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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.
Emotion labor, investment, and volunteer teachers in heritage language education. Modern Language Journal, 1–26. https://doi.org/10.1111/modl.12900
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
Towards an affective approach to critical thinking pedagogy. Pedagogies: An International Journal, 1–16. https://doi.org/10.1080/1554480X.2025.2451793
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
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
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
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
Empathy and Listening in Research-based Theatre. Arts. 13(5), 140; https://doi.org/10.3390/arts13050140
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
Intimately Situated Stories of Place: Activating Place-Centered Pedagogies in Early Childhood Education. Palgrave Macmillan.
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 Community Public Health, 42(4), 91-136.
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
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 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
Developing advanced reading ability in English as an additional language. ARA Journal. Arts and Humanities (new series), 38(1)
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.
“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
“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.
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.
Identity. In S. Li, P. Hiver, & M. Papi (Eds.) The Routledge handbook of second language acquisition and individual differences, (pp. 235-250). Routledge
English online/offline: Distinguishing material and materialist interpretations of entanglements. In J. Lee & S. Rüdiger (Eds.). Entangled Englishes. Routledge.
English online/offline: Distinguishing material and materialist interpretations of entanglements. In J. W. Lee & S. Rüdiger (eds.) Entangled Englishes. Routledge.
The need for critical digital literacies in generative AI-mediated L2 writing. Journal of Second Language Writing, 67, 101186.
Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices. Modern Language Journal, 109, 104–106.
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
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
Investment and motivation in language learning: What’s the difference? Language Teaching 56, 29-40.
Words that don’t translate: Investing in decolonizing practices through translanguaging. Language Awareness, 32(4), 645-661.
Intercultural Communication and Identity. Cambridge: Cambridge University Press.
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.
Moving across a genre continuum: Pedagogical strategies for integrating online genres in university English courses. English for Specific Purposes, 70, 101-115.
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, 27(2), 28-45.
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
Understanding the conditions that foster collaborative teacher cultures: A case study. System, 131, 103652. DOI: https://doi.org/10.1016/j.system.2025.103652
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, 1–16. https://doi.org/10.1080/15348458.2022.2086556 [Pre-print]
Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
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.
(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
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
Indigenous language rights, frameworks, and policies. In S. Lightfoot & S. Maddison (Eds.), Handbook of Indigenous Public Policy. Edward Elgar Publishing
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.
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
Conceptualizing Relational Technologies for Native Hawaiian (HI)stories and Contemporary Realities in the Pacific Northwest. BC Studies, 224, 91-114
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
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
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
Financing clean technologies within Canada’s Indigenous communities: Perspectives on sustainable energy transition from practitioners and academics. Energy (online-ahead-of-print). https://doi.org/10.1016/j.energy.2025.134930
Energy literacy: A review in education, The Journal of Environmental Education, 55(3), 191–202. DOI: 10.1080/00958964.2023.2283694
Cultivating educational adaptability through collaborative transdisciplinary learning spaces. Discover Education 3(2). https://doi.org/10.1007/s44217-023-00084-5
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, 21(1), 42-64. https://doi.org/10.1080/15505170.2022.2094510
Transdisciplinary and interdisciplinary programs for collaborative graduate research training. Educational Review, 76(4), 996-1013. https://doi.org/10.1080/00131911.2022.2134312
Energy literacy: A conceptual framework for energy transition. Environmental Education Research, 29(10), 1515–1529. 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.
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Asian immigrant family school relationships and literacy learning. In S. Sheldon et al., (Eds.), Handbook of Family, School, Community Partnerships in Education.
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.
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.
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.
Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. In S. Steinberg et al., (Eds.), Handbook of critical pedagogy (pp. 884-898). New York: SAGE.
Metalinguistic transfer: Exploring cross-language facilitation of literacy skills among Chinese-English bilingual children. In L. Moll (Ed.), Oxford Research Encyclopedia of Education (OREE), Oxford: Oxford University Press.
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Resource diversity in Asian immigrants and refugees: Implications for language arts instruction. Language Arts, 96(6), 370-383.
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.
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.
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
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
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
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
A Framework to leverage and mature learning ecosystems. International Journal of Emerging Technologies in Learning (iJET), 15(5), 75-99.
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
Superdiversity and Teacher Education: Supporting Teachers in Working with Culturally, Linguistically, and Racially Diverse Students, Families, and Communities (1st ed.). Routledge.
Constructing meanings: Literacy pedagogies K-8 (7th ed.). Toronto: Nelson/TopHat
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.
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
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
“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
Gaslighting love: A feminist walking tour through a Hallmark hotspot. In C. Lavigne (Ed.), Critical Perspectives on the Hallmark Channel (pp. 105-118). Routledge.
Hauntings of publication deaths, possibilities for our academic present. Journal of Feminist Scholarship, 25 (Fall). https://doi.org/10.23860/jfs.2024.25.02
Editorial. Book 2.0., 13(2),135-141. https://doi.org/10.1386/btwo_00088_2
"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
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
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
“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
“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
“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
Avonlea school (poem). Journal of L.M. Montgomery Studies. https://journaloflmmontgomerystudies.ca/jlmms/4/1/avonlea-school
Whore name (poem). Feminist Review, 134(1), 38. https://doi.org/10.1177/0141778922113421
MeToo moments: Teacher candidates’ disclosures of sexual violence. Action in Teacher Education. https://doi.org/10.1080/01626620.2023.2242324
“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
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
A public service announcement: Students are publishing Speak homework as fanfiction. English Journal, 112(1), 17-19.
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
"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
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
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
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
“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
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.
“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.
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.
Pinned, mounted (poem). In S. Goyette (Ed.), Resistance: Righteous rage in the age of #MeToo (p. 85). University of Regina Press.
[Review of the book Refuse: CanLit in ruins, by McGregor, H., Rak, J., & Wunker, E. (Eds.)]. Canadian Woman Studies, 34(1), 178-179.
Youth resistances and popular media. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1331
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/
“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
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
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
Storybooks Canada, English language learners, and the school curriculum. BC TEAL Journal, 5 (1), 1-18. https://doi.org/10.14288/bctj.v5i1.340
Investment and motivation in language learning: What's the difference? Language Teaching, 56, 29-40. DOI: 10.1017/S0261444821000057
Ethnolinguistic Vitality, Identity and Power: Investment in SLA. Journal of Language and Social Psychology, 40(1), 154–171. https://doi.org/10.1177/0261927X20966734
Identity and second language acquisition. In C. Chapelle (Ed.) The Concise Encyclopedia of Applied Linguistics (pp. 561 – 570). John Wiley & Sons Inc.
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 language learning: Extending the conversation. 2nd Edition. Bristol: Multilingual Matters. DOI: 10.14288/1.0447400
Identity. In S. Li, P. Hiver, & M. Papi (Eds.) The Routledge handbook of second language acquisition and individual differences, (pp. 235-250). Routledge
Global Storybooks for multilingual UK Classrooms. EAL Journal, p. 21-25. https://storybookscanada.ca/files/norton_2020_ealjournal.pdf
"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
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
Identity, language, and learning. In C. Leung & J. Lewcowicz (Eds). The Routledge Companion to English Studies (2nd edition, pp. 225-237).
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
Poststructuralism. In K. Toohey & C. Chapelle (Eds). Encyclopedia of Applied Linguistics 2nd Edition. DOI: 10.1002/9781405198431.wbeal0924.pub3
COVID-19 and Heritage Language Learning. RSC COVID-19 Series, 67. The Royal Society of Canada.
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.
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.
Promoting early literacy and student investment in the African Storybook. Journal of Language, Identity, and Education, 18(6), 400-411.
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.
“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
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
“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
Critical literary perspectives on children’s and young adult literature. 4th International Encyclopedia of Education, Elsevier
“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
“Introducing Offlineness: Theorizing (Digital) Literacy Engagements.” Journal of Literacy Research, March, 1-7.
"Good, Mad, or 'Incurably Bad'". Invited article for Jeunesse: Young People, Texts, Cultures, Special Issue.
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
Identity. In Li Wei (Ed.), Routledge Handbook of Applied Linguistics (2nd Ed., pp. 137-150). Routledge. https://doi.org/10.4324/9781003082637-13
Identity, language learning, and teacher education. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics (2nd edition). Wiley. https://doi.org/10.1002/9781405198431.wbeal20444
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
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
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
“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
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
CLIL Collaborations in Higher Education: A Critical Perspective. English Teaching & Learning 44, 127–148.
Opportunities and challenges in Assessing Multilingual Adult Learners in University Settings. Proceedings of Adult Education in Global Times, pp. 637 – 643.
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.
The effects of a cognitive apprenticeship model on the argumentative texts of EFL Learners. Journal of Education and Learning.
Institutional Roles and Identity Construction of Applied Linguistics Faculty Involved in Interdisciplinary Collaborations for Multilingual Student Success. TESL Canada Journal, 36(1), 71–96.
Challenging Deficit Constructions of the International Student Category in Canadian Higher Education. TESL Canada Journal, 36(1), 48–70.
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
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
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
L’insécurité linguistique dans l’enseignement du français langue seconde: De quoi parle-t-on? OLBI Journal, 13, 199–222.
“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
« 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.
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/
Four ‘moments’ of intercultural encountering. Teaching in Higher Education, 26(7–8), 1130–1140. https://doi.org/10.1080/13562517.2021.1911988
Preparing Teachers to Work with Multilingual Learners. Multilingual Matters.
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.
Language Teachers on Study Abroad: A Discourse Analytic Approach to Teacher Identity. International Journal of Society, Culture & Language, 8(2), 1–16.
Orientations to French Language Varieties among Western Canadian French-as-a-Second-Language Teachers. Critical Multilingualism Studies, 8(1), 165–190.
On reconceptualizing linguistic and cultural boundaries in Canadian universities. TESL Canada Journal, 36(1), vi–xxi.
Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom. TESL Canada Journal, 36(1), 134–146.
“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
“I am not a native speaker…”: Exploring the perceived pronunciation teaching difficulties faced by Korean public elementary school English teachers. System, 103056.
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
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
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
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
“I am not a native speaker…”: Exploring the perceived pronunciation teaching difficulties faced by Korean public elementary school English teachers. System, 103056.
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].
(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.
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.
Silly putty: Mobilization of the known across technology-enhanced learning spaces. Language & Literacy, 23 (3), 146-164.
“S:ay what you want…:” Rap battles in a technology-enhanced classroom. Canadian Modern Language Review, 72 (2), 169-182.
Linguistic diversity in the classroom: Embracing multilingual perspectives and pedagogies. Futurum, 31, https://doi.org/10.33424/FUTURUM570
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.
The Routledge Handbook of Content and Language Integrated Learning (1st ed.). Routledge. https://doi.org/10.4324/9781003173151
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.
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
Special Issue: Language and Higher Education. TESL Canada Journal, 36(1).
Disciplinary registers in a first- year program: A view from the context of curriculum. Language, Context and Text, 1 (1), 148-193.
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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