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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
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
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
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
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
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
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
Systemic functional linguistics. In C. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics (pp. 1029–1037). New York: Wiley.
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.
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
Putting it all together: SFL in action. In M. Gebhard, Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform (pp. 239–271). New York: Routledge. DOI: 10.4324/9781315108391-9
Challenging deficit perspectives of multilingual learners in everyday talk. MATSOL Currents, 42(1), 39–42.
Reflection multiliteracies: Teaching meaning making across the visual and language arts. SPELT Quarterly Journal, 34(2), 2–16. DOI: 10.13140/RG.2.2.17060.53121
Can monolingual language teachers be effective? TESOL Connections, May 2020, 1–5.
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
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
“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
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).
Through a glass brightly: Generative ethical tensions in Research-based Theatre. Qualitative Inquiry. https://doi.org/10.1177/10778004221097677
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
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
A Landscape of Ethics in Research-Based Theater: Staging Lives of Family Members Who Have Passed. Qualitative Inquiry. https://doi.org/10.1177/10778004221098991
A Spotlight on Research-based Theatre. Learning Landscapes Journal. https://doi.org/10.36510/learnland.v15i1.1081
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).
Addressing water-health equity through biological engineering and theatre. Nordic Journal of Art & Research, 12(2). https://doi.org/10.7577/ar.5637
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
Staging Therapeutic Enactment with Veterans in Contact!Unload. Qualitative Research in Psychology, 17(4), 521-540.
Research-based Theatre across disciplines: A relational approach to inquiry. Applied Theatre Research, 9(1), 55-72. https://www.intellectbooks.com/applied-theatre-research
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).
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).
Teaching Research-based Theatre online: A narrative of practice. Arts Praxis, 7(2), 56-69.
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).
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.
Contact!Unload: Military Veterans, Trauma, and Research-based Theatre. Vancouver, CA: UBC Press. (233 pages)
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).
Health Theatre: Embodied research. In P. Leavy (Ed.) Oxford Handbook on Methods for Public Scholarship. Oxford University Press. (pp. 335-357).
Shadows of history, echoes of war: Performing alongside veteran soldiers and prison inmates in two Canadian applied theatre projects. In M. Finneran & M. Anderson (Eds.) Education and theatres: Beyond the four walls. New York: Springer (pp. 211-225).
Research-based theatre as educational research innovation. In M. Peters & R. Heraud (Eds.) Encyclopedia of Educational Innovation. Singapore: Springer. (pp. 1-7).
Thawing Out: Therapy Through Theatre with Canadian Military Veterans. The Arts in Psychotherapy, 62, 45-51
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
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
Health and Outdoor Environments in Early Childhood Education: Dwelling in Complexities. The Early Childhood Educator of BC.
Life as a pedagogical concept. In W. Kohan & B. Weber (Eds.) On Childhood, Thinking and Time: Educating Responsibly. Lexington Books.
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.
The emergence of early childhood education outdoor programs in British Columbia: A meandering story. Children’s Geographies. DOI: 10.1080/14733285.2019.1590527
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
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.
Radical inventions: Identity, politics, and difference/s in educational praxis . Albany, NY: SUNY Press.
Sex and gender-based analysis and public health. New York. NY: Springer Nature.
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.
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.
« 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.
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
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.
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
Disseminating evidence-based preventive interventions to promote wellness and mental health in children and youth: Opportunities, gaps, and challenges. Canadian Journal of Public Health.
Evaluating the effectiveness of a school-based mental health literacy intervention from a comprehensive demographic and cognitive perspective. Community Mental Health Journal.
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.
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 state of French second language education in Canada 2019 (Focus on programs). Ottawa, Canadian Parents for French.
Inclusion for sexual and gender diversity: A professional competency for educators and teacher educators. Education Canada, 59(3), 42-44.
The Multilingual turn in TESOL. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
Asynchronous and synchronous online TESOL Education. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
Contemporary pedagogical approaches to developing high oral communicative competence. ARA Journal. Arts and Humanities (new series), 37(1).
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.
Multilingualism in the 21-st century: A progressive paradigm. ARA Journal. Arts and Humanities (new series), 36(1), 26-31.
“It’s better language”: The social meanings of academic language in an elementary classroom, Critical Inquiry in Language Studies, 19:2, 75-96.
“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
Talking “smart”: Academic language and indexical competence in peer interactions in an elementary classroom. Linguistics and Education, 55.
“Respeta mi idioma”: Latinx youth enacting affective agency. Journal of Language, Identity & Education, 19(2), 79-94.
Words that don’t translate: investing in decolonizing practices through translanguaging. Language Awareness, DOI: 10.1080/09658416.2023.2238595
Moving across a genre continuum: Pedagogical strategies for integrating online genres in the language classroom. English for Specific Purposes, vol 70. https://doi.org/10.1016/j.esp.2022.11.004
Design, resistance and the performance of identity on TikTok. Discourse, Context & Media, 46, 100591.
Sociotechnical structures, materialist semiotics and online language learning. Language Learning & Technology. [Special Issue on Semiotics in CALL: Signs, meanings and multimodality in digital spaces.] https://www.lltjournal.org/item/10125-73502/
Digital literacies in TESOL: Mapping out the terrain [Special Issue]. TESOL Quarterly, 56(3), 1-18.
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
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
The tools we choose. A critical perspective of technologies that mediate scholarly practices. Journal of English for Research Publication Purposes, 2(1), 81-89.
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.
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.
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.
Multiscalar research on family language policy and planning in China: Commentary. Current Issues in Language Planning.
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.
Case study research. In C. Chapelle (Ed.), Concise encyclopedia of applied linguistics. Wiley.
Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. Modern Language Journal, 103 (Supplement 2019), 6-22.
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.
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.
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
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
Youth from refugee backgrounds positioning their identities through reaction videos. Journal of Language, Identity & Education.
Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
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
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
Energy literacy: A review in education, The Journal of Environmental Education (online ahead-of-print). DOI: 10.1080/00958964.2023.2283694
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
Imagining futures literacies: A collaborative practice. Journal of Higher Education Theory and Practice, 22(7), 27-39. https://doi.org/10.33423/jhetp.v22i7
Multiple futures literacies: An interdisciplinary review. Journal of Curriculum and Pedagogy, 19(3), 1-24. https://doi.org/10.1080/15505170.2022.2094510
Transdisciplinary and interdisciplinary programs for collaborative graduate research training. Educational Review (online ahead-of-print). https://doi.org/10.1080/00131911.2022.2134312
Energy literacy: A conceptual framework for energy transition. Environmental Education Research (Online ahead-of-print). https://doi.org/10.1080/13504622.2023.2175794
Solarities: Seeking energy justice. University of Minnesota Press.
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
Rewriting Our Stories: Education, Empowerment, and Well-being. Cork University Press.
Topobiographical inquiry: Lived spaces, experiences, and ecologies. Éire-Ireland, 55(1/2), 129-149. https://muse.jhu.edu/article/776998
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
Introducing Le Menu: Consuming Modernist Food Studies. In D. Gladwin (Ed.), Gastro-modernism: Food, literature, culture (pp. 1-18). Clemson University Press. https://doi.org/10.2307/j.ctvpj7hf3.6
Kindergarten to Grade 12, Second Language Literacy. Handbook of Practical Second Language Teaching and Learning.
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 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/
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.
ESL (ELL) literacy instruction: A guidebook to theory and practice (4th ed.). NY: Routledge.
Lessons from the ESL Assessment Consortium. Vancouver: BC ESL Assessment Consortium (available at www.eslassess.ca).
What folks don’t get: How race, class and gender matter. Colour matters. (C. James, (Ed.). 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..
Killing us softly with questions. In A. Ibrahim, T. Kitossa, H. Wright, and M. Smith, (Eds.) The Nuances of Blackness. University of Toronto Press.
Race and the culture of Whiteness. Routledge Encyclopedia of Race and Racism (J. Solomos., ed.) London: Routledge.
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.
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.
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.
Writing the Unwritable: Sebald, Haraway, and Creative Disobedience. Curricular and Architectural Encounters with W.G. Sebald: Unsettling Complacency, Reconstructing Subjectivity, 14, 240-253.
Enhancing relationality through poetic engagement with PhoneMe: Transmodal contexts and interpretive agency, Language and Literacy 25(2), 57-83.
A patch-work of pedagogical potential: A syn(aes)thetic approach to technologically enhanced multimedia text production. McGill Journal of Education. 25 pages.
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
Skunk Tales: A collaborative, multimodal, futures narrative. In Canadian Association of Curriculum Studies Celebration of Scholarly and Artistic Works.
Singling: Text sonification and the literacoustics of language-to-MIDI transformations. In A. Klobucar (Ed.), The Community and the Algorithm. 20 pages. Vernon Press.
Raw harmonies: Transmediation through raw data. Leonardo, 53(2), 183-188.
From play to creative extrapolation: Fostering emergent computational thinking in the makerspace. Journal of Strategic Innovation and Sustainability, 15(5), 40-54.
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
To breath poetry among the neighbors: Two essays on Anerca, a journal of experimental writing (1985-1990). Among the Neighbors 13, 1-39.
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.
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.
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/
Spring. In B. White, P. Sameshima, & A. Sinner (Eds.), MA: Materiality in teaching and learning. (pp. 221-232). Peter Lang.
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
Teachers’ ideological dilemmas: lessons learned from a Language Introduction Program in Sweden. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2022.2126485
Storytelling through block play: Imagining identities and creative citizenship. Literacy, 56(1), 29–39. https://doi.org/10.1111/lit.12266
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
Inquiry-based pedagogies and multimodalities: Challenges and opportunities for supporting English language learners. Canadian Modern Language Review, 76(2), 139-154.
Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya. Language and Education, 33(2), 123-140.
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.
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
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
Decolonizing second language writing: Possibilities and challenges, Journal of Second Language Writing, Volume 58. https://doi.org/10.1016/j.jslw.2022.100946
Illuminating language users in the discourse of linguistic diversity: Toward justice-informed language education. Educational Linguistics. https://doi.org/10.1515/eduling-2022-0011
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
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
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
Strategies for sisterhood in the language education academy. Journal of Language, Identity, and Education. https://doi.org/10.1080/15348458.2020.1833725
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
Toward a performative commitment to heterogeneity. In A. J. Silva & Z. Wang (Eds.), Reconciling translingualism and second language writing (pp. 163–171). Routledge.
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.
Critical antiracist pedagogy of English as an additional language. ELT Journal. https://doi.org/10.1093/elt/ccab015
“Your English is so good”: Lives of racialized students and instructors of a Canadian University. Ethnicities. https://doi.org/10.1177/14687968211055808
Bilingualism—but not plurilingualism—promoted by immersion education in Canada: Questioning equity for EAL students. TESOL Quarterly, 54, 773–785.
Race and language teaching. Language Teaching. doi:10.1017/S0261444820000269
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
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.
Linguistic entrepreneurship: Common threads and a critical response. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 1–9.
Fostering antiracist engagement in Japanese language teaching. Japanese Language and Literature, 54, 347–357.
Orientalism. Z. A. Casey (Ed.), Encyclopedia of critical whiteness studies in education (pp. 439–446). Brill/Sense Publishing.
Foreign language education in Japan. In Pink, W. (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press.
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.
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.
English in Japan. In P. Heinrich & Ohara, Y. (Eds.), The Routledge handbook of Japanese sociolinguistics (pp. 110-126). Abingdon, UK: Routledge.
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
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
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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
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.
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
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