervisor: Dr. Theresa Rogers
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Warfield, K. (2016). Picture, position, map, emplaced assemblage: A genealogy of the body via social media. In H. Friese, M. Nolden, G. Rebane, & M. Schreite (Eds.), Handbook of social practices and digital life-worlds. Berlin: Springer-Verlag. Supervisor: Dr. Theresa Rogers
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Warfield, K., Abidin, C, and Cambre, M.C. (2016). Introduction: Selfies: #Me-diated bodies and inter-‘faces’. Social Media + Society, 1(4), 1-5. Supervisor: Dr. Theresa Rogers
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Warfield, K. (2016). Making the cut: An agential realist examination of selfies and touch. Social Media + Society, 1(4), 1-10. Supervisor: Dr. Theresa Rogers
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Warfield, K. (2015). The model, the #realme, and the self-conscious thespian: Digital subjectivities in the selfie. International Journal on the Image, 6(2), 1-16. Supervisor: Theresa Rogers
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Wernicke, M. (2017) Navigating native speaker ideologies as FSL teacher. Canadian Modern Language Review, 73(2).
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Arnott, S., Brogden, L., Faez, F., Péguret, M., Piccardo, E., Rehner, K., Taylor, S., Wernicke, M. (2017) The Common European Framework of Reference (CEFR) in Canada: A Research Agenda. Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée, 20(1), 31–54.
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Wernicke, M. (2016). Hierarchies of authenticity in study abroad: French From Canada versus French from France? Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée, 19(2), 1–21.
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Zappa-Hollman, S., & Duff, P. (2017). Conducting research on content-based language instruction. In M.A. Snow & D. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (2nd ed.) Ann Arbor, MI: University of Michigan Press.
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Kobayashi, M., Zappa-Hollman, S., & Duff, P. (2017). Academic discourse socialization. In P. Duff & S. May (Eds.), Language socialization. Encyclopedia of language and education (3rd ed.). New York: Springer.
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Zappa-Hollman, S., & Duff, P. (2015). Academic English socialization through individual networks of practice. TESOL Quarterly, 49(2), 333–368.
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