Dr. Sandra Zappa-Hollman

Assistant Professor
Director of Academic English Program, Vantage College


I am an applied linguist with a special interest in teaching English for academic purposes (EAP) and researching academic (English) discourse socialization in higher education. Other related areas of interest include language and content integration (CBI/CLIL), intercultural competence, feedback on L2 writing, curriculum and materials design, and language program evaluation. My work draws on socio-cultural theory (particularly Second Language Socialization), Social Network Theory, and the notion of Communities of Practice. More recently, my research as well as materials design and teaching are informed by Systemic Functional Linguistics (following Halliday’s work on Register).

For the past decade I have also been involved in academic program development and administration. Since 2014, I’m the director of the Academic English Program at UBC Vantage College (http://vantagecollege.ubc.ca/), a first year university program for international students at the University of British Columbia.

Selected Publications

Van Viegen, S. & Sandra Zappa-Hollman, S. (2020). Plurilingual pedagogies at the post-secondary level: possibilities for intentional engagement with students’ diverse linguistic repertoires, Language, Culture and Curriculum, 33(2), 172-187. https://doi.org/10.1080/07908318.2019.1686512

Duff, P., Zappa-Hollman, S., & Surtees, V. (2019). Research on Language and Literacy Socialization at Canadian Universities. The Canadian Modern Language Review / La revue canadienne des langues vivantes 75(4), 308-318. https://www.muse.jhu.edu/article/744626.

Zappa-Holman, S. (2019). Interview: On integrating content and academic English language instruction in a disciplinary program. Revista Organon, 34(66), DOI: https://doi.org/10.22456/2238-8915.96973

Van Viegen, S., Wernicke, M., & Zappa-Hollman, S. (2019). On reconceptualizing linguistic and cultural boundaries in Canadian universities. [Editorial] TESL Canada Journal, 36(1), vi–xxi. https://doi.org/10.18806/tesl.v36i1.1299

Zappa-Hollman, S. & Duff, P. A. (2019). Exploring issues in language and content instruction. In G. Barkhuizen (Ed.). Qualitative research topics in language teacher education, pp. 186-191. New York, NY: Routledge.

Ferreira, A. & Zappa-Hollman, S. (2019). Disciplinary registers in a first- year program: A view from the context of curriculum. Language, Context and Text, 1 (1), 148-193. https://doi-org.ezproxy.library.ubc.ca/10.1075/langct.00007.fer

Bournot-Trites, M., Zappa-Hollman, S. & Spiliotopulos, V. (2018). Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience. Study Abroad, Research in Second Language Acquisition and International Education, 3 (2), 275-309. doi: 10.1075/sar.16022.bou

Zappa-Hollman, S., & Duff, P. A. (2018). Qualitative Approaches to Classroom Research on English-Medium Instruction. In X. Gao (Ed.) International Handbook of English Language Teaching, (2nd Ed.), Volume 2: Research and Teacher Education in ELT: Meeting New Challenges. Springer. doi:10.1007/978-3-319-58542-0_51-1

Zappa-Hollman, S. (2018) Collaborations between EAP and disciplinary instructors: Factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism, 21 (5), 591-606. doi: 10.1080/13670050.2018.1491946

Kobayashi, M., Zappa-Hollman, S. & Duff, P. A. (2017). Academic discourse socialization. Duff & May (Eds.) Language Socialization Volume: Encyclopedia of Language & Education. DOI 10.1007/978-3-319-02255-0_18

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.) Michigan: University of Michigan Press.

Zappa-Hollman, S. (2017). ESP Leader Profile. TESOL English for Specific Purposes blog. http://blog.tesol.org/esp-leader-profile-sandra-zappa-hollman/

Zappa-Hollman, S. (2016). On supporting academic English development across disciplines. Research report. University of British Columbia. http://isotl.ctlt.ubc.ca/category/showcase-projects/  

Zappa-Hollman, S., & Duff, P. (2015). Academic English socialization through individual networks of practice. TESOL Quarterly, 49(2), 333–368. DOI: 10.1002/tesq.188 

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.

Zappa-Hollman, S., Bournot-Trites, M., Wang, R. & Ryan, R. (2014). UBC Tandem Language Learning Handbook. University of British Columbia. Available online: http://www.tandemubc.ca/#!handbook/c18pd

Duff, P. A. & Zappa-Hollman, S. (2013). Critical discourse analysis of popular culture. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Malden, MA: Wiley-Blackwell.

Duff, P. A. & Zappa-Hollman, S. (2013). Pop culture and second language teaching and learning. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Malden, MA: Wiley-Blackwell.

Sellick, A., Bournot-Trites, M., Reeder, K., Scales, A., Smith, M., Zappa-Hollman, S. (2011). Key strengths of an innovative volunteer ESL workshop. Canadian Journal of University Continuing Education, 37 (2), 1-18.

Zappa-Hollman, S. (2007). Academic presentations across post-secondary contexts: The discourse socialization of non-native English speakers. Canadian Modern Language Review 63, (4), 455-485. (Recipient of CMLR Best Graduate Student Paper Award).

Zappa-Hollman, S. (2007). EFL in Argentina’s schools: Teachers’ perspectives on policy changes and instruction. TESOL Quarterly, 41, (3), 618-625.

Nicol, C. Yusyp, M., Zappa, S., Sasges, M., & Moore, J. (2004). Living action research: Authoring identities through YaYa Projects. Educational Action Research, 12, (3), 311-328