
Dr. Margaret Early
Projects
Principal Investigator: SSHRC funded project 2006-2009.
Co-investigator: Canadian Council on Learning 2007-2008.
Co-investigator: Canadian Language and Literacy Research Network 2007-2008.
Principal Investigator: SSHRC-INE funded project 2002-2006.
Principal Investigator: SSHRC-INE funded project 2004-2006.
Co-Investigator: SSHRC funded project 2003-2006.
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)
To describe our understanding of the effect of graphics as an aid to integrating the teaching of language and the teaching of content. (SSHRC)
Examines the effects of the functions of English as a Second Language teachers’ questions on ESL classroom discourse. (UBC-HSS)
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)
To investigate the interrelationship of variables which influence English as a second language students’ success or failure in school. (UBC-HSS)
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)
To produce a discourse analyses for L2 learning of a social studies course. (Cdn. Intl. College)
To investigate the implementation of an English as a Second Language literacy program for Northern Natives. (Arctic Alpine Resource Committee)
Selected Publications
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 Review, 66(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 http://lifelong.oise.utoronto.ca
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.