Look up recent publications produced by our faculty.
Show all
Culture and communication in digital worlds. A scoping review of literature from the Third Age of internet studies. The University of British Columbia. https://doi.org/10.14288/r5xm-qn87
Les réalités multilingues dans l’enseignement du français au Canada: Une conversation compliquée. Journal of Linguistics and Language Teaching, 16(2), 135–153.
Doing ‘Nothing’ as Ecological Practice. The Arrow: Journal of Wakeful Society, Culture, & Politics 12(2). https://arrow-journal.org/doing-nothing-as-ecological-practice/
Romance, erotics, and intimacy in a work of Nancy Drew fanfiction: Cross-reading personal pedagogies and literacies. Journal of Popular Romance Studies, 14, https://doi.org/10.70138/ORZE9956
Initial teacher education and the emotional geography of languages: A conceptual intervention. TESOL in Context, 33(2). https://doi.org/10.21153/tesol2025vol33no2art2096
A place to call home: Stories of a young refugee-background child navigating classroom, marginal, and neighbourhood places. Multicultural Perspectives, 27(3), 141–150. https://doi.org/10.1080/15210960.2025.2575736
“Tribalizing Linguistic Inquiry”, Living Languages 4(1), 47-84. doi: https://doi.org/10.7275/livinglanguages.2238
The ‘hesitant multilingual’: why do some students who use multiple languages not identify as multilingual? International Journal of Multilingualism, 1–20. https://doi.org/10.1080/14790718.2025.2505916
Language proficiency and linguistic citizenship: Rethinking multilingual TESOL through an emotional geography of languages. In K. Raza et al. (eds.), Multilingual TESOL: De-constructing and re-constructing power ‘in,’ ‘of,’ and ‘for’ language classrooms (pp. 111-126). Springer. https://doi.org/10.1007/978-981-96-9278-1_7
Critical digital literacies, generative AI, and the negotiation of agency: Canadian multilingual youth in human–AI interactions. System, 136, 103904. https://doi.org/10.1016/j.system.2025.103904
Sexual trauma and feminist self-portraiture in Sex Education. MAI Feminism & Visual Culture, 15. https://www.maifeminism.com/sexual-trauma-feminist-self-portraiture-in-sex-education/
Timely and timeless topic: Global Englishes in L2 writing pedagogy and challenges (commentary). Journal of Second Language Writing, 70, 101252. https://doi.org/10.1016/j.jslw.2025.101252
Decolonial and antiracist teacher education practice: Challenges and alternatives. The Modern Language Journal, 109(3), 686–695. https://doi.org/10.1111/modl.13015
Gender and race in ESP research. In S. Starfield (ed.), Handbook of English for specific purposes (2nd ed.) (pp. 563–581). Wiley Blackwell. https://doi.org/10.1002/9781119985068.ch29
Antiracist and decolonial perspectives of teaching EIL: Theory and enactment. In A. F. Selvi & N. Galloway (Eds.), The Routledge handbook of English as an international language (pp. 267–279). Routledge.
From multiculturalism to social justice: Implications for language education in the United States and Canada. In C. Fäcke, X. (A). Gao, & P. Garrett-Rucks (Eds.), Handbook of plurilingual and intercultural language learning (pp. 29–42). Wiley Blackwell.
Becoming Ecological: Navigating Language and Meaning for Our Planet’s Future. Aevo (trade imprint of University of Toronto Press).
Heat, Smoke, and Urban Health: Cooling and Cleaner Air Centres as a tool for adaptation in a Canadian Urban Region. Cities and Health, 9(5), 828–843.https://doi.org/10.1080/23748834.2025.2558285
Storying Systems Change: Learning and Living with Complexity. Systems Practice and Action Research 38(23) https://doi.org/10.1007/s11213-025-09732-3
Applied linguistics research and the triple crisis of interdisciplinarity. In L. McCallum, D. Tafazoli, & A. H. Al-Hoorie (Eds.), Research cultures in applied linguistics and TESOL (pp. 36-55). Applied Linguistics Press.
Exploring Silences in the Field of Computer Assisted Language Learning. 10.1007/978-3-031-06501-9.
TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects (1st ed.). Routledge. https://doi.org/10.4324/9781003008668
Remixing images, words, and ideas: Young emergent bilinguals composing remixed countertexts as a creative, relational, and decolonizing practice. Language Awareness, 1–22. https://doi.org/10.1080/09658416.2025.2546594
Texts and countertexts: dismantling dominating discourses through decolonizing and antiracist pedagogies. Language Awareness, 1–11. https://doi.org/10.1080/09658416.2025.2567942
Harnessing multilingual international students’ English academic socialization through asynchronous interactive online modules. TESL Canada Journal, 42(2), 65–78. https://doi.org/10.18806/tesl.v42i2/1432
Multimodal language teaching. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. https://doi.org/10.1002/9781118784235.eelt1094
Teaching writing to English language learners through a constructivist approach. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. https://doi.org/10.1002/9781118784235.eelt1027.pub2
Grappling with cisgender positionality in Applied Linguistics research with trans participants. TESOL Quarterly, 1-13. Http://www.doi.org/10.1002/tesq.70013
Queer breaches and normative devices: Language learners queering gender, sexuality, and the L2 classroom. International Journal of Bilingual Education and Bilingualism. https://www.tandfonline.com/eprint/QCHTJERJBZSUTRNXQ2B3/full?target=10.1080/13670050.2024.2306398
“They hear it from me”: Student voices on critically assessing digital multimodal composing. International Journal of Educational Research, 1 (33), 102737.
Maybe next time I’ll try talking to men (poem). Janus Unbound: Journal of Critical Studies, 9(2), 121-122.
“That poem was pretty wild to me”: On personal safety and precarious moments in teacher candidates’ responses to sexual assault narratives. Research in the Teaching of English, 59(3), 311-339. https://doi.org/10.58680/rte2025593311
"We're not kids!": Aged authority in elementary students' classroom peer interactions. Research on Children and Social Interaction 9(1), 77-103. https://doi.org/10.3138/rcsi-2025-0005
Metacognitive Instruction and Oral Corrective Feedback: Impacts on Metacognitive Awareness and Speaking Accuracy in Learners of English as a Foreign Language. RELC Journal, 0(0). https://doi.org/10.1177/00336882251370760
Rethinking the language-teacher knowledge base: Exploring core pedagogical content competencies in Korean public secondary-school language teachers. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688251352281
Rethinking French-as-a-second-language education as a space for supporting Indigenous language work on xʷməθkʷəy̓əm (Musqueam) land. Modern Language Journal, 1–21. https://doi.org/10.1111/modl.13011
Identity and investment in the age of generative AI. Annual Review of Applied Linguistics. Published online 2025:1-18. doi:10.1017/S0267190525100135
Research-based Theatre. Special issue in McGill Journal of Education, 59(1). (12 articles). https://mje.mcgill.ca/issue/view/583
Find a home, lose a home: A research-based theatre into Acadian heritage. McGill Journal of Education 59(1) 178-194. https://mje.mcgill.ca/article/view/10301/8058
International handbook of literacies in families and communities. UK: Edward Edgar Publishing.
Home biliteracy environment and early bilingual vocabulary development among Chinese-Canadian Children: A longitudinal study. International Journal of Bilingual Education and Bilingualism， 10.1080/13670050.2025.2530213
The emotional work of heritage language maintenance: Insights from a longitudinal study of Chinese–Canadian bilingual parenting. Educational Sciences, 15(7), 816, https://doi.org/10.3390/educsci15070816
Bridging the theory and practice divide in pre-service language teacher education: A focus on teacher educators’ expertise from in-service teachers' vantage point. Social Sciences & Humanities Open, Volume 12. https://doi.org/10.1016/j.ssaho.2025.101656
Nurturing Leadership in Language Teachers: Exploring the Why, What, and How in Pre-Service Education Programs. Second Language Teacher Education. https://doi.org/10.3138/slte-29423-Whitehead
So that our languages live on: Indigenous language medium-immersion programs in post-secondary education. In A.V. Brown, C. Crane, B. Dupuy, E. Ene (Eds.) Routledge Handbook of Language Program Development and Administration (pp. 415-426). Routledge
Navigating “difficult knowledge” in digital stories: Teacher agency, transmediation and translanguaging approaches. Journal of Language and Literacy Education. Spring, 1-18. https://drive.google.com/file/d/1TS05Pw32dwVvijofdfUj78-IMAsJ0wor/view
“There's nothing to read here…the newspaper is cho cá, for the fish!”: A Young Refugee-Background Child Brokering Languages, Literacies, and Cultures as a Caring Multiliterate Practice. Reading Research Quarterly, 60: e70018, 1-13. https://doi.org/10.1002/rrq.70018
Centering art-making in Research-based Theatre: A language and a/r/tographical inquiry. JACE (Journal of Artistic and Creative Education), 17(1). https://jace.online/index.php/jace/article/view/9017
Conceptualizing Relational Technologies for Native Hawaiian (HI)stories and Contemporary Realities in the Pacific Northwest. BC Studies, 224, 91-114
Monologues from the minoritized: Racialized students’ experiences in French immersion. Canadian Modern Language Review, 81(1), 1-24. https://doi.org/10.3138/cmlr-2024-0001
“I’m going to stay…”: Exploring Factors Impacting English Language Teachers Occupational and Organizational Commitment. English Teaching & Learning. https://doi.org/10.1007/s42321-025-00209-z
Identity and English for specific purposes. In S. Starfield & C. Hafner (eds.) The handbook of English for specific purposes, (2nd ed.). Wiley. https://onlinelibrary.wiley.com/doi/10.1002/9781119985068.ch30
Linguistic diversity in the classroom: Embracing multilingual perspectives and pedagogies. Futurum, 31, https://doi.org/10.33424/FUTURUM570
Financing clean technologies within Canada’s Indigenous communities: Perspectives on sustainable energy transition from practitioners and academics. Energy 322, 134930. (online-ahead-of-print). https://doi.org/10.1016/j.energy.2025.134930
Youth. In S. Szeman & J. Wenzel (Eds.), Power shift: Keywords for a new politics for energy, S. Szeman & J. Wenzel (pp. 313-316). West Virginia University Press.
Digital storytelling and intersectional identities: Youth with refugee experiences (re)claiming life stories. International Multilingual Research Journal, 19(2), 99-155. https://doi.org/10.1080/19313152.2024.2332119
A relational unfolding: Reflecting on fostering conditions for transdisciplinary education. World Futures: The Journal of New Paradigm Research, 81(2), 138-158. https://doi.org/10.1080/02604027.2024.2445997
Critical Approaches to CALL. In: McCallum, L., Tafazoli, D. (eds) The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-51447-0_11-1
Understanding the conditions that foster collaborative teacher cultures: A case study. System, 131, 103652. DOI: https://doi.org/10.1016/j.system.2025.103652
Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration. System, Vol 131. https://doi.org/10.1016/j.system.2025.103642
Towards an affective approach to critical thinking pedagogy. Pedagogies: An International Journal, 1–16. https://doi.org/10.1080/1554480X.2025.2451793
Centering community-driven and -led Indigenous and non-dominant language rights & realities: An inclusive publishing model for Indigenizing and decolonizing the academy [Indigenous Language Rights & Realities]. Language Documentation & Conservation, 1, 1-16
Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices. Modern Language Journal, 109, 104–106.
The need for critical digital literacies in generative AI-mediated L2 writing. Journal of Second Language Writing, 67, 101186.
English online/offline: Distinguishing material and materialist interpretations of entanglements. In J. W. Lee & S. Rüdiger (eds.) Entangled Englishes. Routledge.
Conceptualizing culture critically: Examining perspectives from additional language teachers. Foreign Language Annals, 58(1), 182-205. https://doi.org/10.1111/flan.12792
Chapter 5: Moving beyond erasure of race in French as a second language education. In R. Kubota & S. Motha (Eds.), Race, Racism, and Antiracism in Language Education (pp. 125-146). Routledge.
Book review: Developing translanguaging repertoires in critical teacher education. TESL Canada, 41(1), 153-154. https://doi.org/10.18806/tesl.v41i1/1406
千家千律：全球视角下华语家庭语言政策研究 (Developments and Directions in Chinese Family Language Policy Research: A Global Perspective), 全球中文发展研究 （Journal of Global Research on Chinese Development）， 5， 120-144.
Negotiating intracultural teaching in Canada: Chinese heritage language teachers’ cognition and practices， 全球中文发展研究 （Journal of Global Research on Chinese Development）， 4， 201-223
Individual differences in reading development of bilingual children in early grades: Effects of gender and SES. Reading in a Foreign Language, 37(2), 127-142. https://hdl.handle.net/10125/67501
Home biliteracy model and bilingual vocabulary development among Chinese-Canadian Children. Applied Linguistics Review, https://doi.org/10.1515/applirev-2024-0162
Language ideologies in glocal contexts: A longitudinal study of Cantonese-Canadian families’ divergent paths toward childhood bidialectalism, Urban Education, 0(0). https://doi.org/10.1177/00420859251331552
Reading development of Chinese-English bilingual early elementary children in Canada: Variations by student sociocultural characteristics. Research in Preschool and Primary Education, 3(1), 115-133. https://doi.org/10.55976/rppe.320251353115-133.
Digital devices use and Chinese-Canadian children’s English L2 learning: A mixed methods study. Educational Sciences, 15(1), 48; https://doi.org/10.3390/educsci15010048
Now I've started to like reading [in English only]!”: Promises and pitfalls of a university-community-school partnership program for superdiverse students’ literacy motivation and engagement. For P. Edwards, C. Compton-Lilly, and G. Li (Eds), International Handbook of Literacies in Families and Communities. Edward Elgar Publishing.
Collaborative creative inquiry: An arts-informed approach to transdisciplinary research. The Qualitative Report, 29(10), 2826-2847. https://nsuworks.nova.edu/tqr/vol29/iss10/16/ Collaborators: Natalia Balyasnikova, Yecid Ortega, Meghan Kumar, Melanie Wong].
Leveraging arts-based literacies in science as evidence of learning. In B. Peters (Ed.), Arts-Based Multiliteracies for Teaching and Learning (pp. 269-302). IGI Global. DOI: 10.4018/979-8-3693-3184-2.ch010
Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports. Education Sciences, 14(12), 1354. https://doi.org/10.3390/educsci14121354
Hauntings of publication deaths, possibilities for our academic present. Journal of Feminist Scholarship, 25 (Fall). https://doi.org/10.23860/jfs.2024.25.02
It’s about damn time: decolonizing and Indigenizing possibilities in teacher education. In A-L King, K. O’Reily & P. Lewis (Eds.) Indigenizing, Decolonizing and Unsettling: Stories from the Land. Canadian Scholars Press/Women’s Press.
Indigenous language rights, frameworks, and policies. In S. Lightfoot & S. Maddison (Eds.), Handbook of Indigenous Public Policy. Edward Elgar Publishing
Friend or foe? Examining the impact of digital devices use on Chinese-Canadian children’s heritage language learning. Digital Studies in Language and Literature. https://doi.org/10.1515/dsll-2024-0022
Revisit English learner autonomy among Chinese non-English major students during the COVID-19 lockdown. Sage Journal, 14(4), https://doi.org/10.1177/21582440241289725
Culture, language, and race: An AsianCrit perspective on newcomer Chinese transnational adolescents’ navigation of intersectional discourses in Canadian schools. International Multilingualism Research Journal, DOI: 10.1080/19313152.2024.2335094
Creating a dialogic online space for preparing critically reflective TESOL professionals. In F. Karam & A. Kibler (Eds.), Critical dialogic TESOL teacher education: Preparing future advocates and supporters of multilingual learners (183-204). Routledge.
Handbook on promoting equity in education for inclusive systems and societies. New York: Routledge. DOI: https://doi.org/10.4324/9781003282921
A conversation with Guofang Li on the past, present, and future of literacies research with immigrant communities. Journal of Education for Multilingualism, 1(1), 145-156. https://jempub.com/wp-content/uploads/2024/08/LiEtAl_2024_A_Conversation_With.pdf
Identity, language, and learning. In C. Leung & J. Lewcowicz (Eds). The Routledge Companion to English Studies (2nd edition, pp. 225-237).
The materiality of children’s imaginative sense-making in climate change education. Australian Journal of Environmental Education, 1–14. https://doi.org/10.1017/aee.2024.51
Aesthetic flux: inquiring into the sensuous dynamics of children, matter and environments with a more-than-human lens. Environmental Education Research, 1–17. https://doi.org/10.1080/13504622.2024.2350675
Lingering with multispecies kin: Re-turning to encounters between children, invertebrates and amphibians. Australian Journal of Environmental Education. Published online 2024:1-15. doi:10.1017/aee.2024.20
Critical engagement with digital health: A socio-material analysis of physical education teachers’ digital health mind maps. Health Education Journal, 0(0). https://doi.org/10.1177/00178969241255222
The boundary crossing of knowledge and the emergence of relational expertise in a school makerspace. Education. Sciences, 14, 169. https://doi.org/10.3390/educsci14020169
“They're like slash”: Multimodality and embodied agency in students' critical engagements with texts. Reading Research Quarterly, 60: e585. https://doi.org/10.1002/rrq.585
Intimately Situated Stories of Place: Activating Place-Centered Pedagogies in Early Childhood Education. Palgrave Macmillan.
English online/offline: Distinguishing material and materialist interpretations of entanglements. In J. Lee & S. Rüdiger (Eds.). Entangled Englishes. Routledge.
Empathy and Listening in Research-based Theatre. Arts. 13(5), 140; https://doi.org/10.3390/arts13050140
Research-based Theatre. In: Crawford, P., Kadetz, P. (eds) Palgrave Encyclopedia of the Health Humanities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26825-1_238-1
Race, racism, and antiracism in language education (pp. 1-26). Routledge. https://doi.org/10.4324/9781003283492
“Your English is so good”: Lives of racialized students and instructors of a Canadian University. Ethnicities, 23(5), 758–778. https://doi.org/10.1177/14687968211055808
人種とことばとパワー：フィクション小説が言語教育の与える示唆 [Race, language, and power: Fiction novels and their implications for language education]. 社会言語科学 [Sociolinguistic Science], 26(1), 49–63. https://doi.org/10.19024/jajls.26.1_49
Another contradiction in AI-assisted second language writing (commentary). Journal of Second Language Writing, 62, 1–2. https://doi.org/10.1016/j.jslw.2023.101069
Rethinking English as a lingua franca from decolonial perspectives. In K. Murata (Ed.), ELF and applied linguistics: Reconsidering applied linguistics research from an ELF perspective (pp. 141–158). Routledge.
“The pronouns EXIST!”: Linguistic existence in the borderlands as a U.S. non-binary adolescent heritage learner of Spanish. Critical Multilingualism Studies. https://cms.arizona.edu/index.php/multilingual/article/view/295/349
Monologues from the margins: Voices and experiences of racially minoritized French immersion students [Dissertation, York University]. YorkSpace. https://hdl.handle.net/10315/42213
Building French-as-a-second-language teacher candidates’ linguistic confidence through drama-based activities. Canadian Modern Languages Review, 80(3), 224-247. https://doi.org/10.3138/cmlr-2023-0068
Special Issue – Introduction. Reckoning with our past, interrogating our present, and reimagining our future. Language and Literacy: A Canadian e-Journal, 26(2), 1-2. https://doi.org/10.20360/langandlit29728
Promoting Inclusion for Disabled Students in Healthcare Education: Using Research-based Theatre to Enhance Knowledge and Empathy. Nurse Education in Practice, Volume 79, 104085. https://doi.org/10.1016/j.nepr.2024.104085
Exploring Research-Based Theatre within Contemporary Theatre Education. Special issue in Education Sciences & Arts (10 articles). https://www.mdpi.com/journal/arts/special_issues/7A4B0LT709
Viewpoints/Points of View: Building a Transdisciplinary Data Theatre Collaboration in Six Scenes. Arts 13(37). https://doi.org/10.3390/arts13010037
“We know Charlie”: A case of epistolary education in The Perks of Being a Wallflower fanfiction. Journal of Fandom Studies, 12(1), 77-95. https://doi.org/10.1386/jfs_00090_1
Toward an emotional geography of language for rethinking Canadian identity in a transnational world. In V. Tavares & M. J. Maciel Jorge (Eds.), Reconstructions of Canadian identity: Towards diversity and inclusion (pp. 55-72). University of Manitoba Press. https://uofmpress.ca/books/reconstructions-of-canadian-identity
Systems beings: Educating for a world of complexity. Educational Philosophy and Theory, 56(7), 683-695. https://doi.org/10.1080/00131857.2024.2320185
Shaping futures: A dialogue on chemical engineering education. Journal of Chemical Engineering Education, 102(5), 1688-1704. https://doi.org/10.1002/cjce.25205
Proposed metrics for summarizing student evaluation of teaching data from balanced Likert scale surveys. Cogent Education, 10(2), https://doi.org/10.1080/2331186X.2023.2254665
Gaslighting love: A feminist walking tour through a Hallmark hotspot. In C. Lavigne (Ed.), Critical Perspectives on the Hallmark Channel (pp. 105-118). Routledge.
Whirlpooling feminist rage: Gang rape-revenge in Foul is Fair and The Nowhere Girls. In Z. Flegar and J. Miskec (Eds), Children’s literature in place: Surveying the landscapes of children’s culture (pp. 88-95). Routledge
“Can I speak that यहाँ पे (here)?”: Emergent bilinguals navigating intersectional inequalities with relational multimodal multilingual practices in elementary school. International Multilingual Research Journal, 19 (2), 153-172. https://doi.org/10.1080/19313152.2024.2420158
Mapping literacies, mapping selves: Multimodal autobiographical storytelling, critical multilingual awareness and antiracism in teacher education. TESL Canada Journal, 41, (1), 27–53. https://doi.org/10.18806/tesl.v41i1/1398
“Different Spots in Their Learning Journey”: Striving to Develop Equity-Oriented Teacher Education Pedagogy. In: Burke, J., Cacciattolo, M., Toe, D. (eds) Inclusion and Social Justice in Teacher Education (pp. 317-336). Springer, Cham. https://doi.org/10.1007/978-3-031-67612-3_17
Creating a local learner corpus: Insights on project design and data analysis from the pilot phase. In Sarmento, S., Rebechi, R., & Matte, M. L. (Eds.), English for academic purposes: reflections, description and pedagogy, pp. 127-154. Editora Zouk.
Identity. In Li Wei (Ed.), Routledge Handbook of Applied Linguistics (2nd Ed., pp. 137-150). Routledge. https://doi.org/10.4324/9781003082637-13
Analyzing an archive of ally-ish distributed mentorship in Speak fanfiction comments and reviews. Transformative Works and Cultures, 42, https://doi.org/10.3983/twc.2024.2505
Teachers’ ideological dilemmas: lessons learned from a Language Introduction Program in Sweden, Journal of Multilingual and Multicultural Development, 45(3), 647-662, DOI: 10.1080/01434632.2022.2126485 [published first online 2022]
The social dimension of language assessment. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY Wiley. https://doi.org/10.1002/9781118784235.eelt1043
Investing in translanguaging practices and claiming the right to speak. In L. Canilao. & R. Delos Reyes (Eds.) Translanguaging for empowerment and equity, (pp. 245-262). Singapore: Springer.
Editorial. Book 2.0., 13(2),135-141. https://doi.org/10.1386/btwo_00088_2
Mourning Septembers: A micro poetic-narrative autoethnography of teaching planners. Book 2.0., 13(2), 227-234. https://doi.org/10.1386/btwo_00095_1
Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation in the Chinese context. Computers in Human Behavior, 160. 108362.
Looking Closely at Words and Worlds: Emergent Bilinguals Making Meaning Through Drawing and Talking. Language Arts, 101 (2), 94-107. DOI: https://doi.org/10.58680/la202332684
Translanguaging pedagogy in EAP writing: A multilingual Qazaq instructor’s perspective. Journal of Second Language Writing, 63, 101075. https://doi.org/10.1016/j.jslw.2023.101075
Intercultural Communication and Identity. Cambridge: Cambridge University Press.
Emotion labor, investment, and volunteer teachers in heritage language education. Modern Language Journal, 1–26. https://doi.org/10.1111/modl.12900
L’insécurité linguistique dans l’enseignement du français langue seconde: De quoi parle-t-on? OLBI Journal, 13, 199–222.
Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms. Learning and Instruction, 72, http://doi.org/10.1016/j.learninstruc.2024.101904
Supporting and advocating for immigrant and refugee students and families in America’s urban schools: Educators’ agency and practices in everyday instruction. Urban Education, 59(2), 600-628. https://doi.org/10.1177/00420859221082671.
Editors’ introduction: multi layered equitable inclusive systems: The emergence and expansion of a global framework to eliminate socioeconomic and sociocultural exclusion in education. In P. Downes, G. Li, L. Praag, & S. Lamb (Eds.). Handbook of promoting equity for inclusive systems and societies in education (pp. 1-16). New York: Routledge.
Editors’ conclusion: key emerging conceptual movements to underpin the multilayered framework of equitable inclusive systems in education. In P. Downes, G. Li, L. Praag, & S. Lamb (Eds.). Handbook of promoting equity for inclusive systems and societies in education (pp. 521-543). New York: Routledge.
Framing and practicing equity, diversity, inclusion and decolonialization in inclusive education systems: Progress, Tensions, and Ways forward. In P. Downes, G. Li, L. Praag, & S. Lamb (Eds.). Handbook of promoting equity for inclusive systems and societies in education (pp. 19-34). New York: Routledge.
School as agency of language policy and social reproduction. In P. Downes, G. Li, L. Praag, & S. Lamb (Eds.). Handbook of promoting equity for inclusive systems and societies in education (pp. 219-231). New York: Routledge.
Becoming Japanese (only) in transnational spaces and systems: A narrative inquiry of familial language ideology of Japanese-Vietnamese mixed-heritage students. In Paul Downes, Alirezi Behtoui, Lore van Praag, & Jim Anderson (Eds.), Promoting inclusive systems for migrants in education (pp. 124-140). London: Routledge.
Toward an inclusive language education system in the age of superdiversity: Parents’ and teachers’ perspectives and practices of supporting bilingualism for Chinese-Canadian children. In Paul Downes, Alirezi Behtoui, Lore van Praag, & Jim Anderson (Eds.), Promoting inclusive systems for migrants in education (pp. 45-65). London: Routledge.
Cultivating educational adaptability through collaborative transdisciplinary learning spaces. Discover Education 3(2). https://doi.org/10.1007/s44217-023-00084-5
Community-centred Indigenous language recovery, restoration, revitalization, and renewal. In Tierney, R.J., Rizvi, F., & Ercikan, K. (Eds.), International Encyclopedia of Education (Fourth Edition) (p. 786-796). Elsevier https://doi.org/10.1016/B978-0-12-818630-5.07038-X
(Just) languaging with duende: (re)inventing and innovating communicative practices as resistance, healing, and thrivance in Indigenous contexts. In Tierney, R.J., Rizvi, F., & Ercikan, K. (Eds.), International Encyclopedia of Education (Fourth Edition) (p. 797-808). Elsevier https://doi.org/10.1016/B978-0-12-818630-5.07018-4
Energy literacy: A review in education, The Journal of Environmental Education, 55(3), 191–202. DOI: 10.1080/00958964.2023.2283694
Addressing water-health equity through biological engineering and theatre. Nordic Journal of Art & Research, 12(2). https://doi.org/10.7577/ar.5637
Translanguaging and identity across global sites. In R. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (4th Ed., pp. 148-158). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.07106-2
Identity, language learning, and teacher education. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics (2nd edition). Wiley. https://doi.org/10.1002/9781405198431.wbeal20444
Dialogic learning with the ‘more-than-human world’: Insights from posthuman theorising. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.), Re-theorizing learning and research methods in learning research (pp. 47-64). Routledge.
The changing patterns of classroom interaction: Teacher interventions in students’ creative collaboration in makerspaces. In A. Thwaite, A. Simpson, & P. Jones, (Eds.), Dialogic Pedagogy: Discourse in Contexts from Pre-school to University (pp. 124-138). Routledge.
Technical mediation of children’s online worlds. In A. Kraus, & Wulf, C. (Eds.), The Palgrave handbook of embodiment and learning (pp. 357-366). Palgrave MacMillan.
Rhizomatic patchworks: A postqualitative inquiry into the aesthetics of child-environment relations. Digital Culture & Education, 14(5), 107-126.
Learning to innovate: Students and teachers constructing collective innovation practices in a primary school's makerspace. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.936724
Teaching English as a second language in the early years: Teachers’ perspectives and practices in Finland. Education Sciences, 13(12), 1177. https://doi.org/10.3390/educsci13121177
Exercising space: re-examining young people's use of digitised health and physical education (HPE) technologies through a spatial lens. Learning, Media & Technology, 48(4), 581-595. https://doi.org/10.1080/17439884.2023.2230120
“Talk to the hand”: Handling peer conflict through gestural socialization in an elementary classroom. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1251128
A Landscape of Ethics in Research-Based Theater: Staging Lives of Family Members Who Have Passed. Qualitative Inquiry. https://doi.org/10.1177/10778004221098991
Home as a gendered space for early biliteracy development: The case of Chinese-Canadian first graders. Bilingual Research Journal, https://doi.org/10.1080/15235882.2023.2258823
Early bidialectal maintenance among Chinese heritage learners in Canada: A family language policy perspective. Researching and Teaching Chinese as a Foreign Language, 4(1), 49-72. https://doi.org/10.1558/rtcfl.25190
Bilingual home literacy experiences and early biliteracy development among Chinese-Canadian first graders, Educational Sciences, 13, 808. https://doi.org/10.3390/educsci13080808
Rethinking Chinese heritage language (CHL) teaching in translocal realities: Pedagogical adaptations and missed opportunities to bridge transcultural gaps in Canada. In R. Zaidi, U. Boz and E. Moreau (Eds.), Transcultural pedagogies for multilingual classrooms: Responding to changing realities in theory and practice. Bristol, UK: Multilingual Matters.
Teaching EIL as a tool of social and ideological manipulation in South Korea: Does school and student socioeconomic status (SES) matter? In Ahmed Sahlane and Rosalind Pritchard (Eds.), Critical intercultural literacy and English as an international language education (Part V: Decolonising the ELF Curriculum Discourses, pp. 468-481). UK: Palgrave/Macmillan.
“I am not a native speaker…”: Exploring the perceived pronunciation teaching difficulties faced by Korean public elementary school English teachers. System, 103056.
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
A novel online genomic counselling and variant interpretation certificate: Learning design, learning analytics, and evaluation. Journal of Genetic Counselling. https://doi.org/10.1002/jgc4.1737
Evaluating the effectiveness of a school-based mental health literacy intervention from a comprehensive demographic and socio-cognitive perspective. Scientific Reports. 14, 5901, DOI: 10.1038/s41598-024-56682-2
Who is immersion for?: A critical analysis of French immersion policies. Canadian Journal of Applied Linguistics, 26(1), 46–68. https://doi.org/10.37213/cjal.2023.32817
Stories and counter-stories from French second language researchers. Glottopol, 39, 212-230. https://doi.org/10.4000/glottopol.4039
Representations of testimonial smothering and critical witnessing of rape victim-survivors in Laurie Halse Anderson’s Speak fanfiction. Children’s Literature in Education, https://doi.org/10.1007/s10583-022-09516-6
“I feel like I’m more likely to get triggered, I guess?”: A poetry cluster about safety in rape culture research. Artizein: Arts and Teaching Journal, 7(1), 74-85. https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1157&context=atj
Teaching French as a second language (FSL) in Canada: Convergence points of language, professional knowledge, and mentorship from teacher preparation through the beginning years. Canadian Modern Language Review. Advance access. DOI: https://doi.org/10.3138/cmlr-2022-0059
Stories and counter-stories from French second language researchers. Glottopol-Revue de sociolinguistique en ligne, 39, 212-230. https://doi.org/10.4000/glottopol.4039
Enhancing relationality through poetic engagement with PhoneMe: Transmodal contexts and interpretive agency, Language and Literacy 25(2), 57-83.
Scaffolding children's participation during teacher-child interaction in second language classrooms. Scandinavian Journal of Educational Research, https://doi.org/10.1080/00313831.2023.2183430
Learning to innovate: Students and teachers constructing collective innovation practices in a primary school's makerspace. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.936724
Children’s digital play as collective family resilience in the face of the pandemic. Journal of Early Childhood Literacy, 23(1), 1-27. https://doi.org/10.1177/14687984221124179
Speculative spaces: Children exploring socio-ecological worlds with mythical nature spirits. Contemporary Issues in Early Childhood, https://doi.org/10.1177/14639491231162152
Exercising space: re-examining young people’s use of digitised health and physical education (HPE) technologies through a spatial lens. Learning, Media and Technology, https://doi.org/10.1080/17439884.2023.2230120
Fostering children’s ecological imagination with augmented storying. The Journal of Environmental Education, 54(1), 33-45. https://doi.org/10.1080/00958964.2022.2152407
Nordic childhoods in the digital age: Insights into contemporary research on communication, learning and education. Routledge.
MeToo moments: Teacher candidates’ disclosures of sexual violence. Action in Teacher Education. https://doi.org/10.1080/01626620.2023.2242324
Whore name (poem). Feminist Review, 134(1), 38. https://doi.org/10.1177/0141778922113421
Words that don’t translate: Investing in decolonizing practices through translanguaging. Language Awareness, 32(4), 645-661.
Avonlea school (poem). Journal of L.M. Montgomery Studies. https://journaloflmmontgomerystudies.ca/jlmms/4/1/avonlea-school
“To you, who may find yourself in this story”: What a baker’s memoir taught an emerging education scholar. Life Writing. https://doi.org/10.1080/14484528.2022.2160935
“Just a bit of fluff and happiness”: Examining romantic rewritings of respair in YA sexual assault narrative fanfiction. International Research in Children’s Literature, 16(2), 169-183. https://doi.org/10.3366/ircl.2023.0506
“They’re all kinda dark…”: Analyzing Speak and Thirteen Reasons Why fanfiction poetry. Children’s Literature Association Quarterly, 47(4), 403-416. 10.1353/chq.2022.0048
Freighted friendships to phony flowers: Feminist memory work and self-study in a study abroad program. The Journal of Experiential Education. https://doi.org/10.1177/1053825923117852
“Why don’t we always see her face?”: The significance of gallery walks as an engagement strategy in teaching trauma literature. English Practice, 61(1), 43-47. https://bctela.ca/wp-content/uploads/2020/10/2020-BCTELA-English-Practice.pdf
Special Issue: Language and Higher Education. TESL Canada Journal, 36(1).
The Routledge Handbook of Content and Language Integrated Learning (1st ed.). Routledge. https://doi.org/10.4324/9781003173151
Foreword. In C. Compton-Lilly et al., Children in immigrant families becoming literate. New York: Routledge
Mapping the intersections of critical language awareness and affective approaches to second language writing. Journal of Second Language Writing, 60, 100969. https://doi.org/10.1016/j.jslw.2023.100969
Postmemory and multilingual identities in English language teaching: a duoethnography. The Language Learning Journal, 49(4), 483-498. https://doi.org/10.1080/09571736.2021.1906301
How language teachers address the crisis of praxis in educational research. Oxford Review of Education, 45(6), 715-730. https://doi.org/10.1080/03054985.2019.1612342
Collaborating with soldiers in devising Contact!Unload. In J. McKinnon & H. Fitzsimmons-Frey (Eds.) Off Book: Devised Performance and Higher Education. Bristol, UK: Intellect Books. (pp. 335-351).
From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak. TESOL J. https://doi.org/10.1002/tesq.3233
“I am not a native speaker…”: Exploring the perceived pronunciation teaching difficulties faced by Korean public elementary school English teachers. System, 103056.
Poststructuralism. In K. Toohey & C. Chapelle (Eds). Encyclopedia of Applied Linguistics 2nd Edition. DOI: 10.1002/9781405198431.wbeal0924.pub3
Digital literacies & multimodal learning. In R. J. Tierney, F. Rizvi & K. Erkican (Eds.) The international encyclopedia of education, 4th ed., pp 583-589. https://doi.org/10.1016/B978-0-12-818630-5.07025-1
Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content-Based EAP Program. TESOL J. https://doi.org/10.1002/tesq.3213
Energy literacy: A conceptual framework for energy transition. Environmental Education Research, 29(10), 1515–1529. https://doi.org/10.1080/13504622.2023.2175794
La rétention d’enseignantes et d’enseignants de français langue seconde au Canada: au-delà d’une stratégie de recrutement. Éducation et francophonie, 50(2). https://www.erudit.org/en/journals/ef/2022-v50-n2-ef07743/1097033ar/
Developing advanced reading ability in English as an additional language. ARA Journal. Arts and Humanities (new series), 38(1)
Investment and motivation in language learning: What's the difference? Language Teaching, 56, 29-40. DOI: 10.1017/S0261444821000057
"This is no time for being underwater": Ableism, rape culture, and care work in The Nowhere Girls. Research on Diversity in Youth Literature, 5(2). https://doi.org/10.21900/j.rydl.v5i2.1159
Language education of Asian migrant students in North America. In Oxford Research Encyclopedia of Education. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1775
Discourses of identity: Language learning, teaching, and reclamation perspectives in Japan. Palgrave Mcmillan. https://link.springer.com/book/10.1007/978-3-031-11988-0
Linking research to transforming the real world: Critical language studies for the next 20 years. Critical Inquiry in Language Studies. https://doi.org/10.1080/15427587.2022.2159826
Illuminating language users in the discourse of linguistic diversity: Toward justice-informed language education. Educational Linguistics. https://doi.org/10.1515/eduling-2022-0011
Home literacy environment and Chinese-Canadian first graders’ bilingual vocabulary profiles: A mixed methods analysis. Sustainability, 14, 15788. https://doi.org/10.3390/su142315788
In and out of the unknown: Lessons from immigrant families promoting multiliteracies during the COVID-19 pandemic. For special issue, Family Literacy, in The Reading Teacher, https://doi.org/10.1002/trtr.2184
“COVID has brought us closer”: A proleptic approach to ESL teachers’ approaches to teaching ELLs in and after the pandemic. For special issue, Post-pandemic classroom literacies. Language and Literacy, 25(1), 32–56. https://doi.org/10.20360/langandlit29654
“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. http://dx.doi.org/10.4018/978-1-6684-4569-3.ch010
“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. http://dx.doi.org/10.4018/978-1-6684-6213-3.ch010
Sociotechnical structures, materialist semiotics, and online language learning. Language Learning & Technology, 27(2), 28-45.
Writing the Unwritable: Sebald, Haraway, and Creative Disobedience. Curricular and Architectural Encounters with W.G. Sebald: Unsettling Complacency, Reconstructing Subjectivity, 14, 240-253.
Between tradition and modernity: developments in Xiqu (Chinese opera) actor training, Theatre, Dance and Performance Training, 13:4, 616-622, DOI: 10.1080/19443927.2022.2135873
Slowing, Desiring, Haunting, Hospicing, and Longing for Change: Thinking With Snails in Canadian Early Childhood Education and Care. in education, Vol. 28 No. 1b (2022). https://doi.org/10.37119/ojs2022.v28i1b.658
Editorial: Sketching Narratives of Movement in Early Childhood Education and Care. in education, Vol. 28 No. 1b (2022). https://doi.org/10.37119/ojs2022.v28i1b.682
Moving across a genre continuum: Pedagogical strategies for integrating online genres in university English courses. English for Specific Purposes, 70, 101-115.
Identity. In S. Li, P. Hiver, & M. Papi (Eds.) The Routledge handbook of second language acquisition and individual differences, (pp. 235-250). Routledge
“It’s better language”: The social meanings of academic language in an elementary classroom, Critical Inquiry in Language Studies, 19:2, 75-96.
A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review, 100489. https://doi.org/10.1016/j.edurev.2022.100489
Pedagogical design: Bridging learning theory and learning analytics. Canadian Journal of Learning and Technology, 47(1), https://doi.org/10.21432/cjlt27959
Learning design and learning analytics: Snapshot 2020. Journal of Learning Analytics, 7 (3), 6-12. https://doi.org/10.18608/jla.2020.73.2
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
« M’améliorer, c’est pour le reste de ma vie »: L’importance d’une culture professionnelle dans la formation à l’enseignement du français. In R. Léger & G. Brisson (Eds.), La francophonie de la Colombie-Britannique: Éducation, diversité et identités. Les Presses de l’Université Laval.
Transdisciplinary and interdisciplinary programs for collaborative graduate research training. Educational Review, 76(4), 996-1013. https://doi.org/10.1080/00131911.2022.2134312
Bridging dichotomies between children, nature and digital technologies. In K. Kumpulainen,, A. Kajamaa, O. Erstad, Å. Mäkitalo, K. Drotner, & S. Jakobsdóttir (Eds.), Nordic childhoods in the digital age: Insights into contemporary research on communication, learning and education (pp. 41-50). Routledge. https://doi.org/10.4324/9781003145257-6
Pedagogical rationales of flipped learning in the accounts of Finnish mathematics teachers. Pedagogies: An International Journal, 18(4), 767- 787 https://doi.org/10.1080/1554480X.2022.2077341
Decolonizing second language writing: Possibilities and challenges, Journal of Second Language Writing, Volume 58. https://doi.org/10.1016/j.jslw.2022.100946
Identity. In S. Li, P. Hiver, & M. Papi (Eds.) The Routledge handbook of second language acquisition and individual differences, (pp. 235-250). Routledge
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
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
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
‘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.
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.
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
“I’m Trilingual – So What?”: Official French/English Bilingualism, Race, and French Language Teachers’ Linguistic Identities in Canada. The Canadian Modern Language Review, e20210074. https://doi.org/10.3138/cmlr-2021-0074
Youth from Refugee Backgrounds Positioning Their Identities Through Reaction Videos. Journal of Language, Identity & Education, 1–16. https://doi.org/10.1080/15348458.2022.2086556 [Pre-print]
Critical literary perspectives on children’s and young adult literature. 4th International Encyclopedia of Education, Elsevier
Exploring empathy performativity in student's video artworks. International Journal of Education Through Art, 18(2), 145-160, https://doi.org/10.1386/eta_00091_1
An investigation into children's agency: Children's initiatives and practitioners' responses in Finnish early childhood education. Early Child Development and Care, 192(1), 112-123. https://doi.org/10.1080/03004430.2020.1739030
Overcoming illiteracy through game-based learning in refugee camps and urban slums. Computers and Education Open, 3, [100113]. https://doi.org/10.1016/j.caeo.2022.100113
Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56(1), 18–28. https://doi.org/10.1111/lit.12265
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
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.
Racism and communication. Oxford Bibliographies. https://www.oxfordbibliographies.com/view/document/obo-9780199756841/obo-9780199756841-0280.xml?rskey=5xYRje&result=1&q=Racism+and+Communication#firstMatch
Digital literacies in TESOL: Mapping out the terrain [Special Issue]. TESOL Quarterly, 56(3), 1-18.
Design, resistance and the performance of identity on TikTok. Discourse, Context & Media, 46, 100591.
Kindergarten to Grade 12, Second Language Literacy. Handbook of Practical Second Language Teaching and Learning.
Un regard critique sur le traitement de la francophonie dans deux manuels de français langue étrangère (FLE). The French Review, 95(4). https://doi.org/10.1353/tfr.2022.0077
Racism, colonialism, and the limits of diversity: Analyzing the francophone “Other” in French foreign language textbooks. In S. Bouamer & L. Bourdeau (Eds.), Diversity and decolonization in French studies (pp. 51-64). Palgrave. https://doi.org/10.1007/978-3-030-95357-7_4
“You used ‘elle,’ so now you’re a girl”: Discursive possibilities for a non-binary teenager in French class. L2 Journal, 14(3), 1-24. https://doi.org/10.5070/L214351439
Stories of shimmer and pollution: understanding child-environment aesthetic encounters in urban wilds. Children's Geographies, https://doi.org/10.1080/14733285.2022.2121914
Developing an anti-biased anti-racist stance in second language teacher education programs. Canadian Modern Language Review (Special Issue), 78(4), 385-414. https://doi.org/10.3138/cmlr.2021-0100
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.
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
Through a glass brightly: Generative ethical tensions in Research-based Theatre. Qualitative Inquiry. https://doi.org/10.1177/10778004221097677
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).
(Re)thinking the medical interview. In M. G. Tweedie & R. Johnson (Eds.), Perspectives on medical English as a lingua franca (pp. 94-114). Cambridge Scholars Press.
On fostering feminist friendships for resistance and respite: Love-letter-making. In D. E. Clover, K. Harman, and K. Sanford (Eds), Feminism, adult education and creative possibility: Imaginative responses (pp. 233-244). Bloomsbury Publishing.
“Just how depraved is this town?”: An intersectional interrogation of feminist snaps, slut shaming, and sometimes sisterhood in Riverdale’s rape culture. Feminist Media Studies. 22(2), 167-182 https://doi.org/10.1080/14680777.2020.1786428
Safe space(s), content (trigger) warnings, and being ‘care-ful’ with trauma literature pedagogy and rape culture in secondary English teacher education. Changing English, 29(1), 77-88. https://doi.org/10.1080/1358684X.2021.2006053
Come scream with me: On feminist stories and screaming into the void. Journal for Cultural Research, 25(3), 313-326. https://doi.org/10.1080/14797585.2021.1978747
Creating a canon for change: How teacher candidates demonstrate readiness to reckon with rape culture through reading. Teaching Education, 34(2), 131-146. https://doi.org/10.1080/10476210.2022.2044770
"I felt scared the whole time": On emotional responses to sexual assault narratives. Feminist Pedagogy, 2(2), Article 4. https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss2/4
Dot-dot-dot: A feminist critical poetic inquiry of silence in teacher candidates’ responses to teaching sexual assault narratives. Journal of the Canadian Association for Curriculum Studies, 19(2), 64-83. https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40712/36704
A public service announcement: Students are publishing Speak homework as fanfiction. English Journal, 112(1), 17-19.
“This hit me like a ton of bricks”: A case for commonplace journal writing in trauma literature pedagogy. In E. Dutro & B. Pacheco (Eds.), NCTE Special Issue Volume 2: Trauma-Informed Teaching: Toward Responsive, Humanizing Classrooms.
Disseminating evidence-based preventive interventions to promote wellness and mental health in children and youth: Opportunities, gaps, and challenges. Canadian Journal of Community Public Health, 42(4), 91-136.
A Spotlight on Research-based Theatre. Learning Landscapes Journal. https://doi.org/10.36510/learnland.v15i1.1081
Multiple futures literacies: An interdisciplinary review. Journal of Curriculum and Pedagogy, 21(1), 42-64. https://doi.org/10.1080/15505170.2022.2094510
Imagining futures literacies: A collaborative practice. Journal of Higher Education Theory and Practice, 22(7), 27-39. https://doi.org/10.33423/jhetp.v22i7
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
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
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.
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
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
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
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
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
Contemporary pedagogical approaches to developing high oral communicative competence. ARA Journal. Arts and Humanities (new series), 37(1).
Asynchronous and synchronous online TESOL Education. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of language teaching (pp. 1-7). New York, NY: Wiley. https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118784235.eelt1009
The multilingual turn in TESOL. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of language teaching (pp. 1-7). New York, NY: Wiley. https://onlinelibrary.wiley.com/doi/10.1002/9781118784235.eelt1010
Access and use of digital technologies in early childhood: A review of mixed messages in popular media. Language and Literacy 23 (3) 106-109. DOI:10.20360/langandlit29546
Exploring the impacts of a South Korean alternative school on North Korean refugees’ educational attitudes, satisfaction, and behavior. Current Psychology, 1-19. https://doi.org/10.1007/s12144-021-02518-5
Fostering pre-service teachers’ perceived ability to implement dialogic teaching in Turkey: Examining the contributing factors of an intensive short-term teacher education program from the teacher-learners’ vantage point. Language Teaching Research, Advance online publication. https://doi.org/10.1177/13621688221093755
Solarities: Seeking energy justice. University of Minnesota Press.
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
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
Professors’ views of content transformation in students’ paraphrasing. Journal of Response to Writing, 7 (2), 112-144. Available at: https://scholarsarchive.byu.edu/journalrw/vol7/iss2/5
Translingual identity and professional legitimacy of two Western-education English writing instructors in Taiwan. Journal of Language, Identity and Education. https://doi.org/10.1080/15348458.2021.1974865
“Follow Your Interests Because Those Will Motivate You to Excel”: An Interview with Alister Cumming. Language Assessment Quarterly, 1-20. doi:10.1080/15434303.2020.1846190
Translation, identity, and translanguaging. In W. Ayers-Bennett & L. Fisher (eds). Multilingualism and identity: Interdisciplinary perspectives (pp. 201-219). Cambridge, UK: Cambridge University Press. DOI: 10.1017/9781108780469.010
"Dual language books go digital: Storybooks Canada in French immersion schools and homes." Canadian Journal of Applied Linguistics. 25 (1), 64-87. https://doi.org/10.37213/cjal.2022.31626
Bangla and the identity of the heritage language teacher. Educational Linguistics, 1(1), 152-178. https://doi.org/10.1515/eduling-2021-0008
Diffusing Innovation to Support Faculty Engagement in the Integration of Language and Literacy Across the Disciplines in an Internationalized University. Higher Education Research and Development. 23 pages
The effects of a cognitive apprenticeship model on the argumentative texts of EFL Learners. Journal of Education and Learning.
Building a K-12 educator community of learners during emergency remote learning. In C. N. Giannikas (Ed.), Transferring language learning and teaching from face-to-face to online settings (pp. 287-305). IGI Global.
Storytelling through block play: Imagining identities and creative citizenship. Literacy, 56(1), 29–39. https://doi.org/10.1111/lit.12266
What makes a text sound academic? Using an SFL-based framework for EAP and graduate TESOL students. Applied Linguistics Forum, http://newsmanager.commpartners.com/tesolalis/issues/2021-08-30/4.html
Engaging in linguistically responsive instruction: Insights from a first‐year university program for emergent multilingual learners. TESOL Quarterly, 55 (4), 1081-1091. doi:10.1002/tesq.3075.
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
Storying the braided histories and braided futures of Indigenous language reclamation work in scholarship, World’s Indigenous Nations Higher Education Consortium (WINHEC): International Journal of Indigenous Education Scholarship. 16(1), 334-375.
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.
Sex and gender-based analysis and public health. New York. NY: Springer Nature.
Four ‘moments’ of intercultural encountering. Teaching in Higher Education, 26(7–8), 1130–1140. https://doi.org/10.1080/13562517.2021.1911988
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/
“Youth Activism through Critical Arts, Transmedia and Multiliteracies. Oxford Research Encyclopedia of Education. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1783
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
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
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.
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.
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.
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.
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.
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.
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.
Teaching multilingual literacy in Ugandan classrooms: The promise of the African Storybook. Applied Linguistics Review, 12(4), 565-584. https://doi.org/10.1515/applirev-2020-2006
Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
Silly putty: Mobilization of the known across technology-enhanced learning spaces. Language & Literacy, 23 (3), 146-164.
Alakouluikäisten lasten kokemuksia yksinäisyydestä [Children’s experiences of loneliness]. Kasvatus, 52(2), 194-208. https://journal.fi/kasvatus/article/view/111444
Empathetic encounters of children’s augmented storying across the human and more-than-human worlds. International Studies in Sociology of Education, https://doi.org/10.1080/09620214.2021.1916400
Collaborative creativity among education professionals in a co-design workshop: A multidimensional analysis. Thinking Skills and Creativity, 42, [100971]. https://doi.org/10.1016/j.tsc.2021.100971
Unfolding joy in young children’s literacy practices in a Finnish early years classroom. Journal of Early Childhood Literacy, [14687984211038662]. https://doi.org/10.1177/14687984211038662
Online collaboration and identity work in a brony fandom: Constructing a dialogic space in a fan translation project. E-learning and digital media, https://doi.org/10.1177/2042753020988920
Capturing emerging realities in citizen engagement in science in social media: A social media analytics protocol for the Allinteract study. International Journal of Qualitative Methods, 20, [16094069211050163]. https://doi.org/10.1177/16094069211050163
Children developing self-regulation skills in a Kids’ Skills intervention programme in Finnish Early Childhood Education and Care. Early Child Development and Care, 192. https://doi.org/10.1080/03004430.2021.1918125
Lapsen itsesäätelytaitojen tukeminen Muksuopin keinoin: Varhaiskasvatuksen ammattilaisten kertomuksia. [Supporting children’s self-regulation skills with Muksuoppi: Stories of early childhood education professionals]. Journal of Early Childhood Education Research, 10(2), 293–328. https://jecer.org/lapsen-itsesaatelytaitojen-tukeminen-muksuopin-keinoin-varhaiskasvatuksen-ammattilaisten-kertomuksia/
Unfolding joy in young children’s literacy practices in a Finnish early years classroom. Journal of Early Childhood Literacy, [14687984211038662]. https://doi.org/10.1177/14687984211038662
The tools we choose. A critical perspective of technologies that mediate scholarly practices. Journal of English for Research Publication Purposes, 2(1), 81-89.
Investment and motivation in language learning: What’s the difference? Language Teaching 56, 29-40.
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
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
Research-based Theatre across disciplines: A relational approach to inquiry. Applied Theatre Research, 9(1), 55-72. https://www.intellectbooks.com/applied-theatre-research
Maker education: Opportunities and challenges. Frontiers in Education, 6, [798094]. https://doi.org/10.3389/feduc.2021.798094
Pinned, mounted (poem). In S. Goyette (Ed.), Resistance: Righteous rage in the age of #MeToo (p. 85). University of Regina Press.
Intoxicated Masculinity, allyship and compulsory heterosexuality in YA rape narratives. In P. Venzo and K. Moruzi (Eds), Sexuality and sexual identities in literature for young people (pp. 140-156). Routledge.
Singling: Text sonification and the literacoustics of language-to-MIDI transformations. In A. Klobucar (Ed.), The Community and the Algorithm. 20 pages. Vernon Press.
Skunk Tales: A collaborative, multimodal, futures narrative. In Canadian Association of Curriculum Studies Celebration of Scholarly and Artistic Works.
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
A patch-work of pedagogical potential: A syn(aes)thetic approach to technologically enhanced multimedia text production. McGill Journal of Education. 25 pages.
Strategies for sisterhood in the language education academy. Journal of Language, Identity, and Education. https://doi.org/10.1080/15348458.2020.1833725
Critical antiracist pedagogy of English as an additional language. ELT Journal. https://doi.org/10.1093/elt/ccab015
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
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
Constructing meanings: Literacy pedagogies K-8 (7th ed.). Toronto: Nelson/TopHat
Superdiversity and Teacher Education: Supporting Teachers in Working with Culturally, Linguistically, and Racially Diverse Students, Families, and Communities (1st ed.). Routledge.
Interactive e-book reading vs. paper-based reading: Comparing the effects of different mediums on middle school students’ reading comprehension. System, 97, 102434. https://doi.org/10.1016/j.system.2020.102434
The role of language teacher metacognition and executive function in exemplary classroom practice. The Modern Language Journal, 105(2), 484–506. https://doi.org/10.1111/modl.12707
Preparing Teachers to Work with Multilingual Learners. Multilingual Matters.
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.
Ethnolinguistic Vitality, Identity and Power: Investment in SLA. Journal of Language and Social Psychology, 40(1), 154–171. https://doi.org/10.1177/0261927X20966734
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.
Lessons from the ESL Assessment Consortium. Vancouver: BC ESL Assessment Consortium (available at www.eslassess.ca).
ESL (ELL) literacy instruction: A guidebook to theory and practice (4th ed.). NY: Routledge.
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.
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
Benefits of Being Raised Bilingually. RSC COVID-19 Series, Publication #72. Royal Society of Canada.
Promoting Second Language Learning during the COVID-19 Pandemic: Parents’ and Teachers’ Coping Strategies. RSC COVID-19 Series, Publication #71. Royal Society of Canada.
Identity, language, and literacy in an African digital landscape. In L. Makalela & A.G. White (Eds) Digital technology and languages in African communities and classrooms: opportunities and innovations. (pp. 118-136). Bristol, UK: Multilingual Matters. DOI: 10.21832/9781800412316-008
COVID-19 and Heritage Language Learning. RSC COVID-19 Series, 67. The Royal Society of Canada.
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.
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
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).
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
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.
Foreign language education in Japan. In Pink, W. (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press.
Orientalism. Z. A. Casey (Ed.), Encyclopedia of critical whiteness studies in education (pp. 439–446). Brill/Sense Publishing.
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.
Multiscalar research on family language policy and planning in China: Commentary. Current Issues in Language Planning.
« 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.
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.
Digital storytelling going viral: Using empathy education to promote environmental action. Media Practice and Education, 21(4), 275-288. https://doi.org/10.1080/25741136.2020.1832827
Topobiographical inquiry: Lived spaces, experiences, and ecologies. Éire-Ireland, 55(1/2), 129-149. https://muse.jhu.edu/article/776998
Reenvisioning space, mobilities and public engagement with young adult literature. English Teaching: Practice & Critique, 20 (1), 64-77. https://www.emerald.com/insight/content/doi/10.1108/ETPC-06-2020-0055/full/html
"Good, Mad, or 'Incurably Bad'". Invited article for Jeunesse: Young People, Texts, Cultures, Special Issue.
“Introducing Offlineness: Theorizing (Digital) Literacy Engagements.” Journal of Literacy Research, March, 1-7.
Teaching Research-based Theatre online: A narrative of practice. Arts Praxis, 7(2), 56-69.
Orientations to French Language Varieties among Western Canadian French-as-a-Second-Language Teachers. Critical Multilingualism Studies, 8(1), 165–190.
Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts. 10.1007/978-3-030-64140-5.
Curriculum of Global Migration and Transnationalism (1st ed.). Routledge. https://doi.org/10.4324/9781003038689
Toward a performative commitment to heterogeneity. In A. J. Silva & Z. Wang (Eds.), Reconciling translingualism and second language writing (pp. 163–171). Routledge.
Fostering antiracist engagement in Japanese language teaching. Japanese Language and Literature, 54, 347–357.
Linguistic entrepreneurship: Common threads and a critical response. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 1–9.
Life as a pedagogical concept. In W. Kohan & B. Weber (Eds.) On Childhood, Thinking and Time: Educating Responsibly. Lexington Books.
Health and Outdoor Environments in Early Childhood Education: Dwelling in Complexities. The Early Childhood Educator of BC.
Scaffolding Peer Interaction within a Language and Content-Integrated Business Curriculum: A case-study in a Western Canadian University. In Dippold, D & Heron, M. (Eds.). Meaningful Interaction at the Internationalised University: Moving from Research to Impact. London, UK. Taylor and Francis.
Opportunities and challenges in Assessing Multilingual Adult Learners in University Settings. Proceedings of Adult Education in Global Times, pp. 637 – 643.
CLIL Collaborations in Higher Education: A Critical Perspective. English Teaching & Learning 44, 127–148.
Multilingualism in the 21-st century: A progressive paradigm. ARA Journal. Arts and Humanities (new series), 36(1), 26-31.
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.
Language Teachers on Study Abroad: A Discourse Analytic Approach to Teacher Identity. International Journal of Society, Culture & Language, 8(2), 1–16.
Constructing “other” identities as French second language teacher. In N. Rudolph, A. F. Selvi, & B. Yazan (Eds.), The complexity of identity and interaction in language education (pp. 43–61). Bristol, UK: Multilingual Matters.
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
Race and language teaching. Language Teaching. doi:10.1017/S0261444820000269
Bilingualism—but not plurilingualism—promoted by immersion education in Canada: Questioning equity for EAL students. TESOL Quarterly, 54, 773–785.
“S:ay what you want…:” Rap battles in a technology-enhanced classroom. Canadian Modern Language Review, 72 (2), 169-182.
Inquiry-based pedagogies and multimodalities: Challenges and opportunities for supporting English language learners. Canadian Modern Language Review, 76(2), 139-154.
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
Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya. Language and Education, 33(2), 123-140.
Young children, maker literacies and social change. Education Sciences, 10(10), 265. https://doi.org/10.3390/educsci10100265
Multiliteracies and early years innovation: Perspectives from Finland and beyond. Routledge.
Enhancing digital literacy and creativity: Makerspaces in the early years. Routledge
Pulping as poetic inquiry: On upcycling “upset” to reckon anew with rape culture, rejection, and (re)turning to trauma texts. Cultural Studies ↔ Critical Methodologies, 20(6), 588-595. https://doi.org/10.1177/1532708620912802
On resisting rape culture with teachers-to-be: A research poem. Intersections: Critical Issues in Education, 4(1), 50-51. https://digitalrepository.unm.edu/intersections/vol4/iss1/7/
Youth resistances and popular media. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1331
[Review of the book Refuse: CanLit in ruins, by McGregor, H., Rak, J., & Wunker, E. (Eds.)]. Canadian Woman Studies, 34(1), 178-179.
Can monolingual language teachers be effective? TESOL Connections, May 2020, 1–5.
Staging Therapeutic Enactment with Veterans in Contact!Unload. Qualitative Research in Psychology, 17(4), 521-540.
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.
To breath poetry among the neighbors: Two essays on Anerca, a journal of experimental writing (1985-1990). Among the Neighbors 13, 1-39.
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
From play to creative extrapolation: Fostering emergent computational thinking in the makerspace. Journal of Strategic Innovation and Sustainability, 15(5), 40-54.
Raw harmonies: Transmediation through raw data. Leonardo, 53(2), 183-188.
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
Principles for Developing Learner Agency in Language Learning in a New Eduscape with COVID-19. English Language Learning, 5, 30-40.
Race and the culture of Whiteness. Routledge Encyclopedia of Race and Racism (J. Solomos., ed.) London: Routledge.
Killing us softly with questions. In A. Ibrahim, T. Kitossa, H. Wright, and M. Smith, (Eds.) The Nuances of Blackness. University of Toronto Press.
Intersectionality in the Caribbean and Africa in The International Encyclopedia of Education (Tierney, Rizvi, f., Ercikan, K., & Smith, G., eds.). Elsevier..
What folks don’t get: How race, class and gender matter. Colour matters. (C. James, (Ed.). University of Toronto Press.
Guess who’s coming to dinner? That is, after you hire us. Guest contributor, Federation of Social Sciences and Humanities Ideas Blog.
Killing us softly with questions. In A. Ibrahim, T. Kitossa, H. Wright, and M. Smith, (Eds.) The Nuances of Blackness. University of Toronto Press.
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).
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).
“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.
Transitions in early childhood education (Canada). In R. Heydon & M. Waniganayake (Eds.), Early Childhood Education. London: Bloomsbury Publishing. DOI: 10.5040/9781474209441.0049
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.
Contact!Unload: Military Veterans, Trauma, and Research-based Theatre. Vancouver, CA: UBC Press. (233 pages)
A Framework to leverage and mature learning ecosystems. International Journal of Emerging Technologies in Learning (iJET), 15(5), 75-99.
Plurilingual pedagogies at the post-secondary level: possibilities for intentional engagement with students’ diverse linguistic repertoires, Language, Culture and Curriculum, 33(2), 172-187. https://doi.org/10.1080/07908318.2019.1686512
Rewriting Our Stories: Education, Empowerment, and Well-being. Cork University Press.
Poststructuralism. In C. Chapelle (Ed.) The Concise Encyclopedia of Applied Linguistics (pp. 901 - 907). John Wiley & Sons Inc. DOI: 10.1002/9781405198431.wbeal0924.pub2
Identity and second language acquisition. In C. Chapelle (Ed.) The Concise Encyclopedia of Applied Linguistics (pp. 561 – 570). John Wiley & Sons Inc.
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
Language solidarity, vitality and status: Sibe family language attitudes in North-western China. Current Issues in Language Planning, DOI: 10.1080/14664208.2020.1785751
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.
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
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.
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.
Storybooks Canada, English language learners, and the school curriculum. BC TEAL Journal, 5 (1), 1-18. https://doi.org/10.14288/bctj.v5i1.340
Global Storybooks: From Arabic to Zulu, freely available digital tales in 50+ language. The Conversation. https://theconversation.com/global-storybooks-from-arabic-to-zulu-freely-available-digital-tales-in-50-languages-127480.
Global Storybooks for multilingual UK Classrooms. EAL Journal, p. 21-25. https://storybookscanada.ca/files/norton_2020_ealjournal.pdf
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.
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.
Systemic functional linguistics. In C. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics (pp. 1029–1037). New York: Wiley.
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
Imagined communities, identity, and English language learning in a multilingual world. In: Gao X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham.
Promoting early literacy and student investment in the African Storybook. Journal of Language, Identity, and Education, 18(6), 400-411.
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.
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
Talking “smart”: Academic language and indexical competence in peer interactions in an elementary classroom. Linguistics and Education, 55.
maqlaqsyalank hemyeega: Goals and expectations of Klamath-Modoc revitalization. Language Documentation & Conservation 13: 155-196. http://hdl.handle.net/10125/24851
Inclusion for sexual and gender diversity: A professional competency for educators and teacher educators. Education Canada, 59(3), 42-44.
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
The emergence of early childhood education outdoor programs in British Columbia: A meandering story. Children’s Geographies. DOI: 10.1080/14733285.2019.1590527
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.
Case study research. In C. Chapelle (Ed.), Concise encyclopedia of applied linguistics. Wiley.
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.
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.
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.
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.
Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom. TESL Canada Journal, 36(1), 134–146.
Institutional Roles and Identity Construction of Applied Linguistics Faculty Involved in Interdisciplinary Collaborations for Multilingual Student Success. TESL Canada Journal, 36(1), 71–96.
On reconceptualizing linguistic and cultural boundaries in Canadian universities. TESL Canada Journal, 36(1), vi–xxi.
Challenging Deficit Constructions of the International Student Category in Canadian Higher Education. TESL Canada Journal, 36(1), 48–70.
Inequities in Black et Blanc: Textual Constructions of the French Immersion Student [Thesis, University of Toronto]. TSpace. https://tspace.library.utoronto.ca/handle/1807/98071
Health Theatre: Embodied research. In P. Leavy (Ed.) Oxford Handbook on Methods for Public Scholarship. Oxford University Press. (pp. 335-357).
The state of French second language education in Canada 2019 (Focus on programs). Ottawa, Canadian Parents for French.
Young people, digital mediation, and transformative agency, special issue (Part 2). Mind, Culture, and Activity. https://doi.org/10.1080/10749039.2019.1690000
Young people, digital mediation, and transformative agency, special issue (Part 1). Mind, Culture and Activity. https://doi.org/10.1080/10749039.2019.1652653
The SAGE handbook of developmental psychology and early childhood education. SAGE Publishing.
Spring. In B. White, P. Sameshima, & A. Sinner (Eds.), MA: Materiality in teaching and learning. (pp. 221-232). Peter Lang.
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/
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.
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
English in Japan. In P. Heinrich & Ohara, Y. (Eds.), The Routledge handbook of Japanese sociolinguistics (pp. 110-126). Abingdon, UK: Routledge.
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.
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.
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.
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.
Resource diversity in Asian immigrants and refugees: Implications for language arts instruction. Language Arts, 96(6), 370-383.
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.
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
Interview: On integrating content and academic English language instruction in a disciplinary program. Revista Organon, 34(66), DOI: https://doi.org/10.22456/2238-8915.96973
Using mixed methods research with young children and their families in culturally, linguistically and socially diverse communities. In N. Kucirkova, J. Rowsell, & G. Falloon (Eds.) The Routledge international handbook of playing and learning with technology in early childhood. (pp. 280-293). London: Routledge.
Collaborative writing, academic socialization, and the negotiation of identity. In P. Habibie & K. Hyland (eds.). Novice writers and scholarly publication: Authors, mentors, gatekeepers (pp.177-194). Switzerland: Palgrave Macmillan.
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).
Qualitative approaches to classroom research on English medium instruction. In X. Gao, C. Davison & C. Leung (Eds.). Springer handbook of English language teaching (2nd ed.). New York: Springer. doi:10.1007/978-3-319-58542-0_51-1
Disciplinary registers in a first- year program: A view from the context of curriculum. Language, Context and Text, 1 (1), 148-193.
Thawing Out: Therapy Through Theatre with Canadian Military Veterans. The Arts in Psychotherapy, 62, 45-51
Exploring issues in language and content instruction. In G. Barkhuizen (Ed.). Qualitative research topics in language teacher education, pp. 186-191. New York, NY: Routledge.
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.
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.
Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. Modern Language Journal, 103 (Supplement 2019), 6-22.
Research-based theatre as educational research innovation. In M. Peters & R. Heraud (Eds.) Encyclopedia of Educational Innovation. Singapore: Springer. (pp. 1-7).
Can’t find what you’re looking for? See older publications here.