Cervatiuc, A. (2025)
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
Congratulations to Serikbolsyn Tastanbek
Congratulations to Serikbolsyn Tastanbek, PhD candidate in LLED, on receiving the 2024 Larry Vandergrift Award for Best Graduate Paper. His winning article is featured in the latest issue of the Canadian Modern Language Review: Tastanbek, S. (2025). “Противоречат, да, мои слова?!” Translingual TESOL Teacher Educators’ Conflicting Translanguaging Beliefs. The Canadian Modern Language Review, 81 (3), 141-166. https://doi.org/10.3138/cmlr-2024-0072
Well done, Serikbolsyn!
Spiegelman, J.D. (2025)
Grappling with cisgender positionality in Applied Linguistics research with trans participants. TESOL Quarterly, 1-13. Http://www.doi.org/10.1002/tesq.70013
Moore, A., Coda, J., Spiegelman, J. D., & Cahnmann-Taylor, M. (2024)
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
Ferreira, J., & Kendrick, M. (2025)
“They hear it from me”: Student voices on critically assessing digital multimodal composing. International Journal of Educational Research, 1 (33), 102737.
Public Talk with Dr. Sergei Glotov, University of Luxembourg
Event Details
Speaker: Dr. Sergei Glotov, University of Luxembourg
Date: Thursday, September 18
Time: 3:30 PM – 4:30 PM
Location: Multipurpose Room (PCN 2012), Ponderosa Commons North
Abstract
Intertextual children’s perspectives: Coplanning a professional development module for teachers, with teachers
The presentation discusses the ongoing research that critically examines the process of coplanning a professional development module with teachers, and for teachers, within the context of Luxembourgish primary school education. The professional development module was coplanned between a group of researchers and four in-service primary school teachers, with the goal of merging storytelling and STEAM (science, technology, engineering, art, mathematics) approaches. Through a recursive and iterative analytic process, it has become evident that all four teachers draw on their perceived perspectives of their students through dialogue, and that these perspectives ultimately influenced the structure and the outcomes of the professional development module. The talk will discuss the case of the module and analyse different ways the teachers share children’s perspectives, using the theoretical framework of intertextuality, and claims will be raised related to the role of dialogue, co-generation, and collaboration. As the research is the work-in-progress, the participants’ feedback, comments and suggestions will be welcomed.
Sergei Glotov is a post-doctoral researcher at the University of Luxembourg, working on different initiatives that promote science education at the primary school level in Luxembourg. Sergei is a part of the SciTeach Center’s team, led by Prof. Dr. Christina Siry, which offers resources, materials, and professional development opportunities for Luxembourgish primary science educators. Currently, Sergei works on the project Our Stories, Our Futures, which links sustainability education and digital storytelling.