Margaret Early

Dr. Margaret Early

Associate Professor 604–822–5231 PCN 3111
Research and teaching areas:

Bilingual/multilingual education

Decolonizing pedagogies and knowledges

English as an additional language


Multiliteracy and multimodality

Race and antiracism

Teacher Education


Investigating Alternative Accountability as a Viable Measure of Expanded Notions of Literacy
Principal Investigator: SSHRC funded project 2006-2009.

Academic Performance and Educational Mobility of Youth of Immigrant Origin
Co-investigator: Canadian Council on Learning 2007-2008.

Literacy Attainment among Newcomer Students
Co-investigator: Canadian Language and Literacy Research Network 2007-2008.

From Literacy to Multi-Literacy: Designing Learning Environments for Knowledge Generation
Principal Investigator: SSHRC-INE funded project 2002-2006.

Disseminating Literacy Practices in Diverse Communities
Principal Investigator: SSHRC-INE funded project 2004-2006.

Listening to Diverse Learners
Co-Investigator: SSHRC funded project 2003-2006.

Integrating Language Teaching and Content Teacher – A Resource Book
To write a revised and updated version of a resource book; to help teachers of ESL students to integrate language and content. (Ministry of Education)

Use of Graphics in ESL Classroom Instruction
To describe our understanding of the effect of graphics as an aid to integrating the teaching of language and the teaching of content. (SSHRC)

How Students Respond to Teachers’ Use of Questions
Examines the effects of the functions of English as a Second Language teachers’ questions on ESL classroom discourse. (UBC-HSS)

Primary-Grade NS ESL Students’ Awareness of Four Text Structures: Effects on Recall of Expository Texts
To examine primary grade NS and ESL students’ awareness of four expository texts (collection, comparison/contrasts, causation, problem/solution) and their recall of text written in those structures. (UBC-HSS)

Language Proficiency/Academic Achievement
To investigate the interrelationship of variables which influence English as a second language students’ success or failure in school. (UBC-HSS)

ESL/Computer Project
To evaluate the feasibility and effectiveness of a strategy for using graphics- oriented computers with ESL students to develop the language and thinking skills needed for school success. (Ministry of Education)

Discourse Analysis in Second Language Curriculum Research
To produce a discourse analyses for L2 learning of a social studies course. (Cdn. Intl. College)

English as a Second Language (ESL) Literacy for Northern Women
To investigate the implementation of an English as a Second Language literacy program for Northern Natives. (Arctic Alpine Resource Committee)

Selected Publications

Kendrick, M., Early, M., Michalovich, A., & Mangat, M. (2022) Digital storytelling with refugee background youth: Possibilities for language and digital literacies learning. TESOL Quarterly.
*Smith, M.B., Early, M., & Kendrick, M. (2024) Teachers’ ideological dilemmas: lessons learned from a Language Introduction Program in Sweden, Journal of Multilingual and Multicultural Development, 45(3), 647-662, DOI: 10.1080/01434632.2022.2126485 [published first online 2022]
*Michalovich, A., Kendrick, M., & Early, M. (forthcoming in 2022) Youth from refugee backgrounds positioning their identities through reaction videos. Journal of Language, Identity & Education.
*Ferreira, J., Kendrick, M., & Early, M. (2021) Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462.
Early, M., & Kendrick, M. (2020) Inquiry-based pedagogies and multimodalities: Challenges and opportunities for supporting English language learners. Canadian Modern Language Review, 76(2), 139-154.
Kendrick, M., Early, M., & Chemjor, W. (2019). Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya. Language and Education, 33(2), 123-140.

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.
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.
Early, M., Dagenais, D., & Carr, W. (2017). Second language education in Canada. In N. Van Deusen-Scholl, & S. May (Eds.) Encyclopedia of language and education: Vol.4, Second and foreign language education (3rd ed., pp. 313–326). Springer Science.

Early, M., Kendrick, M., & Potts, D. (Eds) (2015). Multimodality: Out from the margins of English language teaching. TESOL Quarterly, 49(3), 447–622.
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)
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.
Cummins, J. & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Oakville, ON: Rubicon Publishing.
Early, M., Kendrick, M., & Potts, D. (2015). Multimodality: Out from the margins of English language teaching, TESOL Quarterly, 49(3), 447-622 (guest editors). [special issue]

Cummins, J., & Early, M. (Eds.). (2011).  Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Trentham Books, U.K.

Cummins, J & Early, M. (2011). Introduction. In Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent:Trentham Books. pp. 3-19.

Cummins, J, Early, M. & Stille, S.(2011).Frames of reference: Identity texts in perspective. In J. Cummins & M. Early (Eds). Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent:Trentham Books. pp. 21-43.

Cummins, J., Early, M., Leoni, L. & Stille, S. (2011). “It really comes down to the teachers, I think”: Pedagogies of Choice in Multilingual Classrooms. In J.

Cummins & M. Early (Eds).  Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent:Trentham Books. pp. 153-163.

Norton, B. & Early, M. (2011). Researcher Identity, narrative inquiry, and language teaching research. TESOL Quarterly, Special Issue- Narrative Research in  TESOL Quarterly, 45, 3, 415-439.

Early, M. & Yeung, C. (2011). Creating Picture Books and Performance as Identity Texts in a Core French Classroom. In J. Cummins & M. Early (Eds).  Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent: Trentham Books. pp. 72-75

Early, M., & Yeung, C. (2009). Producing multimodal picture books and dramatic performances in core French: An exploratory case study.Canadian Modern Language Review66(2), 299–223.

Early, M. (2008). From literacy to multiliteracies: implications for lifelong learning and work. In D. W. Livingstone, K. Mirchandani & P. S. Sawchuk (Eds.), The future of lifelong learning and work. Toronto, Canada: Sense Publishers.

Early, M. (2008). Second and foreign language teaching in Canada. In N. V. Deusen-Scholl, & N. Hornberger (Eds.), Encyclopaedia of language and education. Vol. 4. New York, NY: Springer.

Reeder, K., Shapiro, J., Early, M., & Kendrick, M. (2008). Listening to diverse learners: The effectiveness and appropriateness of a computer-based reading tutor for young language learners. In F. Zhang & B. Barber (Eds.), Handbook of research on computer-enhanced language acquisition. Hershey , PA : Information Science Reference.

Early, M. (2008). Developing academic literacies. SPELT Journal of the Society of Pakistan English Language Teachers, 24(1), 2-29.

Early, M. & Marshall, S. (2008). Adolescent ESL students’ interpretation and appreciation of literary texts: A case study of multimodality. Canadian Modern Language Review, 6(3), 377-398.

Asselin, M., Early, M., & Filipenko, M. (2006). Assessment, accountability and new literacies in the Canadian context. Canadian Journal of Education. 28(4), 1-29.

Early, M. (2005). From literacy to multiliteracies: Implications for lifelong learning and work . Available at

Early, M., Potts , D., & Mohan, B. (2005). ESL students’ socialization into academic discourse: A Canadian Perspective. Prospect: The Australian TESOL Journal, 28(3) 1-26.