Faculty Publications

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Accurso, K., & Levasseur, J. (2022) Building science teacher disciplinary linguistic knowledge with SFL. In L. H. Seah, R. Silver, & M. Baildon (Eds.), The role of language in content pedagogy: A framework for teachers’ knowledge (pp. 87-114). Springer. DOI: 10.1007/978-981-19-5351-4_5
Shank Lauwo, M., Accurso, K., & Rajagopal, H. (2022). Plurilingualism, equity, and preservice teacher identity: Centring (linguistic) diversity in teacher education. TESL Canada Journal, 38(2), 114–139. https://doi.org/10.18806/tesl.v38i2.1359
Liaw, M., & Accurso, K. (2021) Design and opportunity in critical multilingual/multimodal composing pedagogy. In D. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal writing in teaching and learning contexts: Multilingual perspectives (pp. 89–108). New York: Springer. DOI: 10.1007/978-981-16-0530-7_6
Accurso, K., & Gebhard, M. (2021) SFL praxis in U.S. teacher education: A critical literature review. Language and Education, 35(5), 402–428. https://doi.org/10.1080/09500782.2020.1781880
Accurso, K., & Mizell, J. (2020) Toward an anti-racist genre pedagogy: Considerations for a North American context. TESOL Journal Special Issue: Exploring the transformative potential of English language teaching for social justice. DOI: 10.1002/tesj.554
Accurso, K., Gebhard, M., Harris, G., & Schuetz, J. (2021) Implications of genre pedagogy for refugee youth with limited or interrupted formal education. In D. Warriner (Ed.), Refugee education across the lifespan: Mapping experiences of language learning and language use (pp. 57–78). New York: Springer. https://doi.org/10.1007/978-3-030-79470-5_4
Accurso, K. (2022) Pre-service science teachers’ written feedback practices following preparation for “sheltered” instruction. In M. Christison, J. Crandall, & D. Christian (Eds.) Global research on teaching and learning English: Integrating content and language instruction (pp. 126–143). New York: Routledge. DOI:10.4324/9781003181859-10
Gebhard, M., & Accurso, K. (2020) Systemic functional linguistics. In C. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics (pp. 1029–1037). New York: Wiley.
Accurso, K. (2020) Bringing a social semiotic perspective to secondary teacher education in the United States. Journal of English for Academic Purposes Special Issue: Halliday’s Influence on EAP Practice.
Gebhard, M., Accurso, K., & Chen, I. (2019) Paradigm shifts in the teaching of grammar in K-12 ESL/EFL contexts: A case for a social-semiotic perspective. In L. C. de Oliveira (Ed.), Handbook of TESOL in K-12 (pp. 249–263). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781119421702.ch16
Gebhard, M., Accurso, K., & Harris, G. (2019) Putting it all together: SFL in action. In M. Gebhard, Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform (pp. 239–271). New York: Routledge. DOI: 10.4324/9781315108391-9
Accurso, K., Lopez Rodriguez, S., & Lopez, A. (2019) Challenging deficit perspectives of multilingual learners in everyday talk. MATSOL Currents, 42(1), 39–42.
Accurso, K., Muzeta, B., & Pérez Battles, S. (2019) Reflection multiliteracies: Teaching meaning making across the visual and language arts. SPELT Quarterly Journal, 34(2), 2–16. DOI: 10.13140/RG.2.2.17060.53121
Accurso, K., & Muzeta, B. (2020) Can monolingual language teachers be effective? TESOL Connections, May 2020, 1–5.
Afreen, A., & Norton, B. (2024) Emotion labor, investment, and volunteer teachers in heritage language education. Modern Language Journal, 1–26. https://doi.org/10.1111/modl.12900
Morgan, B. & Ahmed, A. (2023) 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
Ahmed, A. (2023) 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
Ahmed, A., & Morgan, B. (2021) 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
Ahmed, A. (2019) 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
Anderson, A. & Anderson, J. (2020). “Pedagogical” mathematics during play at home” an exploratory study. In P. Hundeland, I. Erfjord, & M. Carlsen (Eds.), Mathematics Education in the Early Years – Results from the POEM4 Conference, 2018 (pp. 421-439). Cham, Switzerland: Springer International Publishing.
Anderson, J., Anderson, A., & *Ghaffartehrani, M. (2019). Transitions in early childhood education (Canada). In R. Heydon & M. Waniganayake (Eds.), Early Childhood Education. London: Bloomsbury Publishing. DOI: 10.5040/9781474209441.0049
Nichols, J., Belliveau, G., Cox, S., Lea, G. W. & Cook, C. (2022) Key questions in evaluating audience impact: A mixed methods approach in research-based theatre. In D. Snyder-Young & M. Omasta (Eds.) Impacting Theatre Audiences: Methods for Studying Change. New York: Routledge. (pp. 161-172).
Michalovich, A., Mayer, Y., Hershler, L., Bulk, L.Y., Cook, C., Graf, H., Lee, M., Belliveau, G., Jarus, T. (2022) Through a glass brightly: Generative ethical tensions in Research-based Theatre. Qualitative Inquiry. https://doi.org/10.1177/10778004221097677
Jarus, T., Mayer, Y., Gross, E., Cook, C., Bulk, L.Y., Hershler, L., Nichols, J. & Belliveau, G. (2023) 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
Chi, X. B., & Belliveau, G. (2022) 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
Lea, G. W. & Belliveau, G. (2023) A Landscape of Ethics in Research-Based Theater: Staging Lives of Family Members Who Have Passed. Qualitative Inquiry. https://doi.org/10.1177/10778004221098991
Shigematsu, T., Lea, G. W., Cook, C., Belliveau, G. (2022) A Spotlight on Research-based Theatre. Learning Landscapes Journal. https://doi.org/10.36510/learnland.v15i1.1081
Belliveau, G. & Lea, G. W. (2023) 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).
Belliveau, G., Cook, C., Shigematsu, T., Mohseni, M., & Nichols, J. (2023) Addressing water-health equity through biological engineering and theatre. Nordic Journal of Art & Research, 12(2). https://doi.org/10.7577/ar.5637
Nichols, J., Cox, S., Cook, C, Lea, G. W. & Belliveau, G. (2022) Research-based theatre about veterans transitioning home: A mixed methods evaluation of audience impacts. Social Science & Medicine, 292 https://doi.org/10.1016/j.socscimed.2021.114578
Lea, G., Belliveau, G., Westwood. (2020) Staging Therapeutic Enactment with Veterans in Contact!Unload. Qualitative Research in Psychology, 17(4), 521-540.
Shigematsu, T., Cook, C., Belliveau, G., & Lea, G. W. (2021) Research-based Theatre across disciplines: A relational approach to inquiry. Applied Theatre Research, 9(1), 55-72. https://www.intellectbooks.com/applied-theatre-research
Nichols, J., Cox, S., & Belliveau, G., (2020) Understanding the impacts of Contact!Unload on audiences. In G. Belliveau & G. Lea (Eds.). Contact!Unload: Military veterans, trauma, and research-based theatre. Vancouver, CA: UBC Press. (pp. 160-171).
Belliveau, G., McLean, B., Cook, C. (2020) Impact on veteran performers. In G. Belliveau & G. Lea (Eds.). Contact!Unload: Military veterans, trauma, and research-based theatre. Vancouver, CA: UBC Press. (pp. 79-92).
Cook, C., Shigematsu, T, Belliveau, G. (2020) Teaching Research-based Theatre online: A narrative of practice. Arts Praxis, 7(2), 56-69.
Belliveau, G., Cox, S., Nichols, J., Lea, G. W. & Cook, C. (2021) Examining the Ethics of Research-Based Theatre through Contact!Unload. In T. Prentki & A. Breed (Eds.) The Routledge Companion to Applied Performance. London: Routledge. (pp. 141-148).
Chi, X., Belliveau, G., Dong, B. (2021) Looking back and looking forward: Educational Drama in Chinese language arts education. Research in Drama Education: The Journal of Applied Theatre and Performance, 26(2), 312-317.
Belliveau, G. & Lea, G. (Eds.) (2020) Contact!Unload: Military Veterans, Trauma, and Research-based Theatre. 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).
Cox, S. & Belliveau, G. (2019). Health Theatre: Embodied research. In P. Leavy (Ed.) Oxford Handbook on Methods for Public Scholarship. Oxford University Press. (pp. 335-357).
Belliveau, G. & Prendergast, M. (2019) Shadows of history, echoes of war: Performing alongside veteran soldiers and prison inmates in two Canadian applied theatre projects. In M. Finneran & M. Anderson (Eds.) Education and theatres: Beyond the four walls. New York: Springer (pp. 211-225).
Lea, G. W. & Belliveau, G. (2019) Research-based theatre as educational research innovation. In M. Peters & R. Heraud (Eds.) Encyclopedia of Educational Innovation. Singapore: Springer. (pp. 1-7).
Belliveau, G., Cook, C., MacLean, B., & Lea, G. (2019). Thawing Out: Therapy Through Theatre with Canadian Military Veterans. The Arts in Psychotherapy, 62, 45-51
Ashton, E., Berger, I., Maeers, E., Paquette, A. (2022) 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
Berger, I., Ashton, E., Lehrer, J., Pighini, M. (2022) 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
Berger, I., & van Groll, N. (May, 2020) Health and Outdoor Environments in Early Childhood Education: Dwelling in Complexities. The Early Childhood Educator of BC.
Berger, I. & Argent, A. (2020) Life as a pedagogical concept. In W. Kohan & B. Weber (Eds.) On Childhood, Thinking and Time: Educating Responsibly. Lexington Books.
Vintimilla, C. & Berger, I. (2019). Colaboring: Within collaboration degenerative processes. In D. H. Hodgins (Ed.). (2019). Feminist Research for 21st-century Childhoods: Common Worlds Methods. (pp. 187-196). Bloomsbury Publishing.
Banack, H. & Berger, I. (2019). The emergence of early childhood education outdoor programs in British Columbia: A meandering story. Children’s Geographies. DOI: 10.1080/14733285.2019.1590527
Zhang, H., Bournot-Trites, M. (2021) The long-term washback effects of the National Matriculation English Test on college English learning in China: Tertiary student perspectives. Studies in Educational Evaluation, 68, 1-21. https://www.sciencedirect.com/science/article/pii/S0191491X21000031
Bournot-Trites, M. G., Friesen, L., Ruest, C., & Zumbo, B. D. (2020) A Made-in-Canada Second Language Framework for K-12 Education: Another Case Where No Prophet is Accepted in their Own Land. Canadian Journal of Applied Linguistics, 23(2), 141-167.
de Castell, S, & Bryson, M. (Eds.). (1997) Radical inventions: Identity, politics, and difference/s in educational praxis. Albany, NY: SUNY Press.
Gahagan, J., & Bryson, M. (Eds.). (2021) Sex and gender-based analysis and public health. New York. NY: Springer Nature.
Bryson, M., Rail, G.,Taylor, E., Boschman, L., Hart, T., Gahagan, J., & Ristock, J. (2021) Chorégraphies difficiles dans les « Marges du cancer ». Minorités sexuelles et/ou genrées et incommensurabilité des savoirs biographiques et biomédicaux. In A. Alexandrin & A. Meidani (Eds.), Cancers, masculinités, féminités. Toulouse: Éditions Érès.
Rail, G., Bryson, M., Hart, T.L., Gahagan, J. & Ristock, J. (2020) Artivisme lesbien et queeren marge du cancer: de l’importance des savoirs subjugués. In D. Bourque & J. Coulombe (Eds.), ARTivismes lesbiens à l’ère de la mondialisation (pp. xx-xx). Montreal: Les Éditions sans fin/Never Ending Press.
Rail, G., Bryson, M., Hart, T.L., Gahagan, J., Ristock, J. & Boschman, L.(2020) « Queerir »le cancer. Subjectivités, savoirs, soins du cancer et justice sociale. In A. Alessandrin, J. Dagorn, A. Meidani, G. Richard & M. Toulze (Eds.), Santé LGBT (pp. xx-xx). Paris: Éditions des Archives Contemporaines.
Taylor, E., Bryson, M., Boschman, L., Hart, T., Gahagan, J., Rail, G., & Ristock, J. (2019) Cancer’s margins: Knowledge ecologies, access to knowledge, and knowledge mobilization by sexual and/or gender minority cancer patients. Media and Communication. 7(1), 102-113. https://www.cogitatiopress.com/mediaandcommunication/pages/view/nextissues#mediaminorities
Basson, R., & Bryson, M. (2019) Sexuality and sexual disorders. In American College of Obstetricians and Gynecologists Updates in Women’s Health (1-19). DC, Washington: American College of Obstetricians and Gynecologists.
Jenson, J. & Burrell-Kim, D. (2023) 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
Leadbeater, B., Walker, M., Bowen, F., Barbic, S., Crooks, C., Mathias, S., Moretti, M., Sukhawathanakul, P., Pepler, D., Angelius, K., Carr, W., Schonert-Reichl, K., et al. (2023) 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.
Wei, Y., Sha, L., McWeeny, R., Johal, R., Easton, C., Baxter, A., Cao, B., Greenshaw, & Carr, W. (in press). Evaluating the effectiveness of a school-based mental health literacy intervention from a comprehensive demographic and cognitive perspective. Scientific Reports.
Wei, Y., Kutcher, S., Baxter, A.., & Carr, W. (2022). Mental health literacy in schools. In E. Hennessy, C. Heary, & M. Michail (Eds.). Understanding youth mental health: Perspectives from theory and practice. Open University Press, U. of Dublin.
Carr, W., & Lapkin, S. (Eds.) (2019). The state of French second language education in Canada 2019 (Focus on programs). Ottawa, Canadian Parents for French.
Cervatiuc, A. (2024) 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
Cervatiuc, A. (2023) Developing advanced reading ability in English as an additional language. ARA Journal. Arts and Humanities (new series), 38(1)
Cervatiuc, A. (2022) The Multilingual turn in TESOL. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
Cervatiuc, A. (2022) Asynchronous and synchronous online TESOL Education. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. 
Cervatiuc, A. (2022) Contemporary pedagogical approaches to developing high oral communicative competence. ARA Journal. Arts and Humanities (new series), 37(1).
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.
Cervatiuc, A. (2019) Multilingualism in the 21-st century: A progressive paradigm. ARA Journal. Arts and Humanities (new series), 36(1), 26-31.
Corella, M. (2022) “It’s better language”: The social meanings of academic language in an elementary classroom, Critical Inquiry in Language Studies, 19:2, 75-96.
Corella, M. (2023) “Talk to the hand”: Handling peer conflict through gestural socialization in an elementary classroom. Frontiers in Communication, 8https://doi.org/10.3389/fcomm.2023.1251128
Ferrada, J.S., Bucholtz, M. & Corella, M. (2020,). “Respeta mi idioma”: Latinx youth enacting affective agency. Journal of Language, Identity & Education, 19(2), 79-94.
Darvin, R. (2024) Investing in Translanguaging Practices and Claiming the Right to Speak. In: Canilao, M.L.E.N., De Los Reyes, R.A. (eds) Translanguaging for Empowerment and Equity. Springer, Singapore. https://link.springer.com/chapter/10.1007/978-981-99-8589-0_11
Darvin, R. & Norton, B. (2023) Investment and motivation in language learning: What's the difference? Language Teaching, 56, 29-40. https://www.cambridge.org/core/journals/language-teaching/article/investment-and-motivation-in-language-learning-whats-the-difference/9867F8786C50C31C88D45B0009FC2383
Darvin, R. & Zhang, Y.(2023) Words that don’t translate: investing in decolonizing practices through translanguaging. Language Awareness, DOI: 10.1080/09658416.2023.2238595
Darvin, R., & Sun, T. (2024) Intercultural Communication and Identity. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009206754
Liu, G. L., Darvin, R., & Ma, C. (2024) Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences, Computer Assisted Language Learning, https://www.tandfonline.com/doi/full/10.1080/09588221.2024.2310288
Darvin, R. (2022) 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
Darvin, R. (2022) Design, resistance and the performance of identity on TikTok. Discourse, Context & Media, 46, 100591.
Darvin, R. (2023) 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/
Darvin, R. & Hafner, C. (2022) Digital literacies in TESOL: Mapping out the terrain [Special Issue]. TESOL Quarterly, 56(3), 1-18.
Darvin, R. (2022) TikTok and the translingual practices of Filipino domestic workers in Hong Kong. Discourse, Context & Media, vol 50. https://www.sciencedirect.com/science/article/pii/S2211695822000782
Liu, G. and Darvin, R. (2023) 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
Darvin, R. (2021) The tools we choose. A critical perspective of technologies that mediate scholarly practices. Journal of English for Research Publication Purposes, 2(1), 81-89.
Darvin, R. (2019) L2 motivation and investment. In M. Lamb, K. Csizer, A. Henry, & S. Ryan (eds.). The Palgrave Handbook of Motivation for Language Learning, (p. 245-264). Palgrave Macmillan.
Pai, R., & Duff, P. (2021) Pop culture in teaching Chinese as an additional language: Theory, research, and practice. In V. Werner & F. Tegge (Eds.), Pop culture in language education: Theory, research, practice. New York: Routledge.
Duff, P. (2020). Case study research: Making language learning complexities visible. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 144-153). New York: Routledge.
Duff, P. (2020). Language socialization in classrooms: Findings, issues, and possibilities. In M. Burdelski & K. Howard (Eds.), Language socialization in classrooms (pp. 249-264). Cambridge: Cambridge University Press.
Duff, P. (2020) Multiscalar research on family language policy and planning in China: Commentary. Current Issues in Language Planning.
Duff, P., Zappa-Hollman, S., & Surtees, V. (2019). Research on Language and Literacy Socialization at Canadian Universities. The Canadian Modern Language Review / La revue canadienne des langues vivantes 75(4), 308-318. https://www.muse.jhu.edu/article/744626.
Duff, P. (2019). Case study research. In C. Chapelle (Ed.), Concise encyclopedia of applied linguistics. Wiley.
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., & Doherty, L. (2019). Learning "Chinese" as heritage language: Challenges, issues, and ways forward. In C-R. Huang, Z. Jing- Schmidt, & B. Meisterernst (Eds.), Routledge handbook of Chinese applied linguistics (pp. 14-164). New York: Routledge.
Duff, P. (2019). Monolingual versus multilingual instruction in language classrooms: Contested and mediated social practice. In M. Haneda & H. Nassaji (Eds.), Perspectives on language as action (pp. 193-211). Bristol: Multilingual Matters.
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
Kendrick, M., Early, M., Michalovich, A., & Mangat, M. (2022) Digital storytelling with refugee background youth: Possibilities for language and digital literacies learning. TESOL Quarterly. https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesq.3146
*Michalovich, A., Kendrick, M., & Early, M. (forthcoming in 2022) Youth from refugee backgrounds positioning their identities through reaction videos. Journal of Language, Identity & Education.
*Ferreira, J., Kendrick, M., & Early, M. (2021) Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
Galla, C.K. & Holmes, Amanda. (2020). Indigenous Thinkers: Decolonizing and Transforming the Academy through Indigenous Relationality. In Cote-Meek, S. & Moeke-Pickering, T. (Eds.), Decolonizing and Indigenzing Education in Canada (pp. 51-71). Toronto: Canadian Scholars
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
Ramachandran, A., Ellis, N., & Gladwin, D. (2023) Energy literacy: A review in education, The Journal of Environmental Education (online ahead-of-print). DOI: 10.1080/00958964.2023.2283694
Ramachandran, A., Schwellnus, M., Gladwin, D., Derby-Talbot, R., & Ellis, N. (2024) Cultivating educational adaptability through collaborative transdisciplinary learning spaces. Discover Education 3(2). https://doi.org/10.1007/s44217-023-00084-5
Gladwin, D., Karsgaard, C., Shultz, L. (2022) Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice. Journal of Environmental Education, 53(5), 1-10. https://doi.org/10.1080/00958964.2022.2113019
Gladwin, D., Horst, R., James, K., Sameshima, P. (2022) Imagining futures literacies: A collaborative practice. Journal of Higher Education Theory and Practice, 22(7), 27-39. https://doi.org/10.33423/jhetp.v22i7
Horst, R. & Gladwin, D. (2022). Multiple futures literacies: An interdisciplinary review. Journal of Curriculum and Pedagogy, 19(3), 1-24. https://doi.org/10.1080/15505170.2022.2094510
Ramachandran, A., Abdi, K., Giang, A. Gladwin, D., & Ellis, N. (2022) Transdisciplinary and interdisciplinary programs for collaborative graduate research training. Educational Review (online ahead-of-print). https://doi.org/10.1080/00131911.2022.2134312
Gladwin, D. & Ellis, N. (2023) Energy literacy: A conceptual framework for energy transition. Environmental Education Research (Online ahead-of-print). https://doi.org/10.1080/13504622.2023.2175794
After Oil Collective (Kirkey, A., Boetzkes, A., Moore, A., Dawson, A., Vemuri, A., Johnson, B., Bellamy, B.R., Köstem, B., Wellum, C., Ravenscroft, C., Howe, C., Barney, D., Gladwin, D., Boyer, D., Miller, E., Jagoe, E-L., Günel, G., Macdonald, G., Bakke, G., Tollefson, H., Davis, H., Clarke, I., Szeman, I., Cross, J., Diamanti, J., matchett, j., Wenzel, J., Beier, J.L., Auerbach, J., Kinder, J.B., Wangel, J., Förster, K., Whyte, K., Miall, L., Bratishenko, L., Beaumier, L., Longboat, M., Simpson, M., High, M.M., Ianeva, M-M., Badami, N., Starosielski, N., Jekanowski, R.W., Ruiz, R., Williams, R., Gunster, S., Wilson, S., Roburn, S., Orpana, S., Balkan, S., Ariztía, T., & Furuhata, Y.) (2022). Solarities: Seeking energy justice. University of Minnesota Press.
Barkaskas, P.M. & Gladwin, D. (2021) Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks.Journal of Teaching and Learning, 15(1), 20-38. https://doi.org/10.22329/jtl.v15i1.6519
Gladwin, D. (2021) Rewriting Our Stories: Education, Empowerment, and Well-being. Cork University Press.
Gladwin, D. (2020). Topobiographical inquiry: Lived spaces, experiences, and ecologies. Éire-Ireland, 55(1/2), 129-149. https://muse.jhu.edu/article/776998
Gladwin, D. (2020). 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
Gladwin, D. (2019). Introducing Le Menu: Consuming Modernist Food Studies. In D. Gladwin (Ed.), Gastro-modernism: Food, literature, culture (pp. 1-18). Clemson University Press. https://doi.org/10.2307/j.ctvpj7hf3.6
Gunderson, L. & D’Silva, R. (2022) Kindergarten to Grade 12, Second Language Literacy. Handbook of Practical Second Language Teaching and Learning.
Li, G., Gunderson, L., Lin, Z., Sun, Z. (2021) Mandarin- and Cantonese-speaking bilingual children’s English vocabulary and oral language development in Canada: Implications for instruction in the early years . The European Journal of Applied Linguistics and TEFL, 10(2), 125-152.
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Zhen, L., & Li, G. (2021) Rethinking the child and childhood: A posthumanism perspective on early literacy. Journal of Childhood, Education & Society, 2(1), 69-86. DOI: 10.37291/2717638X.20212169
Qin, K., & Li, G. (2020) Understanding immigrant youths’ negotiation of racialized masculinities in one U.S. high school. Special issue on Gender in Language Education: Critical Cultural Perspectives, Sexuality and Culture, 24,1046–1063.
Zhu, G., Rice, M., Li, G., & Zhu, J. (2020) EFL Student Teachers’ Professional Identity Construction: A Study of Student-Generated Metaphors Before and After Student Teaching. Journal of Language, Identity, and Education, DOI: 10.1080/15348458.2020.1777872
Li, G. (2020) 国际化和本地化枢纽中海外华裔学生教育的核心问题和新兴趋势 (Chinese heritage students’ education in the global-local nexus: Core issues and emerging trends), 西南交通大学学报(社会科学版)(Journal of Southwestern Jiaotong University (Social Sciences), 21(3), 30-45.
Yin, X., & Li, G. (2020) Language solidarity, vitality and status: Sibe family language attitudes in North-western China. Current Issues in Language Planning, DOI: 10.1080/14664208.2020.1785751
Sah, P., & Li, G. (2020) Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction (EMI) in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism, https://doi.org/10.1080/13670050.2020.1849011
Li, G., & Sun, Z. (2019) Asian immigrant family school relationships and literacy learning. In S. Sheldon et al., (Eds.), Handbook of Family, School, Community Partnerships in Education.
Fincham, N., & Li, G. (2019) Metacognitive knowledge and EFL Learning in web-based distance learning context: A multiple case study. In S. Keengwe (Ed.), Handbook of research on cross-cultural online learning in higher education. Hershey, PA: IGI Global.
Li, G., Bian, Y., & Martinez, J. M. (2019) Learning to teach English Language Learners as “a side note”: TESOL pre-service teachers’ perspectives of their professional preparation. In S. Keengwe and Grace Onchwari (Eds.), Handbook of research on assessment practices and pedagogical models for immigrant students. Hershey, PA: IGI Global.
Li, G., & Sah, P. (2019). Immigrant language policies and programs in an era of Change: Promises, contradictions, and possibilities. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge.
Li, G., & Sah, P. (2020) Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. In S. Steinberg et al., (Eds.), Handbook of critical pedagogy (pp. 884-898). New York: SAGE.
Li, G., Sun, Z., & Li, H. Y. (2019). Metalinguistic transfer: Exploring cross-language facilitation of literacy skills among Chinese-English bilingual children. In L. Moll (Ed.), Oxford Research Encyclopedia of Education (OREE), Oxford: Oxford University Press.
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., Schwartz, T. (2020) Improving ELLs’ scientific writing through co-teaching: Collaboration between ESL and science teachers in a secondary school in Canada. In M. Dover and A. Honigfeld (Eds.), Co-teaching for English learners: Evidence-based practices and research-informed outcomes. Greenwich, CT: Information Age Publishing.
Zumrawi, A. A. & Macfadyen, L. P. (2023) 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
Banihashem, S. K., Noroozi, O., van Ginkel, S., P., Macfadyen, L., & Biemans, H. J. A. (2022) 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
Macfadyen, L. P., Austin, J., Cao, P., Cheng, J., Cremin, C., Duong, L., Elliott, A. M., Guimond, C., Lim, S., Race, S., Rajan-Babu, I.-S., Richardson, A., Wainstein, T., Zahir, F., & Birch, P. H. (2023) 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
Banihashem, K. & Macfadyen, L. P. (2021) Pedagogical design: Bridging learning theory and learning analytics. Canadian Journal of Learning and Technology, 47(1), https://doi.org/10.21432/cjlt27959
Macfadyen, L. P., Lockyer, L., & Rienties, B. (2020) Learning design and learning analytics: Snapshot 2020. Journal of Learning Analytics, 7 (3), 6-12. https://doi.org/10.18608/jla.2020.73.2
Redmond, D. W. & Macfadyen, L. P. (2020). A Framework to leverage and mature learning ecosystems. International Journal of Emerging Technologies in Learning (iJET), 15(5), 75-99.
Teichert, L., Anderson, J., Anderson, A., Hare, J., & McTavish, M. (10/2021). 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
Heydon, R., McTavish, M., Bainbridge, J. (2021) Constructing meanings: Literacy pedagogies K-8 (7th ed.). Toronto: Nelson/TopHat
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. (pp. 280-293). London: Routledge.
Moore, A. (2024) 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
Moore, A. (2024) 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
Hare, K. & Moore, A. (2024) Gaslighting love: A feminist walking tour through a Hallmark hotspot. In C. Lavigne (Ed.), Critical Perspectives on the Hallmark Channel (pp. 105-118). Routledge.
Gowar, M. & Moore, A. (2024) Editorial. Book 2.0., 13(2),135-141. https://doi.org/10.1386/btwo_00088_2
Moore, A. & Kelley, L. (2024) "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
Moore, A. (2024) 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
Hare, K. & Moore, A. (2023) 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
Moore, A. (2023) “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
Moore, A. (2023) “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
Moore, A. (2023) “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
Moore, A. (2023) Avonlea school (poem). Journal of L.M. Montgomery Studies. https://journaloflmmontgomerystudies.ca/jlmms/4/1/avonlea-school
Moore, A. (2023) Whore name (poem). Feminist Review, 134(1), 38. https://doi.org/10.1177/0141778922113421
Moore, A. (2023) MeToo moments: Teacher candidates’ disclosures of sexual violence. Action in Teacher Education. https://doi.org/10.1080/01626620.2023.2242324
Moore, A. (2022) “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
Moore, A. (2022) 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
Moore, A. (2022) A public service announcement: Students are publishing Speak homework as fanfiction. English Journal, 112(1), 17-19.
Moore, A. (2022) 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
Moore, A. (2022) "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
Moore, A. (2022) 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
Moore, A. & Hare, K. (2022) 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
Moore, A. (2022) 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
Moore, A. (2022) “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
Hare, K. & Moore, A. (2022) 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.
Moore, A. (2022) “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.
Moore, A. & Marshall, E. (2021) 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.
Moore, A. (2021) Pinned, mounted (poem). In S. Goyette (Ed.), Resistance: Righteous rage in the age of #MeToo (p. 85). University of Regina Press.
Moore, A. (2020) [Review of the book Refuse: CanLit in ruins, by McGregor, H., Rak, J., & Wunker, E. (Eds.)]. Canadian Woman Studies, 34(1), 178-179.
Moore, A. & Marshall, E. (2020) Youth resistances and popular media. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1331
Moore, A. (2020) 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/
Moore, A. (2020) “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
Moore, A. (2020) 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
Darvin, R. & Norton, B. (2023) Investment and motivation in language learning: What's the difference? Language Teaching, 56, 29-40. https://www.cambridge.org/core/journals/language-teaching/article/investment-and-motivation-in-language-learning-whats-the-difference/9867F8786C50C31C88D45B0009FC2383
Zaidi, R., Metcalfe, R., & Norton, B. (2022) "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
Afreen, A. & Norton, B. (2022) Bangla and the identity of the heritage language teacher. Educational Linguistics, 1(1), 152-178. https://doi.org/10.1515/eduling-2021-0008
Norton, B. (2021) 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. https://zenodo.org/records/10455757
Clément, R., & Norton, B. (2021) Ethnolinguistic Vitality, Identity and Power: Investment in SLA. Journal of Language and Social Psychology, 40(1), 154–171. https://doi.org/10.1177/0261927X20966734
Afreen, A., Norton, B. (2021). COVID-19 and Heritage Language Learning. RSC COVID-19 Series, 67. The Royal Society of Canada.
Gilman, M. & Norton, B. (2020) Storybooks Canada, English language learners, and the school curriculum. BC TEAL Journal, 5 (1), 1-18. https://doi.org/10.14288/bctj.v5i1.340
Norton, B. (2020) Identity and Second Language Acquisition. The Concise Encyclopedia of Applied Linguistics, 561-570.
Norton, B. (2020) Poststructuralism. The Concise Encyclopedia of Applied Linguistics, 901-907
Norton, B., Stranger-Johannessen, E., & Doherty, L. (2020) 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.
Norton, B. & Doherty, L. (2020) Global Storybooks for multilingual UK Classrooms. EAL Journal, p. 21-25. https://storybookscanada.ca/files/norton_2020_ealjournal.pdf
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.
Stranger-Johannessen, E. & Norton, B. (2019) Promoting early literacy and student investment in the African Storybook. Journal of Language, Identity, and Education, 18(6), 400-411.
Norton B. & Pavlenko A. (2019) 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.
Gilman, M. & Norton, B. (2020). Storybooks Canada, English language learners, and the school curriculum. BC TEAL Journal, 5 (1), 1-18.
Norton, B. & Doherty, L. (2020). Global Storybooks for multilingual UK Classrooms. EAL Journal, 11, (Spring), 21-25.
Rogers, T. and Hamilton-McKenna, C. (2022) Critical literary perspectives on children’s and young adult literature. 4th International Encyclopedia of Education, Elsevier
Rogers, T. (2022) “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
Nelson, E., Perry, M. and Rogers, T. (2020) “Introducing Offlineness: Theorizing (Digital) Literacy Engagements.” Journal of Literacy Research, March, 1-7.
Hamilton, C. , Marshall, E. and Rogers, T. (2020) "Good, Mad, or 'Incurably Bad'". Invited article for Jeunesse: Young People, Texts, Cultures, Special Issue.
McKenna Hamilton, C. and Rogers, T. (2020) 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
Lin, R., & Shi, L. (2021) 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
Shi, L. (2021) 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
Barkaoui, K., Shi, L., & Riazi, M. (2020) “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
Spiliotopoulos, V., Wallace, A., Ilieva, R. (in press) 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
Wallace, A., Spiliotopoulos, V. & Ilieva, R. (2020) CLIL Collaborations in Higher Education: A Critical Perspective. English Teaching & Learning 44, 127–148.
Spiliotopoulos, V., Wallace, A., & Fazel, I. (2020) Opportunities and challenges in Assessing Multilingual Adult Learners in University Settings. Proceedings of Adult Education in Global Times, pp. 637 – 643.
Bong-gi, S. & Spiliotopoulos, V. (in press). 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.
Tsiriotakis, I., Spiliotopoulos, V., Grünke, M., Konstantinos, K. (2021) The effects of a cognitive apprenticeship model on the argumentative texts of EFL Learners. Journal of Education and Learning.
Tastanbek, S. (2024) 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
Kunnas, M., Masson, M., & Wernicke, M. (2023) 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
Culligan, K., Battistuzzi, A., Wernicke, M., & Masson, M. (2023) 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
Wernicke, M. (2023) L’insécurité linguistique dans l’enseignement du français langue seconde: De quoi parle-t-on? OLBI Journal, 13, 199–222.
Wernicke, M. (2022) “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
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Wernicke, M. (2020) Language Teachers on Study Abroad: A Discourse Analytic ‎Approach to Teacher Identity. International Journal of Society, Culture & Language, 8(2), 1–16.
Wernicke, M. (2020) Orientations to French Language Varieties among Western Canadian French-as-a-Second-Language Teachers. Critical Multilingualism Studies, 8(1), 165–190.
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