Archive

Past research and publications.
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Duff, P. & Abdi, K. (2016). Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge. Supervisor: Dr. Patricia Duff
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Accurso, K., & Levasseur, J. (2022) Building science teacher disciplinary linguistic knowledge with SFL. In L. H. Seah, R. Silver, & M. Baildon (Eds.), The role of language in content pedagogy: A framework for teachers’ knowledge (pp. 87-114). Springer. DOI: 10.1007/978-981-19-5351-4_5
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Shank Lauwo, M., Accurso, K., & Rajagopal, H. (2022). Plurilingualism, equity, and preservice teacher identity: Centring (linguistic) diversity in teacher education. TESL Canada Journal, 38(2), 114–139. https://doi.org/10.18806/tesl.v38i2.1359
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Liaw, M., & Accurso, K. (2021) Design and opportunity in critical multilingual/multimodal composing pedagogy. In D. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal writing in teaching and learning contexts: Multilingual perspectives (pp. 89–108). New York: Springer. DOI: 10.1007/978-981-16-0530-7_6
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Accurso, K., & Gebhard, M. (2021) SFL praxis in U.S. teacher education: A critical literature review. Language and Education, 35(5), 402–428. https://doi.org/10.1080/09500782.2020.1781880
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Accurso, K., & Mizell, J. (2020) Toward an anti-racist genre pedagogy: Considerations for a North American context. TESOL Journal Special Issue: Exploring the transformative potential of English language teaching for social justice. DOI: 10.1002/tesj.554
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Accurso, K., Gebhard, M., Harris, G., & Schuetz, J. (2021) Implications of genre pedagogy for refugee youth with limited or interrupted formal education. In D. Warriner (Ed.), Refugee education across the lifespan: Mapping experiences of language learning and language use (pp. 57–78). New York: Springer. https://doi.org/10.1007/978-3-030-79470-5_4
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Accurso, K. (2022) Pre-service science teachers’ written feedback practices following preparation for “sheltered” instruction. In M. Christison, J. Crandall, & D. Christian (Eds.) Global research on teaching and learning English: Integrating content and language instruction (pp. 126–143). New York: Routledge. DOI:10.4324/9781003181859-10
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Gebhard, M., & Accurso, K. (2020) Systemic functional linguistics. In C. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics (pp. 1029–1037). New York: Wiley.
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Accurso, K. (2020) Bringing a social semiotic perspective to secondary teacher education in the United States. Journal of English for Academic Purposes Special Issue: Halliday’s Influence on EAP Practice.
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Gebhard, M., Accurso, K., & Chen, I. (2019) Paradigm shifts in the teaching of grammar in K-12 ESL/EFL contexts: A case for a social-semiotic perspective. In L. C. de Oliveira (Ed.), Handbook of TESOL in K-12 (pp. 249–263). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781119421702.ch16
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Gebhard, M., Accurso, K., & Harris, G. (2019) Putting it all together: SFL in action. In M. Gebhard, Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform (pp. 239–271). New York: Routledge. DOI: 10.4324/9781315108391-9
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Accurso, K., Lopez Rodriguez, S., & Lopez, A. (2019) Challenging deficit perspectives of multilingual learners in everyday talk. MATSOL Currents, 42(1), 39–42.
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Accurso, K., Muzeta, B., & Pérez Battles, S. (2019) Reflection multiliteracies: Teaching meaning making across the visual and language arts. SPELT Quarterly Journal, 34(2), 2–16. DOI: 10.13140/RG.2.2.17060.53121
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Accurso, K., & Muzeta, B. (2020) Can monolingual language teachers be effective? TESOL Connections, May 2020, 1–5.
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Muzeta, B., Accurso, K., & Liaw, M. (2018) Teaching between languages: Five principles for the multilingual classroom. MATSOL Currents, 41(1), 38–42.
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Accurso, K., Gebhard, M., & Purington, S. (2017) Analyzing diverse learners’ writing in mathematics: Systemic functional linguistics in secondary pre-service teacher education. International Journal of Mathematics Teaching and Learning, 18(1), 84–108.
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Accurso, K. (2017) Exploiting the language of science: Teaching informational texts across grade levels. SPELT Quarterly Journal, 32(4), 2–16.
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Accurso, K., Gebhard, M. & Selden, C. (2016) Supporting L2 elementary science writing with SFL in an age of school reform. In L. C. de Oliveira & T. Silva (Eds.), Second language writing in elementary classrooms: Instructional issues, content-area writing and teacher education (pp. 126–150). New York: Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137530981_8
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Accurso, K. (2015) Language dominance/linguistic dominance. In S. Thompson (Ed.), Encyclopedia of diversity and social justice (pp. 656–657). New York: Rowman & Littlefield.
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Afreen, A. (2022) Translator identity and the development of multilingual resources for language learning. TESOL Quarterly. Advance online publication. http://doi.org/10.1002/tesq.3128
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Afreen, A., Norton, B. (2021). COVID-19 and Heritage Language Learning. RSC COVID-19 Series, 67. The Royal Society of Canada.
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Aloraini, H. (2018). Language, identity and education on the Arabian Peninsula: bilingual policies in a multilingual context. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2018.1466949 Supervisor: Dr. Andreea Cervatiuc
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Hare, J. & Anderson, J. (2010). Transitions to Early Childhood Education for Indigenous Children and Families: Social and Historical Realities. Australian Journal of Early Childhood, 35(2), 19-27. http://search.informit.com.au/documentSummary;dn=028093816081252;res=IELHSS
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Anderson, A. & Anderson, J. (2020). “Pedagogical” mathematics during play at home” an exploratory study. In P. Hundeland, I. Erfjord, & M. Carlsen (Eds.), Mathematics Education in the Early Years – Results from the POEM4 Conference, 2018 (pp. 421-439). Cham, Switzerland: Springer International Publishing.
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Anderson, J., Anderson, A., & *Ghaffartehrani, M. (2019). Transitions in early childhood education (Canada). In R. Heydon & M. Waniganayake (Eds.), Early Childhood Education. London: Bloomsbury Publishing. DOI: 10.5040/9781474209441.0049
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Downes, P., Nairz‐Wirth, E., & Anderson, J. (2018) Reconceptualising system transitions in education for marginalised and vulnerable groups. European Journal of Education, 53 (4), 441-446.
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Downes, P., Anderson, J., & Nairz‐Wirth, E. (2018) Conclusion: Developing conceptual understandings of transitions and policy implications. European Journal of Education, 53 (4), 541-556.
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Downes, P., Nairz-Wirth, E., & Anderson, J. (2018) European Journal of Education: Special themed issue on Transitions in Education. https://onlinelibrary.wiley.com/toc/14653435/2018/53/4
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Anderson, A. & Anderson, J. (2018). Math-in-context: A study of the types of math preschoolers ‘do’ at home. In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, & C. Benz (Eds.). Contemporary research and perspectives on early childhood mathematics education (pp. 183-202), Cham, Switzerland: Springer International Publishing.
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Anderson, A. & Anderson, J. (2018) Instruction and construction of mathematics at home: An exploratory study. In C. Benz, H. Gasteiger, A. Steinweg, P. Schoner, H. Vollmuth, & J. Zollner (Eds.) Mathematics Education in the Early Years-Results from the POEM3 Conference, 2016 (pp. 281-298). Cham, Switzerland: Springer International Publishing.
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Anderson, J., & Anderson, A. (2018). “No peeing on the sidewalk!”: Family literacy in culturally, linguistically, and socially diverse communities. Journal of Family Diversity in Education, 3(1), 77-91.
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Anderson, J., McTavish, M. & Kim. J. (2017) Lessons from parents, and with parents in early literacy learning for migrant and refugee students. Newark, DEL International Literacy Association. http://literacyworldwide.org/pcr
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Anderson, J., Anderson, A., Friedrich, N., & Teichert, L. (2017). “You guys should offer the program more often!”: Some perspectives from working alongside immigrant and refugee families in a bilingual family literacy program. In C. McLachlan, & A. Arrow (Eds.), Literacy in the early years: Reflections on international research and practice (pp. 63–78). New York: Springer.
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Anderson, J., Anderson, A., & Rajagopal, H. (2017). Promoting first language development and maintenance and capitalizing on “funds of knowledge” in family literacy programmes. In N. Kucirkova, C. Snow, V. Grover, & C. McBride-Chang (Eds.), The Routledge international handbook of early literacy education (pp. 351–361). New York: Routledge.
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Anderson, J. (2017). Family literacy programs in immigrant and refugee communities: Some observations from the field. Journal of Language and Literacy Education. Available at: http://jolle.coe.uga.edu/wp-content/uploads/2017/03/Anderson-1.pdf
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Anderson, J., Anderson, A., & Sadiq, A. (2017). Family literacy programmes and young children's language and literacy development: Paying attention to families' home language. Early Child Development and Care, 187 (3–4), 644–654.
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Anderson, J., Horton, L., Kendrick, M., & McTavish, M. (2017). Children's funds of knowledge in a rural northern Canadian community: A telling case. Language and Literacy, 19 (2), 20-32.
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Anderson, J., McTavish, M. & Kim. J. (2017). Early Literacy Learning for Immigrant and Refugee Children: Parents' Critical Roles. Thought Leadership Paper, Literacy Research Panel, International Literacy Association, Newark, DEL. https://literacyworldwide.org/docs/default-source/where-we-stand/ila-early-literacy-learning-immigrant-refugee-children.pdf
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Anderson, J., & Anderson, A. (2017). Immigrant and refugee families and family literacy programs: Perspectives, insights and challenges. In B Culligan and G. Mehigan (Eds.), Exploring the literacy landscape: Celebrating 40 years of practice (pp. 136-142). Dublin, Ireland: Literacy Association of Ireland.
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Anderson, J., Friedrich, N., Morrison, F., & Teichert, L. (2016). “Now he knows that there are two kinds of writing, two kinds of reading”: Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts (pp. 82–102). New York: Routledge.
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Anderson, A., Anderson, J., Hare, J., McTavish, M., & Prendergast, T. (2016). Language, and culture in early childhood: Home, school, and community contexts –An introduction. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts ) pp. 118. New York: Routledge.
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Stagg Peterson, S., Anderson, J., Budd, K., Kendrick, M., McIntyre, L., McTavish, M., Nteligou, B., & Riehel, D. (2016). Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian kindergartens? Canadian Journal of Education, 39(3), 1–26.
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Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2016). Language, learning, and culture in early childhood: Home, school, and community contexts. New York: Routledge.
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Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2015). Research with young children and their families in Indigenous, immigrant, and refugee communities. In O. Saracho (Ed.) Handbook of research methods in early childhood education (Vol. 2, pp. 115–145). Charlotte, NC: Information Age Publishing.
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Anderson, J., Anderson, A., & Gear, A. (2015). Family literacy programs as intersubjective spaces: Insights from three decades of working in culturally, linguistically and socially diverse communities. Language and Literacy, 17(2), 41–58.
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Duff, P., Anderson, T., Doherty, L., & Wang, R. (2015). Representations of Chinese language learning in contemporary English-language news media: Hope, hype, and fear. Global Chinese, 1(1), 139–168. Supervisor: Dr. Patricia Duff
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Anderson, J., Kendrick, M., Rogers, T., & *Smythe, S. (Eds.). (2005). Portraits of literacy across families, communities, and schools: Intersections and tensions. Mahwah, New Jersey: Lawrence Erlbaum Associates. 398 pages.
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Asselin, M., & Doiron, R. (2016). Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.
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Doiron, R., & Asselin, M. (2015). Ethical dilemmas for researchers working in international contexts. School Libraries Worldwide, 21(2), 1–10.
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Asselin, M., Doiron, R., & Abebe, A. (2015). Applying an ecological model and standards for library development to build literacy in rural Ethiopian communities. In B. A. Schwartz & D. Oberg (Eds.), Global action on school library guidelines (pp. 133–153). Berlin/Boston: Walter de Gruyter GmbH.
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Johannessen-Stranger, E., Asselin, M., & Doiron, R. (2015). New perspectives on community library development in Africa. New Library World, 116(1/2), 79–93.
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Balyasnikova, N., Gillard, S. (2018). "I LOVE TO WRITE MY STORY": Storytelling and its role in seniors' language learning. The Canadian Journal for the Study of Adult Education, 30(2).
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Balyasnikova, N., Higgins, S. & Hume, M (2017). Enhancing Teaching English as an Additional Language Through Playfulness: Seniors (Ethno)Drama Club in Vancouver's Downtown Eastside. Tesol Journal.
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Becker-Zayas, A., Kendrick, M., & Namazzi, E. (2017, online version). Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances. Applied Linguistics Review, 9(2-3).  [print version available 2018].
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Nichols, J., Belliveau, G., Cox, S., Lea, G. W. & Cook, C. (2022) Key questions in evaluating audience impact: A mixed methods approach in research-based theatre. In D. Snyder-Young & M. Omasta (Eds.) Impacting Theatre Audiences: Methods for Studying Change. New York: Routledge. (pp. 161-172).
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Michalovich, A., Mayer, Y., Hershler, L., Bulk, L.Y., Cook, C., Graf, H., Lee, M., Belliveau, G., Jarus, T. (2022) Through a glass brightly: Generative ethical tensions in Research-based Theatre. Qualitative Inquiry. https://doi.org/10.1177/10778004221097677
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Jarus, T., Mayer, Y., Gross, E., Cook, C., Bulk, L.Y., Hershler, L., Nichols, J. & Belliveau, G. (2022) Bringing disability experiences front stage: Research-based Theatre as a teaching approach to promote inclusive health education. Nurse Education Today, 115. https://doi.org/10.1016/j.nedt.2022.105408
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Lea, G. W. & Belliveau, G. (2022) A Landscape of Ethics in Research-Based Theater: Staging Lives of Family Members Who Have Passed. Qualitative  Inquiry. https://doi.org/10.1177/10778004221098991
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Shigematsu, T., Lea, G. W., Cook, C., Belliveau, G. (2022) A Spotlight on Research-based Theatre. Learning Landscapes Journal. https://doi.org/10.36510/learnland.v15i1.1081
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Nichols, J., Cox, S., Cook, C, Lea, G. W. & Belliveau, G. (2022) Research-based theatre about veterans transitioning home: A mixed methods evaluation of audience impacts. Social Science & Medicine, 292 https://doi.org/10.1016/j.socscimed.2021.114578
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Lea, G., Belliveau, G., Westwood. (2020) Staging Therapeutic Enactment with Veterans in Contact!Unload. Qualitative Research in Psychology, 17(4), 521-540.
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Shigematsu, T., Cook, C., Belliveau, G., & Lea, G. W. (2021) Research-based Theatre across disciplines: A relational approach to inquiry. Applied Theatre Research, 9(1), 55-72. https://www.intellectbooks.com/applied-theatre-research
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Nichols, J., Cox, S., & Belliveau, G., (2020) Understanding the impacts of Contact!Unload on audiences. In G. Belliveau & G. Lea (Eds.). Contact!Unload: Military veterans, trauma, and research-based theatre. Vancouver, CA: UBC Press. (pp. 160-171).
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Belliveau, G., McLean, B., Cook, C. (2020) Impact on veteran performers. In G. Belliveau & G. Lea (Eds.). Contact!Unload: Military veterans, trauma, and research-based theatre. Vancouver, CA: UBC Press. (pp. 79-92).
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Cook, C., Shigematsu, T, Belliveau, G. (2020) Teaching Research-based Theatre online: A narrative of practice. Arts Praxis, 7(2), 56-69.
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Belliveau, G., Cox, S., Nichols, J., Lea, G. W. & Cook, C. (2021) Examining the Ethics of Research-Based Theatre through Contact!Unload. In T. Prentki & A. Breed (Eds.) The Routledge Companion to Applied Performance. London: Routledge. (pp. 141-148).
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Chi, X., Belliveau, G., Dong, B. (2021) Looking back and looking forward: Educational Drama in Chinese language arts education. Research in Drama Education: The Journal of Applied Theatre and Performance, 26(2), 312-317.
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Belliveau, G. & Lea, G. (Eds.) (2020) Contact!Unload: Military Veterans, Trauma, and Research-based Theatre. Vancouver, CA: UBC Press. (233 pages)
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Bendiksen, S.A., Østern, A., Belliveau, G. (2019). Literacy events in writing play workshops with children aged three to five: A study of agential cuts with the artographic triple dimensions as a lens. International Journal of Education & the Arts, 20(3).
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Cox, S. & Belliveau, G. (2019). Health Theatre: Embodied research. In P. Leavy (Ed.) Oxford Handbook on Methods for Public Scholarship. Oxford University Press. (pp. 335-357).
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Belliveau, G. & Prendergast, M. (2019) Shadows of history, echoes of war: Performing alongside veteran soldiers and prison inmates in two Canadian applied theatre projects. In M. Finneran & M. Anderson (Eds.) Education and theatres: Beyond the four walls. New York: Springer (pp. 211-225).
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Lea, G. W. & Belliveau, G. (2019) Research-based theatre as educational research innovation. In M. Peters & R. Heraud (Eds.) Encyclopedia of Educational Innovation. Singapore: Springer. (pp. 1-7).
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Belliveau, G., Cook, C., MacLean, B., & Lea, G. (2019). Thawing Out: Therapy Through Theatre with Canadian Military Veterans. The Arts in Psychotherapy, 62, 45-51
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Belliveau, G. (2018). Releasing trauma. In P. Tortell, M. Turin & M. Young (Eds.) Memory (pp. 129-139). Vancouver: UBC Press & Peter Wall Institute for Advanced Studies.
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Belliveau, G. & Sinclair, C. (2018). Touchstones of practice: Consideration from the theatre workshop floor. In Duffy, P., Hatton, C. & Sallis, R. (Eds.) Drama Research Methods: Provocations of Practice (pp. 3-18). Leiden, Netherlands: Brill/Sense Publishers.
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Prendergast, M. & Belliveau, G. (2018). Misperformance ethnography. In M. Cahnmann-Taylor & R. Siegesmund (Eds.) Arts-Based Research in Education: Foundations for Practice. New York: Routledge. (99-114).
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Cook, C. & Belliveau, G. (2018). Community Stories and Growth through Research-Based Theatre. Learning Landscapes Journal, 11 (2), 107-124. https://learninglandscapes.ca/index.php/learnland/article/view/950
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Belliveau, G. (2018). Performing research: Contemplating what it means to be a man. Artizein: Arts & Teaching Journal, 3(1), 38-45. https://opensiuc.lib.siu.edu/atj/vol3/iss1/7/
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Belliveau, G., Shigematsu, T., & Wasserman, J. (2017). Theatre in Canada: What’s next? In P. Tortell (Ed.), Reflections of Canada (pp. 261–266). Peter Wall Institute for Advanced Studies, Vancouver, BC: UBC Press.
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Belliveau, G. (2017). Historiography and The Komagata Maru Incident. In H. Davis-Fisch (Ed.), Past Lives: Performing Canada's Histories (pp. 305–310). Toronto: ON: Playwrights Canada Press.
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Irwin, R., Belliveau, G., LeBlanc, N., & Ryu, J. Y. (2017). A/r/tography as living inquiry. In P. Leavy (Ed.), Handbook of Arts Based Research (pp. 37–53). New York: Guildford Press.
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Boydell, K. & Belliveau, G. (Eds.) (2017). A Critical Inquiry into Art-based Health Research. (eds.) Special issue Journal of Applied Arts and Health, 8(2). 139 pages.
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Belliveau, G. (2017). Theatre with veterans: Transition and recovery. Journal of Applied Arts and Health, 8(2), 255-265.
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Belliveau, G. & Nichols, J. (2017). Audience responses to Contact!Unload: A research-based play about returning military veterans. Journal Cogent: Arts & Humanities, 4, 1-12. (http://www.tandfonline.com/doi/pdf/10.1080/23311983.2017.1351704?needAccess=true)
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Belliveau, G. (2016). Performing Contact!Unload: Insider perspectives. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling (pp. 45–52). Vancouver: Faculty of Education, UBC.
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Belliveau, G., & Irwin, R. (2016). Performing autobiography. In G. Belliveau, & G. Lea (Eds.), Research-based theatre: An artistic methodology (pp. 175–188). Bristol, UK: Intellect Books.
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Belliveau, G., & Westwood, M. (Eds.) (2016). Soldiers performing self in Contact!Unload: Innovations in theatre and counseling. Vancouver: Faculty of Education, UBC. (215 pages)
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Belliveau, G., & Lea, G. (Eds.) (2016). Research-based theatre: An artistic methodology. Bristol, UK: Intellect Books. (204 pages)
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Gibson, R., Belliveau, G., Burnard, P., Seidel, S., Valdez, J., & Wales, P. (2016). AEMEA: In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 227–248). New York: Routledge.
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Boydell, K., Hodgins, M., Gladsone, B., Stasiulis, E., Belliveau, G., Kontos, P., Parsons, J. (2016). Arts-based health research and academic legitimacy: Transcending hegemonic conventions. Qualitative Research Journal, 16(3), 1–20.
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Belliveau, G., & Prendergast, M. (2016). Perspectives on drama and performance education in Canadian classrooms. In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 264–275). New York: Routledge.
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Xu, Y., & Belliveau, G. (2016). 海外戏剧教育理念方法在中国戏曲传承传播中的应用—以汤显祖、莎士比亚剧作为研究中心 [Ideas and methods of overseas drama education applied in inheritance and dissemination of Chinese opera – with Shakespeare and Tang Xianzu as the Research Centre]. Grand Stage, 339(8), 54–60. Available at: http://dwut.chinajournal.net.cn/WKB/WebPublication/paperDigest.aspx?paperID=c99cde7a-080e-48ff-9414-e052d439d144
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Lea, G., & Belliveau, G. (2016). Situating the field. In Belliveau, G. & Lea, G. (Eds.), Research-based theatre: An artistic methodology (pp. 1-12). Bristol, UK: Intellect Books.
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Lea, G. & Belliveau, G. (2015). Assessing performance-based research. In S. Schonmann (Ed.), The wisdom of the many – Key Issues in arts education: International yearbook for research in arts education (pp. 407–12). Munster, Germany: Waxman Publishers.
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Belliveau, G. & Belliveau, S. (2015). Teacher in (a) role: Working with Shakespeare in the elementary classroom. In M. Carter, M. Prendergast, & G. Belliveau (Eds.), Drama, theatre and performance education in Canada: Classroom and community contexts (pp. 55–63). Ottawa: Canadian Association of Teacher Education/Canadian Society for the Study of Education. Retrieved from http://www.csse-scee.ca/associations/about/cate-acfe
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Belliveau, G. (2015). Research-based theatre and a/r/tography: Exploring arts-based educational research methodologies. p-e-r-f-o-r-m-a-n-c-e, 2(1). Retrieved from http://www.p-e-r-f-o-r-m-a-n-c-e.org/?p=1491
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Belliveau, G. (2015). To entertain and surprise: Reflections on theatre and learning. In A. Babayants & H. Fitzsimmons Frey (Eds.), Theatre and learning (pp. 2–5). London, UK: Cambridge Scholars Publishing.
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Carter, M. R., Prendergast, M., & Belliveau, G. (Eds.) (2015). Drama, theatre and performance education in Canada: Classroom and community contexts. Ottawa: Canadian Association of Teacher Education/Canadian Society for the Study of Education. Retrieved from http://dx.doi.org/10.11575/PRISM/38773
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Belliveau, G. (2015). Using drama to build community in Canadian schools. In A. Sinner & D. Conrad (Eds.), Creating together: An interdisciplinary workshop of participatory, community-based and collaborative arts practices and scholarship (pp. 131–143). Waterloo, ON: Wilfred Laurier Press.
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Belliveau, G. (2015). Performing identity through research-based theatre: Brothers. Journal of Educational Enquiry, 14(1), 5–16.
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Belliveau, G. (Ed.) (2015). Learning moments through research-based theatre (special issue). Journal of Educational Enquiry, 14(1). (94 pages) http://www.ojs.unisa.edu.au/index.php/EDEQ/issue/view/155
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Belliveau, G. (2014). A Midsummer Night’s Dream (adapted) Pacific Educational Press. (48 pages) http://www.pacificedpress.educ.ubc.ca/a-midsummer-nights-dream-adapted-script/
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Belliveau, G. (2014). Stepping into Drama: A Midsummer Night’s Dream in the elementary classroom. Pacific Educational Press/UBC Press. (224 pages) http://www.pacificedpress.educ.ubc.ca/stepping-into-drama/
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Fels, L. & Belliveau, G. (2008). Exploring curriculum: performative inquiry, role drama and learning. Vancouver, British Columbia: Pacific Education Press/UBC Press. (286 pages) http://www.pacificedpress.educ.ubc.ca/exploring-curriculum-performative-inquiry-role-drama-and-learning/
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Berger, I., & van Groll, N. (May, 2020) Health and Outdoor Environments in Early Childhood Education: Dwelling in Complexities. The Early Childhood Educator of BC.
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Berger, I. & Argent, A. (2020) Life as a pedagogical concept. In W. Kohan & B. Weber (Eds.) On Childhood, Thinking and Time: Educating Responsibly. Lexington Books.
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Vintimilla, C. & Berger, I. (2019). Colaboring: Within collaboration degenerative processes. In D. H. Hodgins (Ed.). (2019). Feminist Research for 21st-century Childhoods: Common Worlds Methods. (pp. 187-196). Bloomsbury Publishing.
publication-faculty
Banack, H. & Berger, I. (2019). The emergence of early childhood education outdoor programs in British Columbia: A meandering story. Children’s Geographies. DOI: 10.1080/14733285.2019.1590527
publication-faculty
Banack, H., Beattie, E., Berger, I., Montague, A., & Strich, D. (2018). Acts of reading and gathering in place: “Our stories so Far…Eco-Thinking, 1.
publication-faculty
Zhang, H., Bournot-Trites, M. (2021) The long-term washback effects of the National Matriculation English Test on college English learning in China: Tertiary student perspectives. Studies in Educational Evaluation, 68, 1-21. https://www.sciencedirect.com/science/article/pii/S0191491X21000031
publication-faculty
Bournot-Trites, M. G., Friesen, L., Ruest, C., & Zumbo, B. D. (2020) A Made-in-Canada Second Language Framework for K-12 Education: Another Case Where No Prophet is Accepted in their Own Land. Canadian Journal of Applied Linguistics, 23(2), 141-167.
publication-faculty
Bournot-Trites, M. (2017). Design-based research methodology for establishing the common theoretical framework and the CLB/NCLC scales. In Monika Jezak (Ed.), Language is the key. The Canadian Language Benchmarks model (pp. 31-53). Ottawa: University of Ottawa Press.
publication-faculty
Bournot-Trites, M. (2015). Améliorer la compétence des enseignants de français langue étrangère grâce aux études à l’étranger. Crisolenguas, 3(1), 44–57. Retrieved from http://crisolenguas.uprrp.edu/
publication-faculty
Poyntz, S.R., Coulter, N., & Brisson, G. (2016). Past tensions and future possibilities: ARCYP and children's media studies. Journal of Children and Media, 10(1), 47–53. Supervisors: Dr. Theresa Rogers and Dr. Monique Bournot-Trites
publication-student
Brisson, G. (2015). Identité et multimodalité: le cas d’un élève plurilingue dans une école en milieu francophone minoritaire. Revue de Recherches en Littératie Médiatique Multimodale, 2. Supervisors: Dr. Theresa Rogers and Dr. Monique Bournot-Trites
publication-student
de Castell, S, & Bryson, M. (Eds.). (1997) Radical inventions: Identity, politics, and difference/s in educational praxis. Albany, NY: SUNY Press.
publication-faculty
Gahagan, J., & Bryson, M. (Eds.). (2021) Sex and gender-based analysis and public health. New York. NY: Springer Nature.
publication-faculty
Bryson, M., Rail, G.,Taylor, E., Boschman, L., Hart, T., Gahagan, J., & Ristock, J. (2021) Chorégraphies difficiles dans les « Marges du cancer ». Minorités sexuelles et/ou genrées et incommensurabilité des savoirs biographiques et biomédicaux. In A. Alexandrin & A. Meidani (Eds.), Cancers, masculinités, féminités. Toulouse: Éditions Érès.
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Rail, G., Bryson, M., Hart, T.L., Gahagan, J. & Ristock, J. (2020) Artivisme lesbien et queeren marge du cancer: de l’importance des savoirs subjugués. In D. Bourque & J. Coulombe (Eds.), ARTivismes lesbiens à l’ère de la mondialisation (pp. xx-xx). Montreal: Les Éditions sans fin/Never Ending Press.
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Rail, G., Bryson, M., Hart, T.L., Gahagan, J., Ristock, J. & Boschman, L.(2020) « Queerir »le cancer. Subjectivités, savoirs, soins du cancer et justice sociale. In A. Alessandrin, J. Dagorn, A. Meidani, G. Richard & M. Toulze (Eds.), Santé LGBT (pp. xx-xx). Paris: Éditions des Archives Contemporaines.
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Taylor, E., Bryson, M., Boschman, L., Hart, T., Gahagan, J., Rail, G., & Ristock, J. (2019) Cancer’s margins: Knowledge ecologies, access to knowledge, and knowledge mobilization by sexual and/or gender minority cancer patients. Media and Communication. 7(1), 102-113. https://www.cogitatiopress.com/mediaandcommunication/pages/view/nextissues#mediaminorities
publication-faculty
Basson, R., & Bryson, M. (2019) Sexuality and sexual disorders. In American College of Obstetricians and Gynecologists Updates in Women’s Health (1-19). DC, Washington: American College of Obstetricians and Gynecologists.
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Rail, G., & Molina, L., Fusco, C., Norman, M., Petherick, L., Moola, F., & Bryson, M. (2018) HPV vaccination discourses and the construction of “at-risk” girls. Canadian Journal of Public Health. 109(5-6), 622-621. https://link.springer.com/article/10.17269/s41997-018-0108-8
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Bryson, M., Taylor, E., Boschman, L., Hart, T., Gahagan, J., Rail, G., & Ristock, J. (2018) Awkward choreographies from cancer's margins: Incommensurabilities of biographical and biomedical knowledge in sexual and/or gender minority cancer patients’ treatment. Journal of Medical Humanities. 40(2), 1-21. https://link.springer.com/article/10.1007%2Fs10912-018-9542-0
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Rail, G., Bryson, M., Gahagan, J., & Ristock, J. (2016). Projecte Cancer’s Margins: Minories sexuals, assistencia oncologica, informacio, subjectivitats. In A. Parroche-Escudero, G. Coll Planas & C. Riba (Eds.), Cicatrius (In)visibles: Cancer de pit and perpectives feministas) (45–61. Vic: Eumo Editorial, Universitat de Vic.
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Taylor, E., & Bryson, M. (2016). Cancer’s Margins: Trans* and gender nonconforming people’s access to knowledge, experiences of cancer health, and decision-making. LGBT Health, 3(1), 79–89.
publication-faculty
Beagan, B., Fredericks, E., & Bryson, M. (2015). Family physician perceptions of working with LGBTQ patients: Physician training needs. Canadian Medical Education Journal, 6(1), 421–429.
publication-faculty
Byean, H. (2015). English, tracking, and neoliberalization of education in South Korea. TESOL Quarterly, 49(4), 867–882. Supervisor: Dr. Ryuko Kubota and Dr. Steven Talmy
publication-student
Leadbeater, B., Walker, M., Bowen, F., Barbic, S., Crooks, C., Mathias, S., Moretti, M., Sukhawathanakul, P., Pepler, D., Angelius, K., Carr, W., Schonert-Reichl, K., et al. (In press) Disseminating evidence-based preventive interventions to promote wellness and mental health in children and youth: Opportunities, gaps, and challenges. Canadian Journal of Public Health.
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Wei, Y., Kutcher, S., Baxter, A.., & Carr, W. (2022). Mental health literacy in schools. In E. Hennessy, C. Heary, & M. Michail (Eds.). Understanding youth mental health: Perspectives from theory and practice. Open University Press, U. of Dublin.
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Wei, Y., Carr, W., Kutcher, S., & Alaffe, R. (2020). Mental health literacy development: Application of online and in-person professional development for pre-service teachers to address knowledge, stigma and help-seeking intentions. Canadian Journal of Behavioural Science. DOI: 10.1037/cbs0000164
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Carr, W., & Lapkin, S. (Eds.) (2019). The state of French second language education in Canada 2019 (Focus on programs). Ottawa, Canadian Parents for French.
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Lapkin, S., & Carr, W. (Eds.) (2018). The state of French second language education in Canada 2018 (Focus on teachers). Ottawa, Canadian Parents for French.
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Carr, W., Kutcher, S., Wei, Y., & Heffernan, A. (2017). Preparing for the classroom: Mental health knowledge improvement, stigma reduction, and enhanced help-seeking efficacy in Canadian preservice teacher education. Canadian Journal of School Psychology. doi.org/10.1177/0829573516688596
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Cervatiuc, A. (2022) The Multilingual turn in TESOL. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
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Cervatiuc, A. (2022) Asynchronous and synchronous online TESOL Education. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. 
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Cervatiuc, A. (2022) Contemporary pedagogical approaches to developing high oral communicative competence. ARA Journal. Arts and Humanities (new series), 37(1).
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Cervatiuc, A. (2019) Successful Design and Management of Asynchronous Discussion Forums in Online Higher Education. In S. Keengwe & K. Kungu (Eds.), Handbook of Research on Cross-Cultural Online Learning in Higher Education. Hershey PA: IGI Global.
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Cervatiuc, A. (2009). Successful Second Language Vocabulary Acquisition. Germany, Saarbrücken: VDM Verlag Dr. Müller.
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Cervatiuc, A. (2019) Multilingualism in the 21-st century: A progressive paradigm. ARA Journal. Arts and Humanities (new series), 36(1), 26-31.
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Cervatiuc, A. (2018) Analyzing and understanding interlanguage. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
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Cervatiuc, A. (2017). Incidental learning of vocabulary. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
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Cervatiuc, A. (2006). Don Quixote – Bridge between myths/Don Quijote – Punte intre Mituri. Romania, Bucharest: Floarea Albastra.
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Ricento, T., & Cervatiuc, A. (2010) Language minority rights and educational policy in Canada. In J. Petrovic (Ed.), International perspectives on bilingual education: Policy, practice, and controversy (pp. 656-680). Charlotte, NC: Information Age Publishing.
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Conrad, N. (2017). [Review of the book Editing research: The author editing approach to providing effective support to writers of research papers, by V. Matarese]. Journal of English for Academic Purposes, 29, 57–59. Supervisors: Dr. Ryuko Kubota and Dr. Sandra Zappa-Hollman
publication-student
Corella, M. (2022) “It’s better language”: The social meanings of academic language in an elementary classroom, Critical Inquiry in Language Studies, 19:2, 75-96.
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Ferrada, J.S., Bucholtz, M. & Corella, M. (2020,). “Respeta mi idioma”: Latinx youth enacting affective agency. Journal of Language, Identity & Education, 19(2), 79-94.
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Corella, M. & Choi, J.Y. (2018). “He needs help”: Marking and marginalizing English learners through peer interactions. In T. Rishel & P. Chamness Miller (Eds.), Stress and Coping of English Learners. Charlotte, NC: Information Age Publishing.
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Corella, M. (2018). "I Feel Like Really Racist for Laughing": White Laughter and White Public Space in a Multiracial Classroom. In M. Bucholtz, D.I. Casillas, & J.S. Lee (Eds.), Feeling It: Language, Race, and Affect in Latina/o Youth Learning. New York: Routledge. https://www.routledge.com/Feeling-It-Language-Race-and-Affect-in-Latinx-Youth-Learning/Bucholtz-Casillas-Lee/p/book/9781138296800
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Lee, J.S., & Corella, M. (2017). Immigrant parents’ language brokering practices: A taxonomy of interlingual and intralingual brokering strategies. In R. S. Weisskirch (Ed.), Language brokering in immigrant families: Theories and contexts (pp. 247–269). New York, NY: Routledge.
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Corella Morales, M., & Lee, J.S. (2015). Stories of assessment: Spanish–English bilingual children’s agency and interactional competence in oral language assessments. Linguistics and Education, 29, 32–45.
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Darvin, R. (2022) Design, resistance and the performance of identity on TikTok. Discourse, Context & Media, 46, 100591.
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Darvin, R. (in press) Sociotechnical structures, materialist semiotics and online language learning. Language Learning & Technology. [Special Issue on Semiotics in CALL: Signs, meanings and multimodality in digital spaces.]
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Darvin, R. & Hafner, C. (2022) Digital literacies in TESOL: Mapping out the terrain [Special Issue]. TESOL Quarterly, 56(3), 1-18.
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Darvin, R. (2022) TikTok and the translingual practices of Filipino domestic workers in Hong Kong. Discourse, Context & Media, vol 50. https://www.sciencedirect.com/science/article/pii/S2211695822000782
publication-faculty
Darvin, R. (2021) The tools we choose. A critical perspective of technologies that mediate scholarly practices. Journal of English for Research Publication Purposes, 2(1), 81-89.
publication-faculty
Darvin, R. (2020) Creativity and criticality: Reimagining narratives through translanguaging and transmediation. Applied Linguistics Review, 11(4), 581-606.
publication-faculty
Darvin, R. (2019) L2 motivation and investment. In M. Lamb, K. Csizer, A. Henry, & S. Ryan (eds.). The Palgrave Handbook of Motivation for Language Learning, (p. 245-264). Palgrave Macmillan.
publication-faculty
Rogers, T., Smythe, S., Darvin, R., Anderson J. (2018) Special Issue: Equity and Digital Literacies: Access, Ethics, and Engagements
publication-student
Darvin, R. (2018) Digital literacy, language learning, and educational policy in British Columbia. In J. Crandall & K. Bailey (eds.). Global perspectives on educational language policies (pp. 181-191). New York: Routledge.
publication-faculty
Darvin, R. (2018) Identity research in applied linguistics. In P. De Costa, A. Phakiti, L. Plonsky & S. Starfield (eds.) The Palgrave handbook of applied linguistics research methodology (p. 777-792). London: Palgrave Macmillan.
publication-faculty
Hare, J., Darvin, R., Doherty, L., Early, M. Hare, J., Filipenko, M., Norton, B., Soni, D., & Stranger-Johannessen. (2017). Digital storytelling and reconciliation. In P.Tortell, M. Young, & P. Nemetz (eds.) Reflections of Canada: Illuminating our opportunities and challenges at 150+ years, (pp. 200-205). Vancouver: Peter Wall Institute for Advanced Studies. Supervisor: Dr. Bonny Norton
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Darvin, R. (2017). Language, ideology, and critical digital literacy. In. S. Thorne & S. May (eds.) Language Education and Technology, Encyclopedia of Language and Education, vol. 9. Springer. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2017). Language, identity and investment in the 21st century.In T. McCarty and S. May (eds.). Language Policy and Political Issues in Education, Encyclopedia of Language and Education, vol. 1. Springer. Supervisor: Dr. Bonny Norton
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Darvin, R. (2017). Social class and the inequality of English speakers in a globalized world. Journal of English as a Lingua Franca6(2), 287-311.
publication-student
Darvin, R. (2017) Language, ideology, and critical digital literacy. In S. Thorne & S. May (eds.) Language, Education and Technology, Encyclopedia of Language and Education, vol. 9, (p.17-30). Switzerland: Springer.
publication-faculty
Darvin, R. (2016). Language and identity in the digital age. In S. Preece (ed.),Routledge Handbook of Language and Identity (pp. 523-540). Oxon: Routledge. Supervisor: Dr. Bonny Norton
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Darvin, R. & Norton, B. (2016). Investment and language learning in the 21st century. Langage et Société, 3, 19-38. Supervisor: Dr. Bonny Norton
publication-student
Darvin, R. & Norton, B. (2016). Identity, language learning, and critical pedagogies in digital times. In J. Cenoz & S. May (eds.), Language Awareness and Multilingualism, Encyclopedia of Language and Education, vol 6. Springer. Supervisor: Dr. Bonny Norton
publication-student
Darvin, R. (2016) Language and identity in the digital age. In S. Preece (ed.), Routledge Handbook of Language and Identity (p. 523-540). Oxon: Routledge.
publication-faculty
Darvin, R. (2015). Representing the margins: Multimodal performance as a tool for critical reflection and pedagogy. TESOL Quarterly, 49(3), 590–600. Supervisor: Dr. Bonny Norton
publication-student
Darvin, R. & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. Supervisor: Dr. Bonny Norton
publication-student
Darvin, R. & Norton, B. (2014). Social class, investment, and migrant language learners. Journal of Language, Identity, and Education, 13(2), 111–117. Supervisor: Dr. Bonny Norton
publication-student
Darvin, R. & Norton, B. (2014). Transnational identity and migrant language learners: The promise of digital storytelling. Education Matters, 2(1), 55–66. Supervisor: Dr. Bonny Norton
publication-student
Darvin, R. (2014). Book Review: Language, ethnography, and education: Bridging New Literacy Studies and Bourdieu. Journal of Language, Identity, and Education, 13(2), 127–131. Supervisor: Dr. Bonny Norton
publication-student
Dobson, T.M. with Brown, M., Grue, D., Pena, E., & Roeder, G. and the INKE Team (2015). The interface implications of understanding readers. Interdisciplinary Science Reviews, 40(1), 3–16.
publication-faculty
Kovacs, S., Roberts-Smith, J., Dobson, T.M., Gabriele, S., Rodriguez-Arenas, O., Ruecker, S., . . . DeSouza-Coelho, S. (2015). An interactive, materialist-semiotic archive: Visualizing the Canadian theatrical canon in the simulated environment for theatre. In R. Panofsky & K. Kellett (Eds.), Cultural mapping and the digital sphere: Place and space (pp. 51–88). Edmonton: University of Alberta Press.
publication-faculty
Peña, E., Dobson, T.M., & the INKE Team (2015). Glass, paper, scissors: Investigating the metaphors of the glass cast through paper prototyping. Scholarly and Research Communication, 6(2), 1–10. Retrieved from http://src-online.ca/index.php/src/article/view/219/413
publication-faculty
Duff, P., & Doherty, L. (2015). Examining agency in (second) language socialization research. In P. Deters, X. Gao, E. Miller, & G. Vitanova (Eds.), Interdisciplinary approaches to theorizing and analyzing agency and second language learning (pp. 54–72). Bristol, UK: Multilingual Matters. Supervisor: Dr. Patricia Duff
publication-student
Pai, R., & Duff, P. (2021) Pop culture in teaching Chinese as an additional language: Theory, research, and practice. In V. Werner & F. Tegge (Eds.), Pop culture in language education: Theory, research, practice. New York: Routledge.
publication-faculty
Duff, P. (2020). Case study research: Making language learning complexities visible. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 144-153). New York: Routledge.
publication-faculty
Duff, P. (2020). Language socialization in classrooms: Findings, issues, and possibilities. In M. Burdelski & K. Howard (Eds.), Language socialization in classrooms (pp. 249-264). Cambridge: Cambridge University Press.
publication-faculty
Duff, P. (2020) Multiscalar research on family language policy and planning in China: Commentary. Current Issues in Language Planning.
publication-faculty
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.
publication-faculty
Duff, P. (2019). Case study research. In C. Chapelle (Ed.), Concise encyclopedia of applied linguistics. Wiley.
publication-faculty
Duff, P. (2019). Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. Modern Language Journal, 103 (Supplement 2019), 6-22.
publication-faculty
Duff, P., & Byrnes, H. (2019). SLA across (disciplinary) borders: Introduction. Modern Language Journal, 103 (Supplement 2019), 3-5.
publication-faculty
Duff, P., & Doherty, L. (2019). Learning "Chinese" as heritage language: Challenges, issues, and ways forward. In C-R. Huang, Z. Jing- Schmidt, & B. Meisterernst (Eds.), Routledge handbook of Chinese applied linguistics (pp. 14-164). New York: Routledge.
publication-faculty
Duff, P. (2019). Monolingual versus multilingual instruction in language classrooms: Contested and mediated social practice. In M. Haneda & H. Nassaji (Eds.), Perspectives on language as action (pp. 193-211). Bristol: Multilingual Matters.
publication-faculty
Li, D., & Duff, P. (2018). Learning Chinese as a heritage language in postsecondary contexts. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 318-335). New York: Routledge.
publication-faculty
Duff, P. (2018). Case study research in applied linguistics. In L. Litosseliti (Ed.), Research methods in linguistics (2nd ed.). (pp. 305-330). London: Bloomsbury.
publication-faculty
Byrnes, H., & Duff, P. (Eds.) (2019). SLA Across Disciplinary Borders: New Perspectives, Critical Questions,and Research Possibilities. Modern Language Journal, 103(S1), 3-22. https://onlinelibrary.wiley.com/toc/15404781/2019/103/S1
publication-faculty
Duff, P., & Surtees, V. (2018). Learning through social interaction. In A. Burns & J. Richards (Eds.), Cambridge guide to learning a second language (pp. 101-109). Cambridge UK: Cambridge University Press.
publication-faculty
Duff, P., & Doherty, L. (2018). Chinese second language socialization. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 82-99). New York: Routledge.
publication-faculty
Fang, S., & Duff, P. (2018). Constructing identities and negotiating ideologies with Chinese popular culture in adult Mandarin learning. Global Chinese, 4(1), 37-61.
publication-faculty
Duff, P., & Becker-Zayas, A. (2017). Demographics and heritage languages in Canada: Policies, patterns, and prospects. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 57-67). New York, NY: Routledge.
publication-faculty
Duff, P. (2017). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170-175). London: UK: Routledge.
publication-faculty
Duff, P., Liu, Y., & Li, D. (2017). Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 409-422). New York: Routledge.
publication-faculty
Duff, P. (2017). Social dimensions and differences in instructed SLA [second language acquisition]. In S. Loewen & M. Sato (Eds.). The Routledge handbook of instructed second language acquisition. New York: Routledge.
publication-faculty
Duff, P. (2017). Language socialization, higher education, and work. In P. Duff & S. May (Eds.), Language socialization. Encyclopedia of language and education. (3rd ed.) (pp. 255-272). Cham, Switzerland: Springer International.
publication-faculty
Duff, P., & May, S. (Eds.). (2017). Language socialization. Encyclopedia of language and education (3rd ed.). New York: Springer. (Introduction + 30 chapters, including newly solicited ones)
publication-faculty
Duff, P. (2017). Commentary: Motivation for learning languages other than English in an English-dominant world. Modern Language Journal, 101(3), 597–607.
publication-faculty
Duff, P. & Anderson, T. (2016). Case study research. In J.D. Brown & C. Coombs (Eds.), Cambridge guide to language research (pp. 112–118). Cambridge: Cambridge University Press.
publication-faculty
Duff, P., & Abdi, K. (2016). Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge.
publication-faculty
Douglas Fir Group (of which Duff, P. and Norton, B. are members/co-authors). (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100-S, 19–47.
publication-faculty
Duff, P. (2016). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170–175). London, UK: Routledge.
publication-faculty
Duff, P. (2015). Transnationalism, multilingualism, and identity. Annual Review of Applied Linguistics, 35, 57–80.
publication-faculty
Duff, P. (2015). Foreward. In X.L. Curdt-Christiansen & C. Weninger (Eds.), Language, ideology and education: The politics of textbooks in language (pp. xii–xiv). London: Routledge.
publication-faculty
Christison, M., Christian, D., Duff, P. & Spada, N. (Eds.) (2015). Teaching and learning English grammar: Research findings and future directions. New York: Routledge/TIRF.
publication-faculty
Duff, P., & Anderson, T. (2015). Academic language and literacy socialization for second-language students. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 337–352). Malden, MA: Wiley-Blackwell.
publication-faculty
Duff, P., Anderson, T., Doherty, L., & Wang, R. (2015). Representations of Chinese language learning in contemporary English-language news media: Hope, hype, and fear. Global Chinese, 1(1), 139–168.
publication-faculty
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.
publication-faculty
Duff, P., & Doherty, L. (2015). Examining agency in (second) language socialization research. In P. Deters, X. Gao, E. Miller, & G. Vitanova (Eds.), Interdisciplinary approaches to theorizing and analyzing agency and second language learning (pp. 54–72). Bristol, UK: Multilingual Matters.
publication-faculty
Kendrick, M., Early, M., Michalovich, A., & Mangat, M. (2022) Digital storytelling with refugee background youth: Possibilities for language and digital literacies learning. TESOL Quarterly. https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesq.3146
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*Michalovich, A., Kendrick, M., & Early, M. (forthcoming in 2022) Youth from refugee backgrounds positioning their identities through reaction videos. Journal of Language, Identity & Education.
publication-faculty
*Ferreira, J., Kendrick, M., & Early, M. (2021) Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
publication-faculty
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.
publication-faculty
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.
publication-faculty
Early, M., Kendrick, M., & Potts, D. (Eds) (2015). Multimodality: Out from the margins of English language teaching. TESOL Quarterly, 49(3), 447–622.
publication-faculty
Cummins, J. & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Oakville, ON: Rubicon Publishing.
publication-faculty
Fazel, I. & Shi, L. (2015). Citation behaviours of graduate students in grant proposal writing. Journal of English for Academic Purposes, 20, 203–214. Supervisor: Dr. Ling Shi
publication-student
Fazel, I. (2015). A Step in the right direction: Peer-assessment of oral presentations in an EFL setting. Reading Matrix, 15(1), 78–90. Supervisor: Dr. Ling Shi
publication-student
Fazel, I. (2015). [Review of Writing for peer reviewed journals: Strategies for getting published, by P. Thomson and B. Kamler]. Journal of Second Language Writing, 30, 87–88. Supervisor: Dr. Ling Shi
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Fazel, I. (2015). [Review of A scholar’s guide to getting published in English: Critical choices and practical strategies, by M. J. Curry & T. Lillis]. TESL Canada Journal, 32(2), 112–113. Supervisor: Dr. Ling Shi
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Fazel, I. & Kowkabi, N. (2014). A new look at an old problem: Plagiarism in language classrooms. TEAL Manitoba Journal, 29(4), 4–8. Supervisor: Dr. Ling Shi
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Fazel, I. (2014). Current issues and debates in SLA. Journal of ELT and Applied Linguistics, 2(2), 82–91. Supervisor: Dr. Ling Shi
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Ferreira, J., Kendrick, M., & Early, M. (2021). Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
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Ferreira, J., Kendrick, M., & Panangamu, S. (2021) Storytelling through block play: Imagining identities and creative citizenship. Literacy, 56(1), 29–39. https://doi.org/10.1111/lit.12266
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Filipenko, M. & Naslund, J. (Eds.) (2015). Problem-based learning in teacher education. Dordrecht, SW: Springer International Publishing Switzerland.
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Filippelli, S. (2018). Self-Immolation as Social Protest. Art/Research International: A Transdisciplinary Journal, 3 (1), 53-68. Supervisor: Dr. Carl Leggo
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Filippelli, S. (2017). A curatorial perspective on MOA’s ćəsnaʔəm, the City Before the City. Visual Inquiry: Learning & Teaching Art, 6 (1), 55–65. doi: 10.1386/vi.6.1.55_1 Supervisors: Dr. Carl Leggo and Dr. Kedrick James
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Filippelli, S. (2017). Breathing from the Heart. In A. Fidyk, K. James, C. Leggo & P. Sameshima (Eds.), Poetic Inquiry III: Enchantments of Place (201-206). Wilmington, DE.:Vernon. Supervisor: Dr. Carl Leggo
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Han, H.C.,Zhang, J., Peikazadi, N., Shi, G., Hung, A. Doan, C. & Filippelli, S. (2016). An Entertaining Game-Like Learning Environment in Virtual World for Education. In S. D’Agustino, (Ed.). Creating Teacher Immediacy in Online Learning Environments. IGI Global. Supervisor: Dr. Carl Leggo
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Friedrich, N., Kim, J., McClellan, S., Prendergast, T., Rajagopal, H., & Teichert, L. (2016). Looking back, looking ahead: Reflections at the intersection of language, culture and learning in early childhood. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Dr. Jim Anderson
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Anderson, J., Friedrich, N., Teichert, L., & Morrison, F. (2016). "Now he knows that there are two kinds of writing, two kinds of reading": Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Jim Anderson
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Galla, C.K. & Holmes, Amanda. (2020). Indigenous Thinkers: Decolonizing and Transforming the Academy through Indigenous Relationality. In Cote-Meek, S. & Moeke-Pickering, T. (Eds.), Decolonizing and Indigenzing Education in Canada (pp. 51-71). Toronto: Canadian Scholars
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Galla, C.K. & Wilson, W.H. (2019). Early and emergent literacy practices as a foundation to Hawaiian language medium education. In Sherris, A. & Peyton, J.K. (Eds.), Teaching Writing to Children in Indigenous Languages: Instructional practices from global contexts (pp. 25-43). NY/London: Routledge
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Galla, CK. & Goodwill, A. (2017). Talking story with vital voices: Making knowledge with Indigenous language. Journal of Indigenous Wellbeing, 2(3), 67-75. https://journalindigenouswellbeing.com/media/2017/12/88.89.Talking-story-with-vital-voices-Making-knowledge-with-indigenous-language.pdf
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Galla, C.K. (2017). Materials development for Indigenous language revitalization: Pedagogy, praxis and possibilities, In McKinley, E. & Smith, L.T. (Eds.), Handbook of Indigenous Education (pp. 1-19). Singapore: Springer. https://link.springer.com/referenceworkentry/10.1007/978-981-10-1839-8_12-1
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Wyman, L., Galla, C.K., & Jimenez-Quispe, L. (2016). Indigenous youth language resources, educational sovereignty, and praxis: Connecting a new body of language planning research to the work of Richard Ruiz. In N. Hornberger (Ed.), Honoring Richard Ruiz and his work on language planning and bilingual education (pp. 395–429). Bristol: Multilingual Matters.
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Galla, C.K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137
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Galla, C.K., Galla, L., Keawe, D., Kimura, L. (2015). Perpetuating hula: Globalization and the traditional art. Pacific Arts, 14(1–2), 129–140.
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Gladwin, D., Karsgaard, C., Shultz, L. (2022) Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice. Journal of Environmental Education, 53(5), 1-10. https://doi.org/10.1080/00958964.2022.2113019
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Gladwin, D., Horst, R., James, K., Sameshima, P. (2022)) Imagining futures literacies: A collaborative practice. Journal of Higher Education Theory and Practice, 22(7), 27-39. https://doi.org/10.33423/jhetp.v22i7
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Horst, R. & Gladwin, D. (2022). Multiple futures literacies: An interdisciplinary review. Journal of Curriculum and Pedagogy, 19(3), 1-24. https://doi.org/10.1080/15505170.2022.2094510
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Ramachandran, A., Abdi, K., Giang, A. Gladwin, D., & Ellis, N. Transdisciplinary and interdisciplinary programs for collaborative graduate research training. Educational Review (online ahead-of-print). https://doi.org/10.1080/00131911.2022.2134312
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After Oil Collective (Kirkey, A., Boetzkes, A., Moore, A., Dawson, A., Vemuri, A., Johnson, B., Bellamy, B.R., Köstem, B., Wellum, C., Ravenscroft, C., Howe, C., Barney, D., Gladwin, D., Boyer, D., Miller, E., Jagoe, E-L., Günel, G., Macdonald, G., Bakke, G., Tollefson, H., Davis, H., Clarke, I., Szeman, I., Cross, J., Diamanti, J., matchett, j., Wenzel, J., Beier, J.L., Auerbach, J., Kinder, J.B., Wangel, J., Förster, K., Whyte, K., Miall, L., Bratishenko, L., Beaumier, L., Longboat, M., Simpson, M., High, M.M., Ianeva, M-M., Badami, N., Starosielski, N., Jekanowski, R.W., Ruiz, R., Williams, R., Gunster, S., Wilson, S., Roburn, S., Orpana, S., Balkan, S., Ariztía, T., & Furuhata, Y.) (2022). Solarities: Seeking energy justice. University of Minnesota Press.
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Barkaskas, P.M. & Gladwin, D. (2021) Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks. Journal of Teaching and Learning, 15(1), 20-38. https://doi.org/10.22329/jtl.v15i1.6519
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Gladwin, D. (2021) Rewriting Our Stories: Education, Empowerment, and Well-being. Cork University Press.
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Gladwin, D. (2020). Topobiographical inquiry: Lived spaces, experiences, and ecologies. Éire-Ireland, 55(1/2), 129-149. https://muse.jhu.edu/article/776998
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Gladwin, D. (2019). Introducing Le Menu: Consuming Modernist Food Studies. In D. Gladwin (Ed.), Gastro-modernism: Food, literature, culture (pp. 1-18). Clemson University Press. https://doi.org/10.2307/j.ctvpj7hf3.6
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Gladwin, D. (2019). Ecological and Social Awareness in Place-Based Stories. Canadian Journal of Irish Studies 42: 138-157. https://www.jstor.org/stable/26693095
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Gladwin, D., ed. (2019). Gastro-Modernism: Food, Literature, Culture. Clemson University Press.
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Gladwin, D. (2018). Ecological Exile: Spatial Injustice and Environmental Humanities. Routledge.
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Gladwin, D. (2017). Ecocriticism. Oxford Bibliographies in Literary and Critical Theory. Web. https://doi.org/10.1093/obo/9780190221911-0014
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O’Connor, M. and Gladwin, D. (2017). Irish environmental humanities. Canadian Journal of Irish Studies 40, 38-50. http://www.jstor.org/stable/26333454
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Gladwin, D. and Cusick, C., eds. (2016). Unfolding Irish Landscapes: Tim Robinson, Culture, and Environment. Manchester University Press.
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Gladwin, D. (2016). Contentious Terrains: Boglands, Ireland, Postcolonial Gothic. Cork University Press.
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Gladwin, D. and Cusick, C. (2016). Ireland’s "ABC of Earth Wonders". In D. Gladwin and C. Cusick (Eds.), Unfolding Irish landscapes: Tim Robinson, culture, and environment (pp. 1-18). Manchester University Press. https://doi.org/10.7765/9781784997144.00008
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Gladwin, D. (2016). Documentary Map-making and Film-making in Pat Collins’s Tim Robinson: Connemara. In D. Gladwin and C. Cusick (Eds.), Unfolding Irish landscapes: Tim Robinson, culture, and environment (pp. 73-86). Manchester University Press. https://doi.org/10.7765/9781784997144.00013
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Gladwin, D. (2016). Ecocritical and Geocritical Conjunctions in North Atlantic Environmental Multimedia and Place-Based Poetry. In R. T. Tally Jr. and C. Battista (Eds.), Ecocriticism and geocriticism: Overlapping territories in environmental and spatial literary studies (pp. 37-54). Palgrave Macmillan. https://doi.org/10.1057/9781137542625_3
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Brazeau, R. and Gladwin, D., eds. (2014). Eco-Joyce: The Environmental Imagination of James Joyce. Cork University Press.
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Gladwin, D. (2014). The Literary Cartographic Impulse: Imaginative Island Topographies in Ireland and Newfoundland. Text and Beyond Text: New Visual, Material, and Spatial Perspectives, special issue of Canadian Journal of Irish Studies, 38(1/2), 158-183. http://www.jstor.org/stable/43410727
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Gladwin, D. (2014). The Bog Gothic: Bram Stoker’s "Carpet of Death" and Ireland’s Horrible Beauty. Eco-gothic, special issue of Gothic Studies, 16(1), 39-54. https://doi.org/10.7227/GS.16.1.4
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Brazeau, R. and Gladwin, D. (2014). James Joyce and Ecocriticism. In R. Brazeau and D. Gladwin (Eds.), Eco-Joyce: The environmental imagination of James Joyce (pp. 1-17). Cork University Press. muse.jhu.edu/book/31061
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Gladwin, D. (2014). Joyce the Travel Writer: Space, Place, and the Environment in James Joyce’s Nonfiction. In R. Brazeau and D. Gladwin (Eds.) Eco-Joyce: The environmental imagination of James Joyce (pp. 176-194). Cork University Press. muse.jhu.edu/book/31061
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Gladwin, D. (2014). Thirdspace in Willie Doherty’s Photo-text Diptychs of Northern Ireland. Visual Culture in Britain, 15(1), 104-122. https://doi.org/10.1080/14714787.2014.870447
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Gladwin, D. (2013). “Gendered Troubles on Screen: Reproducing Nationalism in Mike Leigh’s Four Days in July.” In Devised and Directed by Mike Leigh, edited by M. DiPaolo and B. Cardinale-Powell, 251-275. New York: Bloomsbury.
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Gladwin, D. (2012). “Navigating Irish Ecocriticism: Eamonn Wall’s Writing the Irish West: Ecologies and Traditions.” Irish Studies Review 20.3: 323-328.
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Gladwin, D. (2011). “Staging the Trauma of the Bog in Marina Carr’s By the Bog of Cats….” Irish Studies Review 19.4: 387-400.
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Gladwin, D. (2007). “The Steinbeckian Land Ethic: Environmentalism and The Red Pony.” The Steinbeck Review 4.1: 65-78.
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Gunderson, L. & D’Silva, R. (2022) Kindergarten to Grade 12, Second Language Literacy. Handbook of Practical Second Language Teaching and Learning.
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Li, G., Gunderson, L., Lin, Z., Sun, Z. (2021) Mandarin- and Cantonese-speaking bilingual children’s English vocabulary and oral language development in Canada: Implications for instruction in the early years . The European Journal of Applied Linguistics and TEFL, 10(2), 125-152.
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Gunderson L. (2021) The dangers of labels English as a Second Language. Research Outreach, 125. Available at: https://researchoutreach.org/articles/the-dangers-of-labels-english-as-a-second-language/
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Gunderson, L. (2021). The Consequences of English Learner as a Category in Teaching, Learning, and Research. Journal of Adolescent and Adult Literacy. 64(4), pp. 431-439. Also available at https://doi.org/10.1002/jaal.1116.
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Gunderson, L., D’Silva, R., & Murphy Odo (2020) ESL (ELL) literacy instruction: A guidebook to theory and practice (4th ed.). NY: Routledge.
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Gunderson, L. & D’Silva, R. (2019) Lessons from the ESL Assessment Consortium. Vancouver: BC ESL Assessment Consortium (available at www.eslassess.ca).
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Gunderson, L. & D’Silva, R.A. (2018) The secondary school that ROARS in A. Lazar & P. Ruggiano-Schmidt (Eds.) Understanding Exceptional Schools (pp. 32-51). New York: Teachers College Press.
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Gunderson, L. & D’Silva, R. (2017) Second Language Literacy – Kindergarten to Grade 12. In E. Hinkel (Ed) Handbook of Research in Second Language Teaching and Learning (3nd edition) (pp.273-285). NY: Routledge.
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Gunderson, L., & D’Silva, R. (2016). Disaggregating secondary-level Chinese immigrants’ academic, English, and school success. In W. Ma, & G. Li, (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores (pp. 88–102). New York, NY: Routledge.
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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.
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Fox, J., Haggerty, J. & Artemeva, N. (2016). Mitigating risk in first-year Engineering: Post-admission diagnostic assessment in a Canadian university. In J. Read (Ed.), Post-admission language assessment of university students. New York: Springer. Supervisor: Dr. Ling Shi
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Haggerty, J. & Fox, J. (2016). Test intensity, language testing experience, and the motivation to learn English in South Korea. In V. Aryadoust & J. Fox (Eds.), Current trends in language testing in the Pacific Rim and the Middle East: Policy, analyses, and diagnoses. London: Cambridge Scholars Publishing. Supervisor: Dr. Ling Shi
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Haggerty, J. & Fox, J. (2015). Raising the bar: Language testing experience and second language motivation among South Korean young adolescents. Language Testing in Asia, 5(11), 1–16. Supervisor: Dr. Ling Shi
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Marshall, S., Charles, G., Hare, J., Stokl, M., & Ponzetti, J. (2005). Sheway’s services for substance using pregnant and parenting women: Evaluating the outcomes for Infants. Canadian Journal of Community Mental Health, 24(1), 19-33.
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Ponzetti, J., Charles, G., Marshall, S., Hare, J. (2009). Family-centered early intervention in North America: Have home-based programmes lived up to their promise for high risk families? Irish Journal of Applied Social Studies, 8(1), 13-20. Available at http://arrow.dit.ie/ijass/vol8/iss1/5
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Hare, J., & Barman, J. (2006). Good intentions gone awry: Emma Crosby and the Methodist Mission on the Northwest Coast. Vancouver, BC: UBC Press. (Hare: Lead Author)
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Hare, J., & *Pidgeon, M. (2011). The way of the warrior: Indigenous youth navigating the challenges of schooling. Canadian Journal of Education, 34 (2), 93-111. http://ezproxy.library.ubc.ca/login?url=https://search.proquest.com/docview/881643999?accountid=14656
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Hare, J. (2012). “They tell a story and there’s meaning behind that story” Indigenous knowledge and young children’s literacy learning. Journal of Early Childhood Literacy, 12(4), 389-414. doi: 10.1177/1468798411417378
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Hare, J., & Barman, J. (2000). Aboriginal education: Is there a way ahead? In D. Long & O. Dickason (Eds.) Visions of the heart: Canadian Aboriginal issues. Second Edition, pp. 331-359. Toronto, ON: Harcourt Canada.
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Hare, J. (2003). Aboriginal families in Aboriginal Education: Coming Full Circle. In J. Barman and M. Gleason (Eds.), Children, teachers, and schools, pp. 411-430. Calgary, AB: Detselig Enterprises.
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Hare, J. (2005). ‘To know papers’: Aboriginal perspectives on literacy. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of literacy across families, communities and schools: Tensions and intersections (pp. 243-263). Mahwah, NJ: Lawrence Erlbaum Associates.
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Hare, J., & Barman, J. (2006). Good intentions gone awry: From protection to confinement at the Crosby Home in Port Simpson. In D. Nock & C. Haig Brown (Eds.), Good Intentions: EuroCanadians & Aboriginal Relations in Colonial Canada (pp. 179-198). Vancouver, BC: UBC Press.
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Hare, J. (2007). Aboriginal Education Policy in Canada: Building capacity for change and control. In R. Joshee & L. Johnson (Eds.), Multicultural diversity policies in Canada and the United States (pp. 51-68). Seattle, WA: University of Washington Press/UBC Press.
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Hare, J. (2011). Indigenous knowledge in education. In D. Long & O. Dickason (Eds.), Visions of the Heart: Canadian Aboriginal Issues (3rd ed.), 91-112. Toronto, ON: University of Toronto Press.
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Hare, J. (2013). What I can learn about Indigenous storytelling traditions that I might apply to the teaching of graphic novels written by Indigenous authors? In T. Dobson, K. James, and C. Leggo (eds.), Handbook of Secondary English, pp. 33-39. Toronto, ON: Pearson Canada Inc.
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Hare, K.A. (2018). From academia to parliament – Small stories on witnessing sexual health knowledge mobilization. Emotion, Space and Society, 32, 100579. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
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Archibald, J. & Hare, J. (2018). Thunderbird rising: Indigenizing education in Canada. In Royal Commission on Aboriginal Peoples 20th Year Anniversary: Sharing the Land, Sharing the Future National Forum. Winnipeg: University of Manitoba Press. (Invited Submission)
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Hare, K. A. (2017). [Review of the book Navigating gender and sexuality in the classroom: Narrative insights from students and educators by Heather Killelea McEntarfer]. Sex Education, 17(4), 482-484. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
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Archibald, J., & Hare, J. (Eds.) (2017). Knowing, sharing, doing: Celebrating successes in K-12 Aboriginal education in British Columbia. Vancouver, BC: British Columbia Principals and Vice Principals Association.
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Hare, K.A., Dubé, A., Marshall, Z., Gahagan, J., Harris, G., Tucker, M.A., & Dykeman, M. (2016). Troubling the boundaries: Overcoming methodological challenges in a multi-sectoral and multi-jurisdictional HIV/HCV policy scoping review. Evidence & Policy: A Journal of Research, Debate and Practice, 12(2), 217–233. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
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Hare, J. (2016). “All of our responsibility”: Instructor experiences with required Indigenous education courses. Canadian Journal of Native Education, 38(1), 101-120.
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Hare, J., & *Davidson, S. F. (2016). Learning from Indigenous knowledge in education. In D. Long & O. P. Dickason, (Eds.), Visions of the heart: Canadian Aboriginal issues, 4th Edition (pp. 241-262). Oxford, UK: Oxford University Press.
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Hare, J. (2016). Indigenous pedagogies in early learning: linking community knowledge to school based settings. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school and community contexts, pp. 197-213. New York: Routledge.
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Hare, K.A., Gahagan, J., Jackson, L., & Steenbeek, A. (2015). Revisualising 'Porn': How young adults' consumption of sexually explicit Internet movies can inform approaches to Canadian sexual health promotion. Culture, Health & Sexuality, 17(3), 269–283. Supervisor: Dr. Mary Bryson
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Hare, K.A., Gahagan, J., Jackson, L., & Steenbeek, A. (2014). Perspectives on “Pornography”: Exploring sexually explicit Internet movies' influences on Canadian young adults’ holistic sexual health. The Canadian Journal of Human Sexuality, 23(3), 148–158. Supervisor: Dr. Mary Bryson
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Henry, A. (2021) What folks don’t get: How race, class and gender matter. Colour matters. (C. James, (Ed.). University of Toronto Press.
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Henry, A., Opini, B., and Johnson, A. (forthcoming) Intersectionality in the Caribbean and Africa in The International Encyclopedia of Education (Tierney, Rizvi, f., Ercikan, K., & Smith, G., eds.). Elsevier..
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Henry, A. (forthcoming) Killing us softly with questions. In A. Ibrahim, T. Kitossa, H. Wright, and M. Smith, (Eds.) The Nuances of Blackness. University of Toronto Press.
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Henry, A. and James, C. (forthcoming) Race and the culture of Whiteness. Routledge Encyclopedia of Race and Racism (J. Solomos., ed.) London: Routledge.
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Henry, A. (2020) Guess who’s coming to dinner? That is, after you hire us. Guest contributor, Federation of Social Sciences and Humanities Ideas Blog.
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Henry, A. (2020 in press) Killing us softly with questions. In A. Ibrahim, T. Kitossa, H. Wright, and M. Smith, (Eds.) The Nuances of Blackness. University of Toronto Press.
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Henry, A. (2019) Patricia Hill Collins: Re-Framing Sociology through Black Feminist Thought. Sage Encyclopedia of Research Methods. P. Atkinson, S. Delamont, M. Hardy, M. Williams, (Eds.). Online version accessible. Complete Volume in press.
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Henry, A. (2019) Standing firm on uneven ground: A letter to Black women on academic leadership, in T. Kitossa, P. Howard & E. Lawson, (Eds.). African Canadian Leadership. Continuity, Transition and Transformation. Toronto: University of Toronto Press.
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Henry, A. (2018) Power, Politics, Possibilities: Thoughts Toward Creating a Black Digital Oral History Archive Edited by J. Anderson, R. Darvin, and S. Smythe, Editors, Special themed issue on Equity and Digital Literacies. Language and Literacy Journal, 20(3), 89-99.
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Henry, A. (2017). Culturally relevant pedagogy in Canada: Possibilities and Challenges Regarding African Canadian Students. Special issue: A Dream Deferred: A Retrospective View of Culturally Relevant Pedagogy, G. Ladson-Billings, and A. Dixson, (Eds.) Teachers’ College Record, 119(1), 1-27.
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Henry, A. (2017). Dear White People, Wake Up, Canada is Racist, Theconversation.com.
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Tozer, S., Gallegos, S., & Henry, A. (2011). In S. Tozer, B. Gallegos, and A. Henry (Eds.), Handbook of research in the social foundations of education. New York: Routledge.
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Henry, A. (2016). An experiment that worked: Lesson from an inner-city school in Chicago. Caribbean Journal of Education, 38(1), xiv-xxix.
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Henry, A. (2016). Nostalgia for what cannot be. Reprint in Hall marks: The Cultural politics and public pedagogies of Stuart Hall. L. Roman, (Ed.). (pp. 87-92). New York: Routledge
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Cook L. and Henry, A. (2016) Eds. Special Issue of Caribbean Journal of Education: Changing the landscape of education in under-resourced schools and communities. 38(1).
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Henry, A. (1998). Taking back control: Black women teachers’ activism and the education of African Canadian children. New York: State University of New York Press.
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Henry, A. (2015). "We especially welcome applications from visible minorities": Reflections on race, gender and life at three universities. Race, Ethnicity and Education, 18(5), 589–610.
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Roman, L., & Henry, A. (2015). Diasporic reasoning, affect, memory and cultural politics: An interview with Avtar Brah. Discourse: Studies in the Cultural Politics of Education, 36(2), 243–263.
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Henry, A. (2015). Reflection: Groundings – A framework for educational inquiry. In King, J. E., Dysconscious racism, Afrocentric practice and education for human freedom: The through the years I keep on toiling: The selected works of Joyce E. King (pp. 19–21). New York: Routledge.
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James, K., Horst, R., Takeda, Y., & Morales, E. (in press, 2021) A patch-work of pedagogical potential: A syn(aes)thetic approach to technologically enhanced multimedia text production. McGill Journal of Education. 25 pages.
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Morales, E., James, K., Horst, R., Takeda, Y., & Yung, E. (2021) The sound of our words: Singling, a textual sonification software. In Proceedings of the 26th International Conference on Auditory Display (ICAD). https://icad2021.icad.org/wp-content/uploads/2021/06/ICAD_2021_38.pdf
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Horst, R., James, K., Morales, E., Takeda, Y., & Yung, E. (2021) Skunk Tales: A collaborative, multimodal, futures narrative. In Canadian Association of Curriculum Studies Celebration of Scholarly and Artistic Works.
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James, K., Morales, E., Horst, R., & Yung, E. (in press) Singling: Text sonification and the literacoustics of language-to-MIDI transformations. In A. Klobucar (Ed.), The Community and the Algorithm. 20 pages. Vernon Press.
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Peña, E., & James, K. (2020) Raw harmonies: Transmediation through raw data. Leonardo, 53(2), 183-188.
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Horst, R., James, K., Takeda, Y., & Rowluck, W. (2020) From play to creative extrapolation: Fostering emergent computational thinking in the makerspace. Journal of Strategic Innovation and Sustainability, 15(5), 40-54.
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Balyasnikova, N., & James, K. (2020) PhoneMe poetry: Mapping community in the digital age. Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning, 6(2). 107-117. https://doi.org/10.15402/esj.v6i2.69984
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Karasick, A., & James, K. (2020) To breath poetry among the neighbors: Two essays on Anerca, a journal of experimental writing (1985-1990). Among the Neighbors 13, 1-39.
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James, K., Peña, E., Takeda, Y., & Digital Literacy Centre. (2020) Transmedia: An improvisualization. In B. Gervais & S. Marcotte (Eds.), Attention à la Marche! Mind the Gap!: Thinking Electronic Literature in a Digital Culture | Penser la Littérature Électronique en Culture Numérique (pp. 85-102). Les Presse De l’Écureuil.
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James, K. (2019) Mapping sexual orientation and gender identity (SOGI) through curriculum and practice in a Canadian teacher education program. Canadian Journal of Education 42(4), 957-991.
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James, K. (Writer / Producer) (2019) TEFA Interview Findings on SOGI Inclusion [Podcast]. Teacher Education for All Curriculum Mapping Project Interviews. University of British Columbia. Retrieved from https://blogs.ubc.ca/tefainterviews/2019/08/23/
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James, K. (2019). Spring. In B. White, P. Sameshima, & A. Sinner (Eds.), MA: Materiality in teaching and learning. (pp. 221-232). Peter Lang.
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James, K. and Leggo, C. (2017). Poetry from the matrix of Mother Earth and Mother Board. Axon: Creative Explorations, (7) 2. http://www.axonjournal.com.au/issue-13/poetry-matrix-mother-nature-and-mother-board
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Sameshima, P., Fidyk, A., James, K. & Leggo, C. (2017) Poetic Inquiry: Enchantment of Place. Delaware: Vernon Press. https://vernonpress.com/book/134
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James, K. (2017). Antics of a cultural recycler: Visualizing data poetry. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflections and renewal: Poetry as research (pp. 244–259). Lunenburg, NS: MacIntyre Purcell Publishing.
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Peña, E., & James, K. (2016). A glitch pedagogy: Exquisite error and the appeal of the accidental. Journal of the Canadian Association for Curriculum Studies, (14)1, 108–127.
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James, K. (2016). Brave new network: The gambit of living automated lives. In j. jagodzinski (Ed.), The precarious future of education: Education, psychoanalysis, and social transformation (pp. 195–223). Toronto & New York: Palgrave.
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James, K. (2015). Mapping critical media literacy onto iterative remix practices. In P. Schmidt & A. Lazar (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism: A tribute to Peter Mosenthal (2nd ed., pp. 125–150). Charlotte, NC: Information Age Publishing.
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Jenson, J., & Castell, S. de. (2018). “The Entrepreneurial Gamer”: Regendering the Order of Play. Games and Culture, 13(7), 728–746. https://doi.org/10.1177/1555412018755913
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Jenson, J., & Droumeva, M. (2017). Revisiting the media generation: Youth media use and computational literacy instruction. E-Learning and Digital Media, 14(4), 212–225. https://doi.org/10.1177/2042753017731357
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Jenson, J., Taylor, N., Castell, S. & Dilouya, B. (2015) Playing With Our Selves, Feminist Media Studies, 15:5, 860-879, https://doi.org/10.1080/14680777.2015.1006652
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Kendrick, M. et al. (2022) Possibilities for digital storytelling for language and literacies learning. OASIS Summary of Kendrick, M. et al. (2022) in TESOL Quarterly. https://oasis-database.org/concern/summaries/m613mz10p?locale=en
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*Smith, M.B., Early, M., & Kendrick, M. (2022) Teachers’ ideological dilemmas: lessons learned from a Language Introduction Program in Sweden. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2022.2126485
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*Ferreira, J., Kendrick, M., & Panangamu, S. (2021) Storytelling through block play: Imagining identities and creative citizenship. Literacy, 56(1), 29–39. https://doi.org/10.1111/lit.12266
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Kendrick, M., *Becker-Zayas, A., Namazzi, E., & Tibwamulala, E. (2020) Children’s billboard drawings of HIV/AIDS as maker literacies: An exploration in communicating difficult knowledge. Education Sciences, 10(8): 193. doi:10.3390/educsci10080193
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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.
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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.
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*Johnson, L., & Kendrick, M. (2021). Digital storytelling: Opportunities for identity investment for youth from refugee backgrounds. In L. Green, D. Holloway, K. Stevenson, T. Leaver, L. Haddon (Eds.). Routledge Companion to Digital Media and Children (pp. 469-479). New York: Routledge.
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*Becker-Zayas, A., Kendrick, M., & Namazzi, E. (2018). Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances. Applied Linguistics Review, 9(2-3), 365-390.
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*Johnson, L., & Kendrick, M. (2017). “Impossible is nothing”: Expressing difficult knowledge through digital storytelling. Journal of Adolescent and Adult Literacy, 60(6), 667–675.
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Kendrick, M., & Namazzi, E. (2017). Family language practices as emergent policies in child-headed households in rural Uganda. In J. Macalister, & S.H. Mirvahedi (Eds.), Family language policies in a multilingual world: Opportunities, challenges, and consequences (pp. 56–73). London, UK: Routledge.
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Kendrick, M. (2017). Cross-cultural research. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (pp. 178-181). Thousand Oaks, CA: Sage.
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Kendrick, M. (2016). Literacy and multimodality across global sites. London, UK: Routledge.
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*Collier, D. R. & Kendrick, M. (2016). I wish I was a lion a puppy: A multimodal view of writing process assessment. Pedagogies: An International Journal. doi: 10.1080/1554480X.2016.1169187
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Kendrick, M. (2015). The affordances and challenges of visual methodologies in literacy studies. In J. Rowsell & K. Pahl, The Routledge handbook of literacy studies (pp. 619–633). New York: Routledge.
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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]
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Sanford, K., Rogers, T., & Kendrick, M. (2014). (Eds.). Youth literacies in new times: Everywhere, everyday. Springer Science: Singapore. 199 pages.
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Kendrick, M., Rowsell, J., & *Collier, D. (2013). New literacies in Canadian classrooms. Language & Literacy, 15(1) (guest editors). [special issue]
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Kendrick, M. (2003). Converging worlds: Play, literacy, and culture in early childhood. Bern, Switzerland: Peter Lang. 203 pages.
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Kowkabi, N. (2016). Review of Writing for Peer Reviewed Journals: Strategies for Getting Published, by P. Thomson and B. Kamler. TESOL SLWIS News. Retrieved from http://newsmanager.commpartners.com/tesolslwis/issues/2016-10-14/10.html Supervisor: Dr. Ling Shi
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Shi, L., Fazel, I. & Kowkabi, N. (2018). Paraphrasing to transform knowledge in advanced graduate student writing. English for Specific Purposes, 51, 31-44. doi:https://doi.org/10.1016/j.esp.2018.03.001 Supervisor: Dr. Ling Shi
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Kowkabi, N.(2014). Language, communication and the economy [Review of the sixteenth volume of the book series on Discourse Approaches to Politics, Society and Culture, by G. Erreygers & G. Jacobs]. Journal of Language and Politics, 13(1), 202–204. Supervisor: Dr. Ling Shi
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Fazel, I, & Kowkabi, N. (2014). A new look at an old problem: Plagiarism in language classrooms. TEAL Manitoba Journal, 29(4), 4–8. Supervisor: Dr. Ling Shi
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Balyasnikova N., & Kubota, R. (2022) Language teaching for intercultural communication: Problematizing essentialism, highlighting power, and advocating for social justice. In N. Carignan, M. Deraîche, & M.-C. Guillot (Eds.), Intercultural Twinning: A Commitment for a pluralistic society (61–78). Brill.
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Seo, Y., & Kubota, R. (2022) Exploring lived experiences of Black female English teachers in South Korea: Understanding traveling intersectionality and subjectivities. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2022.2045303
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Kubota, R. (2022) Decolonizing second language writing: Possibilities and challenges, Journal of Second Language Writing, Volume 58. https://doi.org/10.1016/j.jslw.2022.100946
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Sah, P. K., & Kubota, R. (2022) Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes. https://doi.org/10.1080/13488678.2022.2056796
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Sister Scholars. (2021) Strategies for sisterhood in the language education academy. Journal of Language, Identity, and Education. https://doi.org/10.1080/15348458.2020.1833725
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Kubota, R., & Takeda, Y. (2021). Two faces of neoliberal communicative competence: Language-in-education policies in Japan and transnational workers’ voices. TESOL Quarterly, 55(2), 458–485. https://doi.org/10.1002/tesq.613
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Kubota, R. (2021) Toward a performative commitment to heterogeneity. In A. J. Silva & Z. Wang (Eds.), Reconciling translingualism and second language writing (pp. 163–171). Routledge.
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Kubota, R. (2021) Critical engagement with teaching EFL: Toward a trivalent focus on ideology, political economy, and praxis. In O. Z. Barnawi & A. Ahmed (Eds.), TESOL teacher education in a transnational world: Turning challenges into innovative prospects (pp.49–64). Routledge.
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Kubota, R. (2021) Critical antiracist pedagogy of English as an additional language. ELT Journal. https://doi.org/10.1093/elt/ccab015
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Kubota, R., Corella, M., Lim, K., & Sah, P. (2021) “Your English is so good”: Lives of racialized students and instructors of a Canadian University. Ethnicities. https://doi.org/10.1177/14687968211055808
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Kubota, R., & Bale, J. (2020) Bilingualism—but not plurilingualism—promoted by immersion education in Canada: Questioning equity for EAL students. TESOL Quarterly, 54, 773–785.
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Von Esch, K. S., Motha, S., & Kubota, R. (2020) Race and language teaching. Language Teaching. doi:10.1017/S0261444820000269
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Kubota, R. (2020) Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, 41(5), 712–732. https://doi.org/10.1093/applin/amz033
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Kubota, R. (2020) Foreword. In D. Hooper & N. Hashimoto (Eds.), Teacher narratives from the eikaiwa classroom: Moving beyond “McEnglish” (pp. 1–3). Hong Kong: Candlin & Mynard ePublishing Limited.
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Kubota, R. (2020) Linguistic entrepreneurship: Common threads and a critical response. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 1–9.
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Kubota, R. (2020) Fostering antiracist engagement in Japanese language teaching. Japanese Language and Literature, 54, 347–357.
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Kubota, R. (2020) Orientalism. Z. A. Casey (Ed.), Encyclopedia of critical whiteness studies in education (pp. 439–446). Brill/Sense Publishing.
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Kubota, R. (2020, November 19) Foreign language education in Japan. In Pink, W. (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press.
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Kubota, R. (2020). Promoting and problematizing multi/plural approaches in language pedagogy. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 303–321). Springer.
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Kubota, R. (2019) A critical examination of common beliefs about language teaching: From research insights to professional engagement. In F. Fang & H. P. Widodo (Eds.), Critical perspectives on global Englishes in Asia: Language policy, curriculum, pedagogy and assessment (pp. 10–26). Bristol, UK: Multilingual Matters.
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Kubota, R. (2019) English in Japan. In P. Heinrich & Ohara, Y. (Eds.), The Routledge handbook of Japanese sociolinguistics (pp. 110-126). Abingdon, UK: Routledge.
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Kubota, R. (2018). Racial, ethnic, and cultural stereotypes in Teaching English. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.
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Kubota, R. (2018). Critical Approaches to Second Language Writing. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.
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Kubota, R. (2018). Possibilities for nonattachment: Investigating the affective dimension of imposition. In M. S. Wong & A. Mahboob (Eds.), Spirituality and English language teaching: Religious explorations of teacher identity, pedagogy and context (pp. 63-71). Bristol, UK: Multilingual Matters.
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Kubota, R. (2018). Rethinking “communication” in communicative language teaching. In Y. N. Leung, J. Katchen, S. Y. Hwang & Y. Chen (Eds.), Reconceptualizing English language teaching and learning in the 21st century: A special monograph in memory of Professor Kai-Chong Cheung (pp. 482-497). Taipei, Taiwan: Crane Publishing Company.
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Kubota, R. (2018). Unpacking research/practice gaps and complicities in WE and SLA research. World Englishes, 37, 93-105.
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Kubota, R. (2018). Eigo kyōiku gensō [Misconceptions of English language teaching and learning]. Tokyo: Chikuma Shinsho.
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Kubota, R. (2017). Myths of English and transnational Japanese workers’ experiences: Toward border-crossing communication. BCSIG (JALT Business Communications Special Interest Group) News #3, p. 5-7.
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Kubota, R. (2017). Globlization and language education in Japan. In N. Van Deusen-Scholl & S. May (Eds.), Second and foreign language education, Encyclopedia of language and education (Volume 4) (pp. 287-299). Cham, Switzerland: Springer.
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Kubota, R. (2017). Studying up, down, or across?: Selecting who to research. Studying up, down, or across?: Selecting who to research. In McKinley, J., & Rose, H. (Eds.), Doing research in applied linguistics: Realities, dilemmas, and solutions (pp. 17-26). Abingdon, UK: Routledge.
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Kubota, R., & Miller, E. (Eds.) (2017). Special issue: Re-examining and re-envisioning criticality in language studies. Critical Inquiry in Language Studies.
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Kubota, R., & Miller, E. R. (2017). Re-examining and re-envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14, 129-157.
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Kubota, R. (2016). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480.
publication-faculty
Kubota, R. (2016). A critical examination of common beliefs about language teaching: From research insights to professional engagement. Epoch making in English language teaching and learning (pp. 348–365). Taipei: English Teachers’ Association-Republic of China (ETA-ROC).
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Kubota, R. (2016). Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 210–214). New York: Routledge.
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Kubota, R., & Okuda, T. (2016). Confronting language myths, linguicism and racism in English language teaching in Japan. In P. Bunce, V. Rapatahana, R. Phillipson, & T. R. F. Tupas (Eds.), Why English? Confronting the Hydra (pp. 159–176). Bristol, UK: Multilingual Matters.
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Kubota, R. (2016). Critical content-based instruction in the foreign language classroom: Critical issues for implementation. L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York: Routledge.
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Kubota, R. (2016). The social imaginary of study abroad: Complexities and contradictions. Language Teaching Journal, 44, 347–357.
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Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494.
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Kubota, R. (2015). Ajia ni okeru nikkei kigyô chûzai in no gengo sentaku: Eigo shijôshugi e no gimon [Language choices of Japanese corporate transnational workers in Asia: Questioning the ideological dominance of English]. Kotoba to Shakai [Language and Society], 17, 81–106.
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Kubota, R. (2015). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development. doi: http://www.tandfonline.com/doi/full/10.1080/01434632.2015.1071825
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Kubota, R. (2015). Race and language learning in multicultural Canada: Toward critical antiracism. Journal of Multilingual and Multicultural Development, 36, 3–12.
publication-faculty
Kubota, R. (2015). Gurôbaruka shakai to gengo kyôiku: Kuritikaru na shiten kara [Language education in an era of globalization: Critical perspectives] (Japanese translation of selected publications by Kubota). Tokyo: Kuroshio Shuppan.
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Kubota, R. (2015). Eigo kyôiku to bunka, jinshu, jendâ [Culture, race, gender and English language education] (Japanese translation of selected publications by Kubota). Tokyo: Kuroshio Shuppan.
publication-faculty
Kubota, R. (2015). Paradoxes of learning English in multilingual Japan: Envisioning education for border-crossing communication. In I. Nakane & E. Otsuji (Eds.), Languages and identities in a transitional Japan: From internationalization to globalization (pp. 59–77). New York: Routledge.
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Kubota, R. (2015). Inequalities of Englishes, English speakers, and languages: A critical perspective of pluralist approaches to English. In T. R. F. Tupas (Ed.), Unequal Englishes: The politics of Englishes today (pp. 21–41). New York: Palgrave.
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Leggo, Carl (2018) "Holding Fast to H: Ruminations on the ARTS preconference," Artizein: Arts and Teaching Journal, 3(1) , Article 5. https://opensiuc.lib.siu.edu/atj/vol3/iss1/5
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Leggo, C. (2017). The vocation of poetry: Writing a lively love of the world. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflection and renewal (pp. 276–297). Lunenburg, NS: MacIntyre Purcell Publishing.
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Walmsley, H., Cox, S. M., & Leggo, C. (2017). “It’s a trash”: Poetic responses to the experiences of a Mexican egg donor. Art/Research International: A Transdisciplinary Journal, 2(1), 58–88.
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Hasebe-Ludt, E., & Leggo, C. (2016). Provoking a curricular métissage of polyphonic textualities. Journal of the Canadian Association for Curriculum Studies, 14(1), 1–5.
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Leggo, C. (2016, July 21). Al Pittman: Savory on the Tongue. [Blog post for Brick Books’ Celebration of Canadian Poetry, week 82]. Available at: http://www.brickbooks.ca/week-82-al-pittman-presented-by-carl-leggo/
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McKerracher, A., Sinner, A. Hasebe-Ludt, E., Leggo, C., Rak, S., Ahn, C., & Boschee, J. (2016). When is the teacher? Reflections on life writing, social fiction, and film. Journal of the Canadian Association for Curriculum Studies, 14(1), 92–107.
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Wiebe, S., Guiney Yallop, J., Fels, L., Snowber, C., Richardson, P., Honein, N., Faulkner, S., Dark, K., & Leggo, C. (2016). Poetic inquiry of and on play [Special capsule issue on children’s play]. Canadian Journal of Education, 39(3), 1–26.
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McLarnon, M., Richardson, P., Wiebe, S., Balsawer, V., Binder, M., Browning, K., Conrad, D., Fels, L., Gouzouasis, P., Human, A., Kim, E. A., Leggo, C., Lemieux, A., Mantas, K., Meyer, K., Morelli, S., Nellis, R., & Vaudrin-Charette, J. (2016). The school bus symposium: A poetic journey of co-created conference space. Art/Research International: A Transdisciplinary Journal, 1(1), 141–173.
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Leggo, C. (2016). A poem can: Poetic encounters. LEARNing Landscapes, 9(2), 351–365.
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Norman, R., & Leggo, C. (2016). Hearing echoes. Toronto: Inanna Publications.
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Leggo, C. (2016). Remembering. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling psychology (pp. 141–144). Vancouver, BC: University of British Columbia.
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Leggo, C. (2016). Lingering with words: Developing creative writing and living creatively. In R. Kelly (Ed.), Creative development: Transforming education through design thinking, innovation, and invention (pp. 127–132). Edmonton, AB: Brush Education.
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Leggo, C. (2016). Tuesdays with Mr. Burns. In A. Cole (Ed.), Professorial paws: Dogs in scholars’ lives and work (pp. 299-321). Halifax: Backalong Books.
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Leggo, C. (2016). The unpredictability of bliss: A grandfather’s poetic riffs. In K. T.Galvin & M. Prendergast (Eds.), Poetic inquiry II: Seeing, caring, understanding: Using poetry as and for inquiry (pp. 51–70). Rotterdam, NL: Sense Publishers.
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Leggo, C. (2016). The curriculum of wonder: Poetry as play, prophecy, & pedagogy. In N. Ng-a-Fook, A. Ibrahim, & G. Reis (Eds.), Provoking curriculum studies: Strong poetry and arts of the possible in education (pp. 5–28). New York: Routledge.
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Gouzouasis, P., & Leggo, C. (2016). Performative research in music and poetry: An intercultural pedagogy of listening. In P. Burnard, E. Mackinlay, & K. Powell (Eds.), The Routledge international handbook of intercultural arts research (pp. 454–466). New York: Routledge.
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Walsh, S., Bickel, B., & Leggo, C. (Eds.) (2015). Arts-based and contemplative practices in research and teaching: Honoring presence. New York: Routledge.
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Lal, S., Ungar, M., Malla, A., Leggo, C., & Suto, M. (2015). Impact of mental health services on resilience in youth with first episode psychosis: A qualitative study. Administration and Policy in Mental Health and Mental Health Services Research, 42(6), 1–11. doi: 10.1007/s10488-015-0703-4
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Walmsley, H., Cox, S.M., & Leggo, C. (2015). Listening deeply: Understanding experiences of reproductive tourism through poetic inquiry. Creative Approaches to Research, 8(3), 15–43.
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Triggs, V., Irwin, R. L., & Leggo, C. (2015). Walking art: Sustaining ourselves as arts educators. In T. Jokela & G. Coutts (Eds.), Relate North: Art, heritage and identity (pp. 138–156). Rovaniemi: Lapland University Press. (Selected & reprinted from an earlier publication in a journal issue.)
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Zhao, Y., Lei, J., Li, G., He, M. F., Okano, K., Megahed, N., Gamage, D., & Ramanathan N. (Eds., 2011). Handbook of Asian education: A cultural approach. New York: Routledge.
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Li, G., & Edwards, P. (Eds., 2010). Best practices in ELL instruction. New York: Guilford Press.
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Li, G., & Qin, K. (2022). Supporting and advocating for immigrant and refugee students and families in America’s inner city: Urban educators’ agency and practices in everyday instruction. Urban Education, 0(0), 1-29. https://doi.org/10.1177/00420859221082671
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Li, G., Yin. X., & Ji, X. R. (2022) Early bilingual vocabulary development among minority preschoolers in Xinjiang, China: The case of Uyghur and Kazak children. Chinese Journal of Applied Linguistics (CJAL), 1-18.
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Bin, A., Li, X., & Li, G. (2022) When city meets rural: Exploring pre-service teachers’ identity construction when teaching in rural schools, SAGE Open, 12(1), 1-10. https://doi.org/10.1177/21582440221079910
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Ji, R., Li, G., & Gunderson, L. (2022). Validation of the PPVT–5 for Chinese-English bilingual learners: Application of cross-classified mixed effects model. Research Methods in Applied Linguistics,1(2), 1-11. https://doi.org/10.1016/j.rmal.2022.100013
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Li, G. (2022) Tales of diversity within diversity: Urban educators’ narratives of working immigrant and refugee students and families in unsettling times. In H. Hong, P. C. Doran, and Y. Zheng (Eds.), Using reflective narrative to prepare teacher for English learners, families, and communities. New York: Springer.
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Robertshaw, J., & Li, G. (2022) “I had no idea what I was doing”: Case study of a secondary ELL teacher’s (mis)conceptualization of genre-approach to academic writing in Canada". In T. Hodges (Ed.), Handbook of research on writing instruction practices for equitable and effective teaching (pp. 185-205). Hershey, PA: IGI-Global.
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Li, G., & Zhen, L. (2022) “Two schools, two languages”: Chinese-Canadian parents supporting dual online-offline learning and biliteracies during COVID-19 school closure. In K. Fox (Ed.), Family Literacy Practices and Home School Connections: Perspectives from a Year at Home. IGI Global.
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Brunner, L., & Li, G. (2022) ‘Canadian ‘edugration’ and capital: the conflicting aims of university admission and immigration selection criteria. In Antje Ellermann, Matthew Wright and Gaoheng Zhang (eds.), UBC Centre for Migration Studies, Working Paper Series.
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Zhou, W., & Li, G. (2022) Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in the US. Journal of Multilingual and Multicultural Development, 43(6), 569-583. https://doi.org/10.1080/01434632.2021.1996582
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Gong, Y., Lai, C., Gao, X., Li, G., Huang, Y., & Lin, L., (2022) Preservice teachers' cognition in teaching intercultural communicative competence: A study on Chinese as an additional language teachers in Hong Kong. Frontier in Education, https://doi.org/10.3389/fpsyg.2022.939516
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Li, G. (2022) Toward inclusive translanguaging in multilingual classrooms. Teaching English as a Second Language Electronic Journal (TESL-EJ), 26(3), https://doi.org/10.55593/ej.26103a23
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Li, G., Yan, C., & Wang, Q. (2021) English as an additional language (EAL) education and the preparation of EAL teachers in China. In Nihat Polat, Laura Mahalingappa, & Hayriye Kayi-Aydar (Eds.), Preparation of teachers of English as an additional language (EAL) around the world: Research, policy, curriculum, and practice. UK: Multilingual Matters.
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Li, G., & Bian, Y. (2021) Preparing all teachers for ELLs? Teacher educators’ voices and praxis. In E. Rui and I. Lee (Eds.), Becoming and being a TESOL teacher educator: Research and practice (pp. 145-164). New York: Routledge.
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Fang, Z., & Li, G. (2021) Writing in school science for EAL students: Linguistic challenges and pedagogical response. In A. Golden, L. A. Kulbrandstad, and L. J. Zhang (Eds.), Crossing literacy borders: Writing and evaluating texts (pp. 64-83). UK: Multilingual Matters.
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Jee, Y., & Li, G. (2021) The ideologies of English as a foreign language (EFL) educational policy in Korea: The case in teacher recruitment and pre-service teacher education. In Raza et al., (Eds.), Policy development in TESOL and multilingualism: Past, present and the way forward (pp. 119-133). New York: Springer Nature.
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Li, G., & Gao, H. (2021) An equity perspective on Chinese (CSOL) teacher preparation for global contexts: Domestic and international pre-service teachers’ experiences. Beijing International Review of Education, 3, 464-488.
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Li, G., Gunderson, L., Sun, Z., & Lin, Z. (2021) Early Chinese heritage language learning in Canada: A Study of Mandarin- and Cantonese-speaking children’s receptive vocabulary attainment. System. DOI: https://doi.org/10.1016/j.system.2021.102636
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Li, G. (2021) Terminating the intersectional harm of triple pandemics for Asians: An educational imperative. Educational Research and Development Journal (special issue on Dismantling Systems of Racism against Asians and Asian-Americans), 24(1), 21-28.
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Li, G., & Jee, Y. (2021) Pan-diversity integration as an equity trap: Lessons from pre-service teachers’ experiences of preparation for teaching English language learners in the U.S. Teachers College Record, 123(12), https://www.tcrecord.org/Content.asp?ContentId=23899
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Fincham, N., & Li, G. (2021) Online English learners’ metacognitive knowledge development about writing: Implications for second language writing pedagogy, Educational Innovations and Emerging Technologies, 1(1), https://www.iikii.com.sg/journal/EIET
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Li, G., Grâce, R.D., Sun, Z., Haslip, M., Burchell, D., Dexter, J.R., Chen, X. (2021) Promoting Second Language Learning during the COVID-19 Pandemic: Parents’ and Teachers’ Coping Strategies. RSC COVID-19 Series, Publication #71. Royal Society of Canada.
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Byers-Heinlein, K., Li, G., Orena, A.D., Levesque, K. (2021) Benefits of Being Raised Bilingually. RSC COVID-19 Series, Publication #72. Royal Society of Canada.
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Zhen, L., & Li, G. (2021) Rethinking the child and childhood: A posthumanism perspective on early literacy. Journal of Childhood, Education & Society, 2(1), 69-86. DOI: 10.37291/2717638X.20212169
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Li, G. (2020). Principles for Developing Learner Agency in Language Learning in a New Eduscape with COVID-19. English Language Learning, 5, 30-40.
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Qin, K., & Li, G. (2020) Understanding immigrant youths’ negotiation of racialized masculinities in one U.S. high school. Special issue on Gender in Language Education: Critical Cultural Perspectives, Sexuality and Culture, 24,1046–1063.
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Zhu, G., Rice, M., Li, G., & Zhu, J. (2020) EFL Student Teachers’ Professional Identity Construction: A Study of Student-Generated Metaphors Before and After Student Teaching. Journal of Language, Identity, and Education, DOI: 10.1080/15348458.2020.1777872
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Li, G. (2020) 国际化和本地化枢纽中海外华裔学生教育的核心问题和新兴趋势 (Chinese heritage students’ education in the global-local nexus: Core issues and emerging trends), 西南交通大学学报(社会科学版)(Journal of Southwestern Jiaotong University (Social Sciences), 21(3), 30-45.
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Yin, X., & Li, G. (2020) Language solidarity, vitality and status: Sibe family language attitudes in North-western China. Current Issues in Language Planning, DOI: 10.1080/14664208.2020.1785751
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Sah, P., & Li, G. (2020) Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction (EMI) in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism, https://doi.org/10.1080/13670050.2020.1849011
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Li, G., & Sun, Z. (2019) Asian immigrant family school relationships and literacy learning. In S. Sheldon et al., (Eds.), Handbook of Family, School, Community Partnerships in Education.
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Fincham, N., & Li, G. (2019) Metacognitive knowledge and EFL Learning in web-based distance learning context: A multiple case study. In S. Keengwe (Ed.), Handbook of research on cross-cultural online learning in higher education. Hershey, PA: IGI Global.
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Li, G., Bian, Y., & Martinez, J. M. (2019) Learning to teach English Language Learners as “a side note”: TESOL pre-service teachers’ perspectives of their professional preparation. In S. Keengwe and Grace Onchwari (Eds.), Handbook of research on assessment practices and pedagogical models for immigrant students. Hershey, PA: IGI Global.
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Li, G., & Sah, P. (2019). Immigrant language policies and programs in an era of Change: Promises, contradictions, and possibilities. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge.
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Li, G., & Sah, P. (2020) Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. In S. Steinberg et al., (Eds.), Handbook of critical pedagogy (pp. 884-898). New York: SAGE.
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Li, G., Sun, Z., & Li, H. Y. (2019). Metalinguistic transfer: Exploring cross-language facilitation of literacy skills among Chinese-English bilingual children. In L. Moll (Ed.), Oxford Research Encyclopedia of Education (OREE), Oxford: Oxford University Press.
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Yin, X., & Li, G. (2019). 锡箔家庭语言态度的代际差异研究【 Family language attitudes of the Sibe (Xibo) ethnic group in Xinjiang, Northwestern of China】, 语言战略研究 (Chinese Journal of Language Policy and Planning), 4(2),31-41.
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Li, G. (2019). Resource diversity in Asian immigrants and refugees: Implications for language arts instruction. Language Arts, 96(6), 370-383.
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Li, G. (2019). Languages, identities, power and cross-cultural pedagogies in transnational literacy education (In Y. Sun’s series, Foreign Language Teacher Education and Development-Selected Works of Renowned TESOL Experts). Shanghai, China: Shanghai Foreign Language Education Press.
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Gibb, B., Li, G., Schwartz, T. (2020) Improving ELLs’ scientific writing through co-teaching: Collaboration between ESL and science teachers in a secondary school in Canada. In M. Dover and A. Honigfeld (Eds.), Co-teaching for English learners: Evidence-based practices and research-informed outcomes. Greenwich, CT: Information Age Publishing.
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Gibb, B., & Li, G. (2018). From words to thematic text analysis: Collocation activities as academic vocabulary building strategies in the middle school ELA classroom. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds.), Approaches to teaching the content areas to English language learners in secondary schools. New York: Springer.
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Li, G., & Sah, P. (2018). Programs, policies, and processes for immigrants’ host language acquisition: An international review. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge.
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Li, G., Bian, Y., Martinez-Hinestroza, J., (2018). “I don't have the resources to learn, or… the time to do that”: Teacher educators’ perspectives and practices of preparing pre-service teachers for English language learners. In A. E. Lopez & E. L. Olan (Eds.), Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change. Greenwich, CT: Information Age Publishing.
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Li, G. (2018). Moving toward a diversity plus teacher education: Approaches, challenges, and possibilities in preparing teachers for English language learners. In A. Polly (Ed), Handbook of research on analyzing practices for teacher preparation and licensure. Hershey, PA: IGI Global.
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Li, G., & Huh, S. (2018). Implicit curriculum in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (online). Wiley Publications. doi:10.1002/9781118784235.eelt0822
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Li, G., & Zhou, W. (2018). Authentic materials in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching. Wiley Publications.
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Li, G. (2018). Foreword. In X. Liu and W. Ma (Eds), Confucianism reconsidered: Insights for American and Chinese education in the 21st century. New York: Routledge.
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Li, G. (2018) Foreword. In A. Lazar and P. Schmidt (Eds.,), Schools of promise for multilingual students. NY: Teachers College Press.
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Li, G. (2018) Divergent paths, same destiny: A Bourdieusian perspective on refugee families’ transitional experiences with urban schooling. European Journal of Education, 0(0), 1-12.
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Deng, L., Zhu, G., Li, G., Rutter, A., & Rivera, H. (2018) Student teachers' emotions, dilemmas, and professional identity formation amid the teaching practicums. The Asia-Pacific Education Researcher, 6(26), 1-13.
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Li, G. (2018) From stigma to strength: A case of ESL program transformation in a greater Vancouver high school. BC TEAL Journal, 3(1), 63-76. Retrieved from https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/303
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Li, G., & Fincham, N. (2018). Intensive English language programs. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley Publications.
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Sun, Z., & Li, G. (2018). Language acquisition in the home. In T. Shakelford and V. Weekes-Shakelford (Eds.), Encyclopedia of Evolutionary Psychological Science (pp. 1-5). New York: Springer. DOI: https://doi.org/10.1007/978-3-319-16999-6
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Sah, P., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 1-15.
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Li, G., Jee, Y., & Sun, Z. (2018). Technology as an educational equalizer for EFL learning in rural China? Evidence from the impact of technology-assisted practices on teacher-student interaction in primary classrooms. Language and Literacy, 20(3), 159-184.
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Li, G., Hinojosa, D., & Wexler, L. (2018). Beliefs and perceptions about their preparation to teach English language learners: Voices of mainstream pre-service teachers. International Journal of TESOL and Learning, 7(1&2),1-21.
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Li, G., Anderson, J., Carr, W., & Hare, J. (2018). Supporting teachers with diversity-plus competencies for working with culturally, linguistically, and racially diverse students, families and communities [Special issue]. Journal of Family Diversity Education, 3(1), 1-91.
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Li, G., & Ma, W. (2017). Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities. New York: Routledge. https://www.routledge.com/Educating-ChineseHeritage-Students-in-the-GlobalLocal-Nexus-Identities/Li-Ma/p/book/9781138227859
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Ma, W., & Li, G. (2017). Introduction: Understanding Chinese-heritage learners’ lived educational experiences in the global-local nexus: languages, cultures, and identities. In G. Li and W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities. New York: Routledge.
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