Faculty Publications

Browse recent publications from 2016-2019.
Show all
Downes, P., Nairz‐Wirth, E., & Anderson, J. (2018) Reconceptualising system transitions in education for marginalised and vulnerable groups. European Journal of Education, 53 (4), 441-446.
Downes, P., Anderson, J., & Nairz‐Wirth, E. (2018) Conclusion: Developing conceptual understandings of transitions and policy implications. European Journal of Education, 53 (4), 541-556.
Downes, P., Nairz-Wirth, E., & Anderson, J. (2018) European Journal of Education: Special themed issue on Transitions in Education. https://onlinelibrary.wiley.com/toc/14653435/2018/53/4
Anderson, A. & Anderson, J. (2018). Math-in-context: A study of the types of math preschoolers ‘do’ at home. In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, & C. Benz (Eds.). Contemporary research and perspectives on early childhood mathematics education (pp. 183-202), Cham, Switzerland: Springer International Publishing.
Anderson, A. & Anderson, J. (2018) Instruction and construction of mathematics at home: An exploratory study. In C. Benz, H. Gasteiger, A. Steinweg, P. Schoner, H. Vollmuth, & J. Zollner (Eds.) Mathematics Education in the Early Years-Results from the POEM3 Conference, 2016 (pp. 281-298). Cham, Switzerland: Springer International Publishing.
Anderson, J., & Anderson, A. (2018). “No peeing on the sidewalk!”: Family literacy in culturally, linguistically, and socially diverse communities. Journal of Family Diversity in Education, 3(1), 77-91.
Anderson, J., McTavish, M. & Kim. J. (2017) Lessons from parents, and with parents in early literacy learning for migrant and refugee students. Newark, DEL International Literacy Association. http://literacyworldwide.org/pcr
Anderson, J., Anderson, A., Friedrich, N., & Teichert, L. (2017). “You guys should offer the program more often!”: Some perspectives from working alongside immigrant and refugee families in a bilingual family literacy program. In C. McLachlan, & A. Arrow (Eds.), Literacy in the early years: Reflections on international research and practice (pp. 63–78). New York: Springer.
Anderson, J., Anderson, A., & Rajagopal, H. (2017). Promoting first language development and maintenance and capitalizing on “funds of knowledge” in family literacy programmes. In N. Kucirkova, C. Snow, V. Grover, & C. McBride-Chang (Eds.), The Routledge international handbook of early literacy education (pp. 351–361). New York: Routledge.
Anderson, J. (2017). Family literacy programs in immigrant and refugee communities: Some observations from the field. Journal of Language and Literacy Education. Available at: http://jolle.coe.uga.edu/wp-content/uploads/2017/03/Anderson-1.pdf
Anderson, J., Anderson, A., & Sadiq, A. (2017). Family literacy programmes and young children's language and literacy development: Paying attention to families' home language. Early Child Development and Care, 187 (3–4), 644–654.
Anderson, J., Horton, L., Kendrick, M., & McTavish, M. (2017). Children's funds of knowledge in a rural northern Canadian community: A telling case. Language and Literacy, 19 (2), 20-32.
Anderson, J., McTavish, M. & Kim. J. (2017). Early Literacy Learning for Immigrant and Refugee Children: Parents' Critical Roles. Thought Leadership Paper, Literacy Research Panel, International Literacy Association, Newark, DEL. https://literacyworldwide.org/docs/default-source/where-we-stand/ila-early-literacy-learning-immigrant-refugee-children.pdf
Anderson, J., & Anderson, A. (2017). Immigrant and refugee families and family literacy programs: Perspectives, insights and challenges. In B Culligan and G. Mehigan (Eds.), Exploring the literacy landscape: Celebrating 40 years of practice (pp. 136-142). Dublin, Ireland: Literacy Association of Ireland.
Anderson, J., Friedrich, N., Morrison, F., & Teichert, L. (2016). “Now he knows that there are two kinds of writing, two kinds of reading”: Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts (pp. 82–102). New York: Routledge.
Anderson, A., Anderson, J., Hare, J., McTavish, M., & Prendergast, T. (2016). Language, and culture in early childhood: Home, school, and community contexts –An introduction. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts ) pp. 118. New York: Routledge.
Stagg Peterson, S., Anderson, J., Budd, K., Kendrick, M., McIntyre, L., McTavish, M., Nteligou, B., & Riehel, D. (2016). Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian kindergartens? Canadian Journal of Education, 39(3), 1–26.
Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2016). Language, learning, and culture in early childhood: Home, school, and community contexts. New York: Routledge.
Asselin, M., & Doiron, R. (2016). Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.
Belliveau, G. & Lea, G. (Eds.) (accepted) Contact!Unload: Research-based Theatre with military veterans. Vancouver, CA: UBC Press. (233 pages)
Bendiksen, S.A., Østern, A., Belliveau, G. (2019). Literacy events in writing play workshops with children aged three to five: A study of agential cuts with the artographic triple dimensions as a lens. International Journal of Education & the Arts, 20(3).
Belliveau, G., Cook, C., MacLean, B., & Lea, G. (2018). Thawing Out: Therapy Through Theatre with Canadian Military Veterans. The Arts in Psychotherapy, Vol. 62. 
Belliveau, G. (2018). Releasing trauma. In P. Tortell, M. Turin & M. Young (Eds.) Memory (pp. 129-139). Vancouver: UBC Press & Peter Wall Institute for Advanced Studies.
Belliveau, G. & Sinclair, C. (2018). Touchstones of practice: Consideration from the theatre workshop floor. In Duffy, P., Hatton, C. & Sallis, R. (Eds.) Drama Research Methods: Provocations of Practice (pp. 3-18). Leiden, Netherlands: Brill/Sense Publishers.
Prendergast, M. & Belliveau, G. (2018). Misperformance ethnography. In M. Cahnmann-Taylor & R. Siegesmund (Eds.) Arts-Based Research in Education: Foundations for Practice. New York: Routledge. (99-114).
Lea, G., Belliveau, G., Westwood. (2018). Staging Therapeutic Enactment with Veterans in Contact!Unload. Qualitative Research in Psychology. https://www.tandfonline.com/doi/full/10.1080/14780887.2018.1442776
Cook, C. & Belliveau, G. (2018). Community Stories and Growth through Research-Based Theatre. Learning Landscapes Journal, 11 (2), 107-124. https://learninglandscapes.ca/index.php/learnland/article/view/950
Belliveau, G. (2018). Performing research: Contemplating what it means to be a man. Artizein: Arts & Teaching Journal, 3(1), 38-45. https://opensiuc.lib.siu.edu/atj/vol3/iss1/7/
Belliveau, G., Shigematsu, T., & Wasserman, J. (2017). Theatre in Canada: What’s next? In P. Tortell (Ed.), Reflections of Canada (pp. 261–266). Peter Wall Institute for Advanced Studies, Vancouver, BC: UBC Press.
Belliveau, G. (2017). Historiography and The Komagata Maru Incident. In H. Davis-Fisch (Ed.), Past Lives: Performing Canada's Histories (pp. 305–310). Toronto: ON: Playwrights Canada Press.
Irwin, R., Belliveau, G., LeBlanc, N., & Ryu, J. Y. (2017). A/r/tography as living inquiry. In P. Leavy (Ed.), Handbook of Arts Based Research (pp. 37–53). New York: Guildford Press.
Boydell, K. & Belliveau, G. (Eds.) (2017). A Critical Inquiry into Art-based Health Research. (eds.) Special issue Journal of Applied Arts and Health, 8(2). 139 pages.
Belliveau, G. (2017). Theatre with veterans: Transition and recovery. Journal of Applied Arts and Health, 8(2), 255-265.
Belliveau, G. & Nichols, J. (2017). Audience responses to Contact!Unload: A research-based play about returning military veterans. Journal Cogent: Arts & Humanities, 4, 1-12. (http://www.tandfonline.com/doi/pdf/10.1080/23311983.2017.1351704?needAccess=true)
Belliveau, G. (2016). Performing Contact!Unload: Insider perspectives. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling (pp. 45–52). Vancouver: Faculty of Education, UBC.
Belliveau, G., & Irwin, R. (2016). Performing autobiography. In G. Belliveau, & G. Lea (Eds.), Research-based theatre: An artistic methodology (pp. 175–188). Bristol, UK: Intellect Books.
Belliveau, G., & Westwood, M. (Eds.) (2016). Soldiers performing self in Contact!Unload: Innovations in theatre and counseling. Vancouver: Faculty of Education, UBC. (215 pages)
Belliveau, G., & Lea, G. (Eds.) (2016). Research-based theatre: An artistic methodology. Bristol, UK: Intellect Books. (204 pages)
Gibson, R., Belliveau, G., Burnard, P., Seidel, S., Valdez, J., & Wales, P. (2016). AEMEA: In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 227–248). New York: Routledge.
Boydell, K., Hodgins, M., Gladsone, B., Stasiulis, E., Belliveau, G., Kontos, P., Parsons, J. (2016). Arts-based health research and academic legitimacy: Transcending hegemonic conventions. Qualitative Research Journal, 16(3), 1–20.
Belliveau, G., & Prendergast, M. (2016). Perspectives on drama and performance education in Canadian classrooms. In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 264–275). New York: Routledge.
Xu, Y., & Belliveau, G. (2016). 海外戏剧教育理念方法在中国戏曲传承传播中的应用—以汤显祖、莎士比亚剧作为研究中心 [Ideas and methods of overseas drama education applied in inheritance and dissemination of Chinese opera – with Shakespeare and Tang Xianzu as the Research Centre]. Grand Stage, 339(8), 54–60. Available at: http://dwut.chinajournal.net.cn/WKB/WebPublication/paperDigest.aspx?paperID=c99cde7a-080e-48ff-9414-e052d439d144
Lea, G., & Belliveau, G. (2016). Situating the field. In Belliveau, G. & Lea, G. (Eds.), Research-based theatre: An artistic methodology (pp. 1-12). Bristol, UK: Intellect Books.
Bournot-Trites, M. (2017). Design-based research methodology for establishing the common theoretical framework and the CLB/NCLC scales. In Monika Jezak (Ed.), Language is the key. The Canadian Language Benchmarks model (pp. 31-53). Ottawa: University of Ottawa Press.
Rail, G., Bryson, M., Gahagan, J., & Ristock, J. (2016). Projecte Cancer’s Margins: Minories sexuals, assistencia oncologica, informacio, subjectivitats. In A. Parroche-Escudero, G. Coll Planas & C. Riba (Eds.), Cicatrius (In)visibles: Cancer de pit and perpectives feministas) (45–61. Vic: Eumo Editorial, Universitat de Vic.
Taylor, E., & Bryson, M. (2016). Cancer’s Margins: Trans* and gender nonconforming people’s access to knowledge, experiences of cancer health, and decision-making. LGBT Health, 3(1), 79–89.
Lapkin, S., & Carr, W. (Eds.) (2018). The state of French second language education in Canada 2018 (Focus on teachers). Ottawa, Canadian Parents for French.
Carr, W., Kutcher, S., Wei, Y., & Heffernan, A. (2017). Preparing for the classroom: Mental health knowledge improvement, stigma reduction, and enhanced help-seeking efficacy in Canadian preservice teacher education. Canadian Journal of School Psychology. doi.org/10.1177/0829573516688596
Carr, W. (2016). Afterword. In M. Filipenko, & J. Naslund (Eds.), Problem-based learning in teacher education (pp. 223–227). New York: Springer.
Cervatiuc, A. (2019) Successful Design and Management of Asynchronous Discussion Forums in Online Higher Education. In S. Keengwe & K. Kungu (Eds.), Handbook of Research on Cross-Cultural Online Learning in Higher Education. Hershey PA: IGI Global. DOI: 10.4018/978-1-5225-8286-1
Cervatiuc, A. (2018). Analyzing and understanding interlanguage. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. doi: 10.1002/9781118784235.eelt0638
Cervatiuc, A. (2017). Incidental learning of vocabulary. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
Corella, M. & Choi, J.Y. (2018). “He needs help”: Marking and marginalizing English learners through peer interactions. In T. Rishel & P. Chamness Miller (Eds.), Stress and Coping of English Learners. Charlotte, NC: Information Age Publishing.
Ferrada, J.S., Bucholtz, M. & Corella, M. (forthcoming,). “Respeta mi idioma”: Latinx youth enacting affective agency. Journal of Language, Identity & Education.
Corella, M. (2018). "I Feel Like Really Racist for Laughing": White Laughter and White Public Space in a Multiracial Classroom. In M. Bucholtz, D.I. Casillas, & J.S. Lee (Eds.), Feeling It: Language, Race, and Affect in Latina/o Youth Learning. New York: Routledge. https://www.routledge.com/Feeling-It-Language-Race-and-Affect-in-Latinx-Youth-Learning/Bucholtz-Casillas-Lee/p/book/9781138296800
Lee, J.S., & Corella, M. (2017). Immigrant parents’ language brokering practices: A taxonomy of interlingual and intralingual brokering strategies. In R. S. Weisskirch (Ed.), Language brokering in immigrant families: Theories and contexts (pp. 247–269). New York, NY: Routledge.
Duff, P. (2019). Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. Modern Language Journal, 103 (Supplement 2019), 6-22.
Duff, P., & Byrnes, H. (2019). SLA across (disciplinary) borders: Introduction. Modern Language Journal, 103 (Supplement 2019), 3-5.
Duff, P., & Doherty, L. (2019). Learning "Chinese" as heritage language: Challenges, issues, and ways forward. In C-R. Huang, Z. Jing- Schmidt, & B. Meisterernst (Eds.), Routledge handbook of Chinese applied linguistics. New York: Routledge. 
Duff, P. (2019). Multilingual participation in second/foreign language classrooms: Agency, identity, and language functions. In M. Haneda & H. Nassaji (Eds.), Festschrift for Merrill Swain. Multilingual Matters.
Li, D., & Duff, P. (2018). Learning Chinese as a heritage language in postsecondary contexts. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 318-335). New York: Routledge.
Duff, P. (2018). Case study research in applied linguistics. In L. Litosseliti (Ed.), Research methods in linguistics (2nd ed.). (pp. 305-330). London: Bloomsbury.
Byrnes, H., & Duff, P. (Eds.) (2019). SLA Across Disciplinary Borders: New Perspectives, Critical Questions,and Research Possibilities. Modern Language Journal, 103(S1), 3-22. https://onlinelibrary.wiley.com/toc/15404781/2019/103/S1
Duff, P., & Surtees, V. (2018). Learning through social interaction. In A. Burns & J. Richards (Eds.), Cambridge guide to learning a second language (pp. 101-109). Cambridge UK: Cambridge University Press.
Duff, P., & Doherty, L. (2018). Chinese second language socialization. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 82-99). New York: Routledge.
Fang, S., & Duff, P. (2018). Constructing identities and negotiating ideologies with Chinese popular culture in adult Mandarin learning. Global Chinese, 4(1), 37-61.
Duff, P., & Becker-Zayas, A. (2017). Demographics and heritage languages in Canada: Policies, patterns, and prospects. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 57-67). New York, NY: Routledge.
Duff, P. (2017). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170-175). London: UK: Routledge.
Duff, P., Liu, Y., & Li, D. (2017). Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 409-422). New York: Routledge.
Duff, P. (2017). Social dimensions and differences in instructed SLA [second language acquisition]. In S. Loewen & M. Sato (Eds.). The Routledge handbook of instructed second language acquisition. New York: Routledge.
Duff, P. (2017). Language socialization, higher education, and work. In P. Duff & S. May (Eds.), Language socialization. Encyclopedia of language and education. (3rd ed.) (pp. 255-272). Cham, Switzerland: Springer International.
Duff, P., & May, S. (Eds.). (2017). Language socialization. Encyclopedia of language and education (3rd ed.). New York: Springer. (Introduction + 30 chapters, including newly solicited ones)
Duff, P. (2017). Commentary: Motivation for learning languages other than English in an English-dominant world. Modern Language Journal, 101(3), 597–607.
Duff, P. & Anderson, T. (2016). Case study research. In J.D. Brown & C. Coombs (Eds.), Cambridge guide to language research (pp. 112–118). Cambridge: Cambridge University Press.
Duff, P., & Abdi, K. (2016). Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge.
Douglas Fir Group (of which Duff, P. and Norton, B. are members/co-authors). (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100-S, 19–47.
Duff, P. (2016). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170–175). London, UK: Routledge.
Early, M., & Kendrick, M. (2017). 21st century literacies: Multiliteracies reconsidered. In R. Zaidi, & J. Rowsell (Eds.). Literacy lives in transcultural times (pp. 43-57). London, UK: Routledge.
Early, M., Dagenais, D., & Carr, W. (2017). Second language education in Canada. In N. Van Deusen-Scholl, & S. May (Eds.) Encyclopedia of language and education: Vol.4, Second and foreign language education (3rd ed., pp. 313–326). Springer Science.
Galla, C.K. & Wilson, W.H. (2019). Early and emergent literacy practices as a foundation to Hawaiian language medium education. In Sherris, A. & Peyton, J.K. (Eds.), Teaching Writing to Children in Indigenous Languages: Instructional practices from global contexts (pp. 25-43). NY/London: Routledge
Galla, CK. & Goodwill, A. (2017). Talking story with vital voices: Making knowledge with Indigenous language. Journal of Indigenous Wellbeing, 2(3), 67-75. https://journalindigenouswellbeing.com/media/2017/12/88.89.Talking-story-with-vital-voices-Making-knowledge-with-indigenous-language.pdf
Galla, C.K. (2017). Materials development for Indigenous language revitalization: Pedagogy, praxis and possibilities, In McKinley, E. & Smith, L.T. (Eds.), Handbook of Indigenous Education (pp. 1-19). Singapore: Springer. https://link.springer.com/referenceworkentry/10.1007/978-981-10-1839-8_12-1
Wyman, L., Galla, C.K., & Jimenez-Quispe, L. (2016). Indigenous youth language resources, educational sovereignty, and praxis: Connecting a new body of language planning research to the work of Richard Ruiz. In N. Hornberger (Ed.), Honoring Richard Ruiz and his work on language planning and bilingual education (pp. 395–429). Bristol: Multilingual Matters.
Galla, C.K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137
Gladwin, D. (forthcoming 2019). "Introducing Le Menu: Consuming Modernist Food Studies" In Gastro-Modernism: Food, Literature, Culture, edited by D. Gladwin. Clemson and Liverpool: Clemson University Press and Liverpool University Press.
Gladwin, D. (forthcoming 2019). “Ecological and Social Awareness in Place-Based Stories.” Canadian Journal of Irish Studies 41.1.
Gladwin, D., ed. (forthcoming 2019). Gastro-Modernism: Food, Literature, Culture. Clemson and Liverpool: Clemson University Press and Liverpool University Press.
Gladwin, D. (2017). “Ecocriticism.” Oxford Bibliographies in Literary and Critical Theory. Ed. Eugene O’Brien. New York: Oxford University Press.
Gladwin, D. and O’Connor, M. (2017). “Environmental Humanities and Irish Studies.” Irish Environmental Humanities. Spec. issue of Canadian Journal of Irish Studies 40: 39-49.
Gladwin, D. and Cusick, C., eds. (2016). Unfolding Irish Landscapes: Tim Robinson, Culture, and Environment. Foreword by Robert Macfarlane. Manchester: Manchester University Press.
Gladwin, D. (2016). Contentious Terrains: Boglands, Ireland, Postcolonial Gothic. Foreword by Claire Connolly. Cork, IRL: Cork University Press.
Gladwin, D. and Cusick, C. (2016). “Ireland’s ‘ABC of Earth Wonders’.” In Unfolding Irish Landscapes: Tim Robinson, Culture, and Environment, edited by D. Gladwin and C. Cusick, 1-18. Manchester: Manchester University Press.
Gladwin, D. (2016). “Documentary Map-making and Film-making in Pat Collins’s Tim Robinson: Connemara.” In Unfolding Irish Landscapes: Tim Robinson, Culture and Environment, edited by D. Gladwin and C. Cusick, 73-86. Manchester: Manchester University Press.
Gladwin, D. (2016). “Ecocritical and Geocritical Conjunctions in North Atlantic Environmental Multimedia and Place-Based Poetry.” In Ecocriticism and Geocriticism: Overlapping Territories in Environmental and Spatial Literary Studies, edited by R. T. Tally Jr. and C. Battista, 37-54. New York: Palgrave Macmillan.
Gunderson, L., & D’Silva, R. (2016). Disaggregating secondary-level Chinese immigrants’ academic, English, and school success. In W. Ma, & G. Li, (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores (pp. 88–102). New York, NY: Routledge.
Hare, J., Darvin, R., Doherty, L., Early, M., Filipenko, M., Norton, B., & Stranger-Johannessen, E. (2017). Digital storytelling and reconciliation. In P. Tortell, M. Young, & P. Nemetz (Eds.), Reflections of Canada 150 (pp. 200-205). Vancouver, Canada: Peter Wall Institute for Advanced Studies.
Archibald, J. & Hare, J. (2018). Thunderbird rising: Indigenizing education in Canada. In Royal Commission on Aboriginal Peoples 20th Year Anniversary: Sharing the Land, Sharing the Future National Forum. Winnipeg: University of Manitoba Press. (Invited Submission)
Archibald, J., & Hare, J. (Eds.) (2017). Knowing, sharing, doing: Celebrating successes in K-12 Aboriginal education in British Columbia. Vancouver, BC: British Columbia Principals and Vice Principals Association.
Hare, J. (2016). “All of our responsibility”: Instructor experiences with required Indigenous education courses. Canadian Journal of Native Education, 38(1), 101-120.
Hare, J., & *Davidson, S. F. (2016). Learning from Indigenous knowledge in education. In D. Long & O. P. Dickason, (Eds.), Visions of the heart: Canadian Aboriginal issues, 4th Edition (pp. 241-262). Oxford, UK: Oxford University Press.
Hare, J. (2016). Indigenous pedagogies in early learning: linking community knowledge to school based settings. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school and community contexts, pp. 197-213. New York: Routledge.
Henry, A. (2017). Culturally relevant pedagogies: Possibilities and challenges for African Canadian Children [Special issue: Twenty-year retrospective of culturally relevant pedagogy, G. Ladson-Billings, & A. Dixon (Eds.)]. Teachers College Record, 119(1), 1-27.
Henry, A. (2016). An experiment that worked: Lesson from an inner-city school in Chicago. Caribbean Journal of Education, 38(1), xiv-xxix.
James, K. and Leggo, C. (2017). Poetry from the matrix of Mother Earth and Mother Board. Axon: Creative Explorations, (7) 2. http://www.axonjournal.com.au/issue-13/poetry-matrix-mother-nature-and-mother-board
Sameshima, P., Fidyk, A., James, K. & Leggo, C. (2017) Poetic Inquiry: Enchantment of Place. Delaware: Vernon Press. https://vernonpress.com/book/134
James, K. (2017). Antics of a cultural recycler: Visualizing data poetry. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflections and renewal: Poetry as research (pp. 244–259). Lunenburg, NS: MacIntyre Purcell Publishing.
Peña, E., & James, K. (2016). A glitch pedagogy: Exquisite error and the appeal of the accidental. Journal of the Canadian Association for Curriculum Studies, (14)1, 108–127.
James, K. (2016). Brave new network: The gambit of living automated lives. In j. jagodzinski (Ed.), The precarious future of education: Education, psychoanalysis, and social transformation (pp. 195–223). Toronto & New York: Palgrave.
Jenson, J., & Castell, S. de. (2018). “The Entrepreneurial Gamer”: Regendering the Order of Play. Games and Culture, 13(7), 728–746. https://doi.org/10.1177/1555412018755913
Jenson, J., & Droumeva, M. (2017). Revisiting the media generation: Youth media use and computational literacy instruction. E-Learning and Digital Media, 14(4), 212–225. https://doi.org/10.1177/2042753017731357
Becker-Zayas, A., Kendrick, M., & Namazzi, E. (2018). Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances. Applied Linguistics Review, 9(2-3), 365-390.
Kendrick, M., Early, M., & Chemjor, W. (2018). Designing Multimodal Texts in a Girls’ Afterschool Journalism Club in Rural Kenya. Language and Education. [available online]
Johnson, L., & Kendrick, M. (2017). “Impossible is nothing”: Expressing difficult knowledge through digital storytelling. Journal of Adolescent and Adult Literacy, 60(6), 667–675.
Kendrick, M., & Namazzi, E. (2017). Family language practices as emergent policies in child-headed households in rural Uganda. In J. Macalister, & S.H. Mirvahedi (Eds.), Family language policies in a multilingual world: Opportunities, challenges, and consequences (pp. 56–73). London, UK: Routledge.
Kendrick, M. (2017). Cross-cultural research. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (pp. 178-181). Thousand Oaks, CA: Sage.
Kendrick, M. (2016). Literacy and multimodality across global sites. London, UK: Routledge.
Collier, D. R. & Kendrick, M. (2016). I wish I was a lion a puppy: A multimodal view of writing process assessment. Pedagogies: An International Journal. doi: 10.1080/1554480X.2016.1169187
Kubota, R. (2019) A critical examination of common beliefs about language teaching: From research insights to professional engagement. In F. Fang & H. P. Widodo (Eds.), Critical perspectives on global Englishes in Asia: Language policy, curriculum, pedagogy and assessment (pp. 10–26). Bristol, UK: Multilingual Matters.
Kubota, R. (2019) English in Japan. In P. Heinrich & Ohara, Y. (Eds.), The Routledge handbook of Japanese sociolinguistics (pp. 110-126). Abingdon, UK: Routledge.
Kubota, R. (2019) Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics. doi:10.1093/applin/amz033
Kubota, R. (2018). Racial, ethnic, and cultural stereotypes in Teaching English. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.
Kubota, R. (2018). Critical Approaches to Second Language Writing. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.
Kubota, R. (2018). Possibilities for nonattachment: Investigating the affective dimension of imposition. In M. S. Wong & A. Mahboob (Eds.), Spirituality and English language teaching: Religious explorations of teacher identity, pedagogy and context (pp. 63-71). Bristol, UK: Multilingual Matters.
Kubota, R. (2018). Rethinking “communication” in communicative language teaching. In Y. N. Leung, J. Katchen, S. Y. Hwang & Y. Chen (Eds.), Reconceptualizing English language teaching and learning in the 21st century: A special monograph in memory of Professor Kai-Chong Cheung (pp. 482-497). Taipei, Taiwan: Crane Publishing Company.
Kubota, R. (2018). Unpacking research/practice gaps and complicities in WE and SLA research. World Englishes, 37, 93-105.
Kubota, R. (2018). Eigo kyōiku gensō [Misconceptions of English language teaching and learning]. Tokyo: Chikuma Shinsho.
Kubota, R. (2017). Myths of English and transnational Japanese workers’ experiences: Toward border-crossing communication. BCSIG (JALT Business Communications Special Interest Group) News #3, p. 5-7.
Kubota, R. (2017). Globlization and language education in Japan. In N. Van Deusen-Scholl & S. May (Eds.), Second and foreign language education, Encyclopedia of language and education (Volume 4) (pp. 287-299). Cham, Switzerland: Springer.
Kubota, R. (2017). Studying up, down, or across?: Selecting who to research. Studying up, down, or across?: Selecting who to research. In McKinley, J., & Rose, H. (Eds.), Doing research in applied linguistics: Realities, dilemmas, and solutions (pp. 17-26). Abingdon, UK: Routledge.
Kubota, R., & Miller, E. (Eds.) (2017). Special issue: Re-examining and re-envisioning criticality in language studies. Critical Inquiry in Language Studies.
Kubota, R., & Miller, E. R. (2017). Re-examining and re-envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14, 129-157.
Kubota, R. (2016). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480.
Kubota, R. (2016). A critical examination of common beliefs about language teaching: From research insights to professional engagement. Epoch making in English language teaching and learning (pp. 348–365). Taipei: English Teachers’ Association-Republic of China (ETA-ROC).
Kubota, R. (2016). Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 210–214). New York: Routledge.
Kubota, R., & Okuda, T. (2016). Confronting language myths, linguicism and racism in English language teaching in Japan. In P. Bunce, V. Rapatahana, R. Phillipson, & T. R. F. Tupas (Eds.), Why English? Confronting the Hydra (pp. 159–176). Bristol, UK: Multilingual Matters.
Kubota, R. (2016). Critical content-based instruction in the foreign language classroom: Critical issues for implementation. L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York: Routledge.
Kubota, R. (2016). The social imaginary of study abroad: Complexities and contradictions. Language Teaching Journal, 44, 347–357.
Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494.
Gunderson, L. & D’Silva, R. (2018). “A school that ROARS” pp. 32-51. Schools of Promise for Multilingual Students.
Leggo, Carl (2018) "Holding Fast to H: Ruminations on the ARTS preconference," Artizein: Arts and Teaching Journal, 3(1) , Article 5. https://opensiuc.lib.siu.edu/atj/vol3/iss1/5
Leggo, C. (2017). The vocation of poetry: Writing a lively love of the world. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflection and renewal (pp. 276–297). Lunenburg, NS: MacIntyre Purcell Publishing.
Walmsley, H., Cox, S. M., & Leggo, C. (2017). “It’s a trash”: Poetic responses to the experiences of a Mexican egg donor. Art/Research International: A Transdisciplinary Journal, 2(1), 58–88.
Hasebe-Ludt, E., & Leggo, C. (2016). Provoking a curricular métissage of polyphonic textualities. Journal of the Canadian Association for Curriculum Studies, 14(1), 1–5.
Leggo, C. (2016, July 21). Al Pittman: Savory on the Tongue. [Blog post for Brick Books’ Celebration of Canadian Poetry, week 82]. Available at: http://www.brickbooks.ca/week-82-al-pittman-presented-by-carl-leggo/
McKerracher, A., Sinner, A. Hasebe-Ludt, E., Leggo, C., Rak, S., Ahn, C., & Boschee, J. (2016). When is the teacher? Reflections on life writing, social fiction, and film. Journal of the Canadian Association for Curriculum Studies, 14(1), 92–107.
Wiebe, S., Guiney Yallop, J., Fels, L., Snowber, C., Richardson, P., Honein, N., Faulkner, S., Dark, K., & Leggo, C. (2016). Poetic inquiry of and on play [Special capsule issue on children’s play]. Canadian Journal of Education, 39(3), 1–26.
McLarnon, M., Richardson, P., Wiebe, S., Balsawer, V., Binder, M., Browning, K., Conrad, D., Fels, L., Gouzouasis, P., Human, A., Kim, E. A., Leggo, C., Lemieux, A., Mantas, K., Meyer, K., Morelli, S., Nellis, R., & Vaudrin-Charette, J. (2016). The school bus symposium: A poetic journey of co-created conference space. Art/Research International: A Transdisciplinary Journal, 1(1), 141–173.
Leggo, C. (2016). A poem can: Poetic encounters. LEARNing Landscapes, 9(2), 351–365.
Norman, R., & Leggo, C. (2016). Hearing echoes. Toronto: Inanna Publications.
Leggo, C. (2016). Remembering. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling psychology (pp. 141–144). Vancouver, BC: University of British Columbia.
Leggo, C. (2016). Lingering with words: Developing creative writing and living creatively. In R. Kelly (Ed.), Creative development: Transforming education through design thinking, innovation, and invention (pp. 127–132). Edmonton, AB: Brush Education.
Leggo, C. (2016). Tuesdays with Mr. Burns. In A. Cole (Ed.), Professorial paws: Dogs in scholars’ lives and work (pp. 299-321). Halifax: Backalong Books.
Leggo, C. (2016). The unpredictability of bliss: A grandfather’s poetic riffs. In K. T.Galvin & M. Prendergast (Eds.), Poetic inquiry II: Seeing, caring, understanding: Using poetry as and for inquiry (pp. 51–70). Rotterdam, NL: Sense Publishers.
Leggo, C. (2016). The curriculum of wonder: Poetry as play, prophecy, & pedagogy. In N. Ng-a-Fook, A. Ibrahim, & G. Reis (Eds.), Provoking curriculum studies: Strong poetry and arts of the possible in education (pp. 5–28). New York: Routledge.
Gouzouasis, P., & Leggo, C. (2016). Performative research in music and poetry: An intercultural pedagogy of listening. In P. Burnard, E. Mackinlay, & K. Powell (Eds.), The Routledge international handbook of intercultural arts research (pp. 454–466). New York: Routledge.
Li, G., & Sun, Z. (in press) Asian immigrant family school relationships and literacy learning. In S. Sheldon et al., (Eds.), Handbook of Family, School, Community Partnerships in Education.
Fincham, N., & Li, G. (in press) Metacognitive knowledge and EFL Learning in web-based distance learning context: A multiple case study. In S. Keengwe (Ed.), Handbook of research on cross-cultural online learning in higher education. Hershey, PA: IGI Global.
Li, G., Bian, Y., & Martinez, J. M. (in press) Learning to teach English Language Learners as “a side note”: TESOL pre-service teachers’ perspectives of their professional preparation. In S. Keengwe and Grace Onchwari (Eds.), Handbook of research on assessment practices and pedagogical models for immigrant students. Hershey, PA: IGI Global.
Li, G., & Sah, P. (in press). Immigrant language policies and programs in an era of Change: Promises, contradictions, and possibilities. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge.
Li, G., & Sah, P. (in press). Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. In S. Steinberg et al., (Eds.), Handbook of critical pedagogy. New York: SAGE.
Li, G., Sun, Z., & Li, H. Y. (in press). Metalinguistic transfer: Exploring cross-language facilitation of literacy skills among Chinese-English bilingual children. In L. Moll (Ed.), Oxford Research Encyclopedia of Education (OREE), Oxford: Oxford University Press.
Yin, X., & Li, G. (2019). 锡箔家庭语言态度的代际差异研究【 Family language attitudes of the Sibe (Xibo) ethnic group in Xinjiang, Northwestern of China】, 语言战略研究 (Chinese Journal of Language Policy and Planning), 4(2),31-41.
Li, G. (2019). Resource diversity in Asian immigrants and refugees: Implications for language arts instruction. Language Arts, 96(6), 370-383.
Li, G. (2019). Languages, identities, power and cross-cultural pedagogies in transnational literacy education (In Y. Sun’s series, Foreign Language Teacher Education and Development-Selected Works of Renowned TESOL Experts). Shanghai, China: Shanghai Foreign Language Education Press.
Gibb, B., & Li, G. (2018). From words to thematic text analysis: Collocation activities as academic vocabulary building strategies in the middle school ELA classroom. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds.), Approaches to teaching the content areas to English language learners in secondary schools. New York: Springer.
Li, G., & Sah, P. (in press). Programs, policies, and processes for immigrants’ host language acquisition: An international review. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge.
Li, G., Bian, Y., Martinez-Hinestroza, J., (2018). “I don't have the resources to learn, or… the time to do that”: Teacher educators’ perspectives and practices of preparing pre-service teachers for English language learners. In A. E. Lopez & E. L. Olan (Eds.), Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change. Greenwich, CT: Information Age Publishing.
Li, G. (2018). Moving toward a diversity plus teacher education: Approaches, challenges, and possibilities in preparing teachers for English language learners. In A. Polly (Ed), Handbook of research on analyzing practices for teacher preparation and licensure. Hershey, PA: IGI Global.
Li, G., & Huh, S. (2018). Implicit curriculum in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (online). Wiley Publications. doi:10.1002/9781118784235.eelt0822
Li, G., & Zhou, W. (2018). Authentic materials in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Gibb, B., & Li, G. (in press). 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.
Li, G. (2018). Foreword. In X. Liu and W. Ma (Eds), Confucianism reconsidered: Insights for American and Chinese education in the 21st century. New York: Routledge.
Li, G. (2018) Foreword. In A. Lazar and P. Schmidt (Eds.,), Schools of promise for multilingual students. NY: Teachers College Press.
Li, G. (2018) Divergent paths, same destiny: A Bourdieusian perspective on refugee families’ transitional experiences with urban schooling. European Journal of Education, 0(0), 1-12.
Deng, L., Zhu, G., Li, G., Rutter, A., & Rivera, H. (2018) Student teachers' emotions, dilemmas, and professional identity formation amid the teaching practicums. The Asia-Pacific Education Researcher, 6(26), 1-13.
Li, G. (2018) From stigma to strength: A case of ESL program transformation in a greater Vancouver high school. BC TEAL Journal, 3(1), 63-76. Retrieved from https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/303
Li, G., & Fincham, N. (2018). Intensive English language programs. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Sun, Z., & Li, G. (2018). Language acquisition in the home. In T. Shakelford and V. Weekes-Shakelford (Eds.), Encyclopedia of Evolutionary Psychological Science (pp. 1-5). New York: Springer. DOI: https://doi.org/10.1007/978-3-319-16999-6
Sah, P., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 1-15.
Li, G., Jee, Y., & Sun, Z. (2018). Technology as an educational equalizer for EFL learning in rural China? Evidence from the impact of technology-assisted practices on teacher-student interaction in primary classrooms. Language and Literacy, 20(3), 159-184.
Li, G., Hinojosa, D., & Wexler, L. (2018). Beliefs and perceptions about their preparation to teach English language learners: Voices of mainstream pre-service teachers. International Journal of TESOL and Learning, 7(1&2),1-21.
Li, G., Anderson, J., Carr, W., & Hare, J. (2018). Supporting teachers with diversity-plus competencies for working with culturally, linguistically, and racially diverse students, families and communities [Special issue]. Journal of Family Diversity Education, 3(1), 1-91.
Li, G., & Ma, W. (2017). Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities. New York: Routledge. https://www.routledge.com/Educating-ChineseHeritage-Students-in-the-GlobalLocal-Nexus-Identities/Li-Ma/p/book/9781138227859
Ma, W., & Li, G. (2017). Introduction: Understanding Chinese-heritage learners’ lived educational experiences in the global-local nexus: languages, cultures, and identities. In G. Li and W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities. New York: Routledge.
Li, G., & Ma, W. (2017). Chinese-heritage learners de/re-territorializing transnational social field: Identities, conflicts, and possibilities. In G. Li and W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities. New York: Routledge.
Li, G. (2017). Reading “the word” and “the world”: Promoting learner agency through an engagement model of literacy instruction. English Language Learning [英语学习(教师版)], 2, 24-34.
Li, G., Hinojosa, D., Wexler, L., Martinez-Hinestroza, J., & Bian, Y. (2017). Using multimodal modules to address pre-service teachers’ knowledge gap in learning to teach English language learners. The Tapestry Journal, 8(1), Available at: http://stars.library.ucf.edu/tapestry/vol8/iss1/2
Li, G. (2017). Immigrant children’s play can clash with mainstream culture. The Conversation (https://theconversation.com/ca/education)
Li, G. (2017). International Chinese teachers training: Challenges and future developments. In J. Wu et al., (Ed.), Proceedings of International Symposium on Cultivating Chinese Talents in Southeast Asia under the One Belt One Road Initiative (pp. 88-96). Guangzhou, China.
Li, G. (2017). Preparing culturally and linguistically competent teachers for EIL education. TESOL Journal, 8(2), 250-276.
Zhou, W., & Li, G. (2017). The effects of shared singing instruction on Chinese immersion kindergarteners’ spoken vocabulary recall and retention. Frontier of Education in China, 12(1), 29-51.
Li, G. (2017). From absence to affordances: Integrating “old” and new” literacies in school-based instruction for English learners. Journal of Adolescent & Adult Literacy, 61(3), 241-246.
Li, G., & Sun, Z. (2017). 加拿大华人家庭语言政策类型及成因 (Chinese immigrants’ family language policies in Canada), 语言战略研究 (Chinese Journal of Language Policy and Planning),2(2), 46-56.
Yin, X., & Li, G. (2017). 国外家庭语言规划研究综述:2000-2016 (An overview of international research on family language policy:2000-2016). 语言战略研究 (Chinese Journal of Language Policy and Planning), 2(2), 58-68.
Li, G. (2016). Learning to become an online instructor of teacher education: From a technicist paradigm to a culturally reflective approach. International HETL Review, 6. Available at: https://www.hetl.org/learning-to-become-an-online-instructor-of-teacher-education-from-a-technicist-paradigm-to-a-culturally-reflective-approach
Ma, W., & Li, G. (Eds., 2016). Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Li, G. (2016). Foreword: Dispelling the myths about metacognitive reading strategies instruction. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. ix–xii). New York: Roman & Littlefield Publishers.
Li, G. (2016). Foreword: Who should be concerned about Asian American stereotypes in textbooks, and why? In H. Nicholas & D. Scott (Eds.), Asian/American Curricular Epistemicide: From being excluded to becoming a model minority (pp xi-xiv). Rotterdam: Sense Publishers.
Wen, K., & Li, G. (2016). Chinese students' heritage language learning in the United States: Issues and Challenges. In W. Ma, and G. Li (Eds), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Li, G., & Ma, W. (2016). Introduction: Understanding “difference within differences” in Chinese-heritage students’ educational experiences across school, home and community contexts. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Wen, M., & Li, G. (2016). Conclusion: Looking beyond the stereotypes and moving forward: Cultivating the hearts and minds of Chinese-heritage learners. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Li, G. (2016). Social class, culture and Asian children’s home and school literacy connection: The case for cultural reciprocity in early literacy education. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), The intersection of culture, language and learning in early childhood in the contexts of communities, families and schools (pp. 103–122). New York: Routledge.
Macfadyen, Leah. P. (2017). Overcoming Barriers to Educational Analytics: How Systems Thinking and Pragmatism Can Help. Educational Technology, 57 (1), 31-39.
Anderson, A., Anderson, J., Kim, J., & McTavish, M. (2019). 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. New York: Routledge.
McTavish, M. & Filipenko, M. (2016). Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies. Journal of Digital Learning in Teacher Education, 32 (2). 73-81. DOI:10.1080/21532974.2016.1138914
Harrison, E. & McTavish, M. (2016). “i”Babies: Infants' and toddlers' emergent language and literacy in a digital culture of iDevices. Journal of Early Childhood Literacy. DOI: 10.1177/1468798416653175
McTavish, M. & Lenters, K. (2016). Reconceptualizing “family time” in family literacy programs: Lessons learned from refugee and immigrant families. The intersection of language, learning, and culture in early childhood: Home, school and community contexts. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning, and culture in early childhood: Home, school, and community contexts (pp. 163–179). New York: Routledge.
Darvin, R., & Norton, B. (2019). 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.
Norton, B. & De Costa, P. (2018) Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90-112.
Norton, B. (2018). Identity and language learning: Extending the conversation. 2nd Edition. Beijing Foreign Language Teaching and Research Press. (2019 Chinese Translation)
De Costa, P., & Norton, B. (Eds., 2017). Transdisciplinarity and language teacher identity [Special supplement]. Modern Language Journal, 101(S1).
De Costa, P., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. Modern Language Journal, 101(S1), 3–14.
Stranger-Johannessen, E., & Norton, B. (2017). The African Storybook and language teacher identity in digital times. Modern Language Journal, 101(S1), 45–60.
Norton, B. (2017). Learner investment and language teacher identity. In G. Barkhuizen (Ed.) Reflections on Language Teacher Identity Research (pp. 80–86). New York: Routledge.
Norton, B. (2017). Identity and English language learners across global sites. In L. Wong, & K. Hyland (Eds). Faces of English education: Students, teachers and pedagogy (pp. 13–27). Oxon: Routledge.
Darvin, R., & Norton, B. (2017). Identity, language learning, and critical pedagogies in digital times. In J. Cenoz, D. Gorter, & S. May (Eds.), Encyclopedia of Language and Education: Vol. 6, Language awareness and multilingualism, (3rd ed., pp. 43–54). Springer.
Haghighi, F. M., & Norton, B. (2017). The role of English Language Institutes in Iran. TESOL Quarterly, 51(2), 428–438. doi: 10.1002/tesq.3
Norton, B. (2016). Identity and language learning: Back to the future. TESOL Quarterly, 50(2), 475–479.
Darvin, R., & Norton, B. (2016). Investment and language learning in the 21st century. Langage et Société, 157(3), 19–38.
Norton, B. (2016). Preface. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. xxii-xxiv). New York: Routledge.
Norton, B. (2016). Preface. In L. Jacob & C. Hastings (Eds.) Social justice and English language teaching (pp. vii-viii). Annapolis MD: TESOL Press.
De Costa, P., & Norton, B. (2016). Identity in language learning and teaching: Research agendas for the future. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 586–601). Abingdon: Routledge.
Paré, A. (2018). Thinking rhetorically: A pragmatic approach to texts. In S. Carter & D. Laurs (Eds.). Giving feedback on research writing: A handbook for supervisors and advisors (pp. 224-30). London, UK: Routledge
Paré, A. (2017). The once and future writing centre: A reflection and critique. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 27, 1–8.
Paré, A. (2017). Re-thinking the dissertation and doctoral supervision / Reflexiones sobre la tesis doctoral y su supervision. Journal for the Study of Education and Development / Infancia y Aprendizaje, 40: 407-428.
Rogers, T., Smythe, S., Darvin, R. and Anderson, J. (2018) (Eds) Special Issue: Equity and Digital Literacy: Access, Ethics and Engagements. Language and Literacy, 20, 3. journals.library.ualberta.ca/langandlit/index.php/langandlit/issue/view/1944
Rogers, T. and Hamilton, C. (2018) The best of young adult fiction: Classic and revolutionary reads for 2018. The Conversation. Jan. 4th. theconversation.com/best-of-young-adult-fiction-classic-and-revolutionary-reads-for-2018-88776
Brisson, G. and Rogers, T. (2018). Dis/placed in Canada: A Québécois Graphic Novel in Translation. Bookbird, 56. 4
Rogers, T. and Shafer, R. (2018) Addressing Homelessness in our Schools and Language Arts Classrooms. Research and Policy Column. Language Arts, 96, 2.
Marshall, E., & Rogers, T. (2017). Youth, poetry, and zines: Rewriting the streets as home. Bookbird 55(2), 28–36.
Rogers, T. (2016). Youth arts, media, and critical literacies as forms of public engagement in the local/global interface. Literacy Research: Theory, Method, and Practice, 65(1), 268–282.
Rogers, T., & Winters, K. (2016). Textual play, satire and counter discourses of street youth ‘zining practices. In D. Alvermann (Ed.), Adolescents’ online literacies: connecting classrooms, media, and paradigms (2nd ed). New York: Peter Lang.
Shi, L., Fazel, I. & Kowkabi, N. (2018). Paraphrasing to transform knowledge in advanced graduate student writing. English for Specific Purposes, 51, 31-44. doi:https://doi.org/10.1016/j.esp.2018.03.001
Shi, L. & Dong, Y. (2018). Chinese graduate students paraphrasing in L1 and L2 contexts. Journal of English for Academic Purposes, 34, 46-56. doi: https://doi.org/10.1016/j.jeap.2018.03.002
Shi, L. (2017). Two expatriate English instructors in China: Their experiences and perspectives of local students and teachers. Canadian Modern Language Review, 73, 1–23.
Keefe, K. & Shi, L. (2017). An EAP program and students’ success at a Canadian university. TESL Canada Journal 34 (2), 1-24. doi: https://doi.org/10.18806/tesl.v34i2.1264
Shi, L., & Lin, R. (2016). Teaching English as a global language in the age of neoliberalism: A case study of an expat English instructor in China. In S. Guo, & G. Yan (Eds.) Spotlight on China: Chinese education in the globalized world (pp. 169–186). Rotterdam: Sense Publishers.
Shi, L. (2016). Textual appropriation in two discipline specific writing tasks. Writing and Pedagogy, 8(1), 91–116.
Gunderson, L. & D’Silva, R. (2019). Lessons from the ESL Consortium. Retrieved from ESL Consortium website, available at http://eslassess.ca/wp-content/uploads/2019/06/Assessment_Book_June_21_2019.pdf
Wernicke, M., & Talmy, S. (2018) Interaction in qualitative questionnaires: From self-report to intersubjective achievement. Applied Linguistics Review, 9(4). https://doi.org/10.1515/applirev-2017-0030
Tierney, R. J. (2017). Populism and literacy consciousness in uncertain global times. Journal of Literacy Research, 49(3), 4–7.
Tierney, R. J., & Wei, K. (2016). Knowledge globalization within and across the People’s Republic of China and the United States: A cross-national study of internationalization of educational research in the Early 21st Century. American Educational Research Journal, 53(6), 1759–1791. doi:10.3102/0002831216678320
Beach, R., & Tierney, R. J. (2016). Toward a theory of literacy meaning making within virtual worlds. In S. Israel (Ed.), Handbook of research on reading comprehension (vol. 2). New York: Guildford Press.
Wernicke, M. (2018) Plurilingualism as agentive resource in L2 teacher identity. System, 79, 91–102. https://doi.org/10.1016/j.system.2018.07.005
Wernicke, M. (2017) Navigating native speaker ideologies as FSL teacher. Canadian Modern Language Review, 73(2).
Arnott, S., Brogden, L., Faez, F., Péguret, M., Piccardo, E., Rehner, K., Taylor, S., Wernicke, M. (2017) The Common European Framework of Reference (CEFR) in Canada: A Research Agenda. Canadian Journal of Applied Linguistics, 20(1), 31–54.
Wernicke, M. (2016). Hierarchies of authenticity in study abroad: French From Canada versus French from France? Canadian Journal of Applied Linguistics, 19(2), 1–21.
Ferreira, A. & Zappa-Hollman, S. (2019). Disciplinary registers in a first- year program: A view from the context of curriculum. Language, Context and Text, 1 (1), 148-193.
Zappa-Hollman, S., & Duff, P. (2019). 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
Zappa-Hollman, S., & Duff, P. (in press). Exploring issues in language and content instruction In G. Barkhuizen (Ed.), Qualitative research topics in language teacher education. New York: Routledge.
Zappa-Hollman, S., & Duff, P. (in press). 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.
Zappa-Hollman, S. (2018). Collaborations between EAP and disciplinary instructors: Factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism, 21 (5), 591-606. doi: 10.1080/13670050.2018.1491946
Bournot-Trites, M., Zappa-Hollman, S. & Spiliotopulos, V. (2018). Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience. Study Abroad, Research in Second Language Acquisition and International Education, 3 (2), 275-309. doi: 10.1075/sar.16022.bou
Zappa-Hollman, S., & Duff, P. (2017). Conducting research on content-based language instruction. In M.A. Snow & D. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (2nd ed.) Ann Arbor, MI: University of Michigan Press.
Kobayashi, M., Zappa-Hollman, S., & Duff, P. (2017). Academic discourse socialization. In P. Duff & S. May (Eds.), Language socialization (volume). Encyclopedia of language and education (3rd ed.). Language socialization, Encyclopedia of language and education (3rd ed.) (pp. 239-254). Cham, Switzerland: Springer International.
Can’t find what you’re looking for? See older publications here.