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We are a collective of educators committed to social justice in our work with students, colleagues, partners, and community members. We are privileged to learn, teach, and conduct our research on the ancestral, traditional, and unceded territory of the hən̓q̓əmin̓əm̓-speaking xʷməθkʷəy̓əm (Musqueam) people.

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Our commitment is enacted through the interrelated areas of interest and expertise:

Multimodal language teaching. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. https://doi.org/10.1002/9781118784235.eelt1094

Cervatiuc, A. (2025)

Teaching writing to English language learners through a constructivist approach. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. https://doi.org/10.1002/9781118784235.eelt1027.pub2

Cervatiuc, A. (2025)

Grappling with cisgender positionality in Applied Linguistics research with trans participants. TESOL Quarterly, 1-13. Http://www.doi.org/10.1002/tesq.70013

Spiegelman, J.D. (2025)

Queer breaches and normative devices: Language learners queering gender, sexuality, and the L2 classroom. International Journal of Bilingual Education and Bilingualism. https://www.tandfonline.com/eprint/QCHTJERJBZSUTRNXQ2B3/full?target=10.1080/13670050.2024.2306398

Moore, A., Coda, J., Spiegelman, J. D., & Cahnmann-Taylor, M. (2024)

“They hear it from me”: Student voices on critically assessing digital multimodal composing. International Journal of Educational Research, 1 (33), 102737.

Ferreira, J., & Kendrick, M. (2025)

Maybe next time I’ll try talking to men (poem). Janus Unbound: Journal of Critical Studies, 9(2), 121-122.

Moore, A. (2025)

“That poem was pretty wild to me”: On personal safety and precarious moments in teacher candidates’ responses to sexual assault narratives. Research in the Teaching of English, 59(3), 311-339. https://doi.org/10.58680/rte2025593311

Moore, A. (2025)

"We're not kids!": Aged authority in elementary students' classroom peer interactions. Research on Children and Social Interaction 9(1), 77-103. https://doi.org/10.3138/rcsi-2025-0005

Corella, M. (2025)

Metacognitive Instruction and Oral Corrective Feedback: Impacts on Metacognitive Awareness and Speaking Accuracy in Learners of English as a Foreign Language. RELC Journal, 0(0). https://doi.org/10.1177/00336882251370760

Kim, T., & Whitehead, G. E. (2025)