Browse recent publications.
Show all
Building science teacher disciplinary linguistic knowledge with SFL. In L. H. Seah, R. Silver, & M. Baildon (Eds.), The role of language in content pedagogy: A framework for teachers’ knowledge (pp. 87-114). Springer. DOI: 10.1007/978-981-19-5351-4_5
Plurilingualism, equity, and preservice teacher identity: Centring (linguistic) diversity in teacher education. TESL Canada Journal, 38(2), 114–139. https://doi.org/10.18806/tesl.v38i2.1359
Design and opportunity in critical multilingual/multimodal composing pedagogy. In D. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal writing in teaching and learning contexts: Multilingual perspectives (pp. 89–108). New York: Springer. DOI: 10.1007/978-981-16-0530-7_6
SFL praxis in U.S. teacher education: A critical literature review. Language and Education, 35(5), 402–428. https://doi.org/10.1080/09500782.2020.1781880
Toward an anti-racist genre pedagogy: Considerations for a North American context. TESOL Journal Special Issue: Exploring the transformative potential of English language teaching for social justice. DOI: 10.1002/tesj.554
Implications of genre pedagogy for refugee youth with limited or interrupted formal education. In D. Warriner (Ed.), Refugee education across the lifespan: Mapping experiences of language learning and language use (pp. 57–78). New York: Springer. https://doi.org/10.1007/978-3-030-79470-5_4
Pre-service science teachers’ written feedback practices following preparation for “sheltered” instruction. In M. Christison, J. Crandall, & D. Christian (Eds.) Global research on teaching and learning English: Integrating content and language instruction (pp. 126–143). New York: Routledge. DOI:10.4324/9781003181859-10
Systemic functional linguistics. In C. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics (pp. 1029–1037). New York: Wiley.
Bringing a social semiotic perspective to secondary teacher education in the United States. Journal of English for Academic Purposes Special Issue: Halliday’s Influence on EAP Practice.
Paradigm shifts in the teaching of grammar in K-12 ESL/EFL contexts: A case for a social-semiotic perspective. In L. C. de Oliveira (Ed.), Handbook of TESOL in K-12 (pp. 249–263). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781119421702.ch16
Putting it all together: SFL in action. In M. Gebhard, Teaching and researching ELLs’ disciplinary literacies: Systemic functional linguistics in action in the context of U.S. school reform (pp. 239–271). New York: Routledge. DOI: 10.4324/9781315108391-9
Challenging deficit perspectives of multilingual learners in everyday talk. MATSOL Currents, 42(1), 39–42.
Reflection multiliteracies: Teaching meaning making across the visual and language arts. SPELT Quarterly Journal, 34(2), 2–16. DOI: 10.13140/RG.2.2.17060.53121
Can monolingual language teachers be effective? TESOL Connections, May 2020, 1–5.
Teaching between languages: Five principles for the multilingual classroom. MATSOL Currents, 41(1), 38–42.
Analyzing diverse learners’ writing in mathematics: Systemic functional linguistics in secondary pre-service teacher education. International Journal of Mathematics Teaching and Learning, 18(1), 84–108.
Exploiting the language of science: Teaching informational texts across grade levels. SPELT Quarterly Journal, 32(4), 2–16.
Supporting L2 elementary science writing with SFL in an age of school reform. In L. C. de Oliveira & T. Silva (Eds.), Second language writing in elementary classrooms: Instructional issues, content-area writing and teacher education (pp. 126–150). New York: Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137530981_8
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
“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
Reconceptualising system transitions in education for marginalised and vulnerable groups. European Journal of Education, 53 (4), 441-446.
Conclusion: Developing conceptual understandings of transitions and policy implications. European Journal of Education, 53 (4), 541-556.
European Journal of Education: Special themed issue on Transitions in Education. https://onlinelibrary.wiley.com/toc/14653435/2018/53/4
Math-in-context: A study of the types of math preschoolers ‘do’ at home. In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, & C. Benz (Eds.). Contemporary research and perspectives on early childhood mathematics education (pp. 183-202), Cham, Switzerland: Springer International Publishing.
Instruction and construction of mathematics at home: An exploratory study. In C. Benz, H. Gasteiger, A. Steinweg, P. Schoner, H. Vollmuth, & J. Zollner (Eds.) Mathematics Education in the Early Years-Results from the POEM3 Conference, 2016 (pp. 281-298). Cham, Switzerland: Springer International Publishing.
“No peeing on the sidewalk!”: Family literacy in culturally, linguistically, and socially diverse communities. Journal of Family Diversity in Education, 3(1), 77-91.
Lessons from parents, and with parents in early literacy learning for migrant and refugee students. Newark, DEL International Literacy Association. http://literacyworldwide.org/pcr
“You guys should offer the program more often!”: Some perspectives from working alongside immigrant and refugee families in a bilingual family literacy program. In C. McLachlan, & A. Arrow (Eds.), Literacy in the early years: Reflections on international research and practice (pp. 63–78). New York: Springer.
Promoting first language development and maintenance and capitalizing on “funds of knowledge” in family literacy programmes. In N. Kucirkova, C. Snow, V. Grover, & C. McBride-Chang (Eds.), The Routledge international handbook of early literacy education (pp. 351–361). New York: Routledge.
Family literacy programs in immigrant and refugee communities: Some observations from the field. Journal of Language and Literacy Education. Available at: http://jolle.coe.uga.edu/wp-content/uploads/2017/03/Anderson-1.pdf
Family literacy programmes and young children's language and literacy development: Paying attention to families' home language. Early Child Development and Care, 187 (3–4), 644–654.
Children's funds of knowledge in a rural northern Canadian community: A telling case. Language and Literacy, 19 (2), 20-32.
Early Literacy Learning for Immigrant and Refugee Children: Parents' Critical Roles. Thought Leadership Paper, Literacy Research Panel, International Literacy Association, Newark, DEL. https://literacyworldwide.org/docs/default-source/where-we-stand/ila-early-literacy-learning-immigrant-refugee-children.pdf
Immigrant and refugee families and family literacy programs: Perspectives, insights and challenges. In B Culligan and G. Mehigan (Eds.), Exploring the literacy landscape: Celebrating 40 years of practice (pp. 136-142). Dublin, Ireland: Literacy Association of Ireland.
“Now he knows that there are two kinds of writing, two kinds of reading”: Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts (pp. 82–102). New York: Routledge.
Language, and culture in early childhood: Home, school, and community contexts –An introduction. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts ) pp. 118. New York: Routledge.
Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian kindergartens? Canadian Journal of Education, 39(3), 1–26.
Language, learning, and culture in early childhood: Home, school, and community contexts. New York: Routledge.
Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.
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
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
Releasing trauma. In P. Tortell, M. Turin & M. Young (Eds.) Memory (pp. 129-139). Vancouver: UBC Press & Peter Wall Institute for Advanced Studies.
Touchstones of practice: Consideration from the theatre workshop floor. In Duffy, P., Hatton, C. & Sallis, R. (Eds.) Drama Research Methods: Provocations of Practice (pp. 3-18). Leiden, Netherlands: Brill/Sense Publishers.
Misperformance ethnography. In M. Cahnmann-Taylor & R. Siegesmund (Eds.) Arts-Based Research in Education: Foundations for Practice. New York: Routledge. (99-114).
Community Stories and Growth through Research-Based Theatre. Learning Landscapes Journal, 11 (2), 107-124. https://learninglandscapes.ca/index.php/learnland/article/view/950
Performing research: Contemplating what it means to be a man. Artizein: Arts & Teaching Journal, 3(1), 38-45. https://opensiuc.lib.siu.edu/atj/vol3/iss1/7/
Theatre in Canada: What’s next? In P. Tortell (Ed.), Reflections of Canada (pp. 261–266). Peter Wall Institute for Advanced Studies, Vancouver, BC: UBC Press.
Historiography and The Komagata Maru Incident. In H. Davis-Fisch (Ed.), Past Lives: Performing Canada's Histories (pp. 305–310). Toronto: ON: Playwrights Canada Press.
A/r/tography as living inquiry. In P. Leavy (Ed.), Handbook of Arts Based Research (pp. 37–53). New York: Guildford Press.
A Critical Inquiry into Art-based Health Research. (eds.) Special issue Journal of Applied Arts and Health, 8(2). 139 pages.
Theatre with veterans: Transition and recovery. Journal of Applied Arts and Health, 8(2), 255-265.
Audience responses to Contact!Unload: A research-based play about returning military veterans. Journal Cogent: Arts & Humanities, 4, 1-12. (http://www.tandfonline.com/doi/pdf/10.1080/23311983.2017.1351704?needAccess=true)
Performing Contact!Unload: Insider perspectives. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling (pp. 45–52). Vancouver: Faculty of Education, UBC.
Performing autobiography. In G. Belliveau, & G. Lea (Eds.), Research-based theatre: An artistic methodology (pp. 175–188). Bristol, UK: Intellect Books.
Soldiers performing self in Contact!Unload: Innovations in theatre and counseling. Vancouver: Faculty of Education, UBC. (215 pages)
Research-based theatre: An artistic methodology. Bristol, UK: Intellect Books. (204 pages)
AEMEA: In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 227–248). New York: Routledge.
Arts-based health research and academic legitimacy: Transcending hegemonic conventions. Qualitative Research Journal, 16(3), 1–20.
Perspectives on drama and performance education in Canadian classrooms. In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 264–275). New York: Routledge.
海外戏剧教育理念方法在中国戏曲传承传播中的应用—以汤显祖、莎士比亚剧作为研究中心 [Ideas and methods of overseas drama education applied in inheritance and dissemination of Chinese opera – with Shakespeare and Tang Xianzu as the Research Centre]. Grand Stage, 339(8), 54–60. Available at: http://dwut.chinajournal.net.cn/WKB/WebPublication/paperDigest.aspx?paperID=c99cde7a-080e-48ff-9414-e052d439d144
Situating the field. In Belliveau, G. & Lea, G. (Eds.), Research-based theatre: An artistic methodology (pp. 1-12). Bristol, UK: Intellect Books.
Exploring curriculum: performative inquiry, role drama and learning. Vancouver, British Columbia: Pacific Education Press/UBC Press. (286 pages) http://www.pacificedpress.educ.ubc.ca/exploring-curriculum-performative-inquiry-role-drama-and-learning/
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
Acts of reading and gathering in place: “Our stories so Far…” Eco-Thinking, 1.
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.
Design-based research methodology for establishing the common theoretical framework and the CLB/NCLC scales. In Monika Jezak (Ed.), Language is the key. The Canadian Language Benchmarks model (pp. 31-53). Ottawa: University of Ottawa Press.
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.
HPV vaccination discourses and the construction of “at-risk” girls. Canadian Journal of Public Health. 109(5-6), 622-621. https://link.springer.com/article/10.17269/s41997-018-0108-8
Awkward choreographies from cancer's margins: Incommensurabilities of biographical and biomedical knowledge in sexual and/or gender minority cancer patients’ treatment. Journal of Medical Humanities. 40(2), 1-21. https://link.springer.com/article/10.1007%2Fs10912-018-9542-0
Projecte Cancer’s Margins: Minories sexuals, assistencia oncologica, informacio, subjectivitats. In A. Parroche-Escudero, G. Coll Planas & C. Riba (Eds.), Cicatrius (In)visibles: Cancer de pit and perpectives feministas) (45–61. Vic: Eumo Editorial, Universitat de Vic.
Cancer’s Margins: Trans* and gender nonconforming people’s access to knowledge, experiences of cancer health, and decision-making. LGBT Health, 3(1), 79–89.
Digital literacies & multimodal learning. In R. J. Tierney, F. Rizvi & K. Erkican (Eds.) The international encyclopedia of education, 4th ed., pp 583-589. https://doi.org/10.1016/B978-0-12-818630-5.07025-1
Disseminating evidence-based preventive interventions to promote wellness and mental health in children and youth: Opportunities, gaps, and challenges. Canadian Journal of Public Health.
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 state of French second language education in Canada 2018 (Focus on teachers). Ottawa, Canadian Parents for French.
Preparing for the classroom: Mental health knowledge improvement, stigma reduction, and enhanced help-seeking efficacy in Canadian preservice teacher education. Canadian Journal of School Psychology. doi.org/10.1177/0829573516688596
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.
Analyzing and understanding interlanguage. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
Incidental learning of vocabulary. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York, NY: Wiley.
“It’s better language”: The social meanings of academic language in an elementary classroom, Critical Inquiry in Language Studies, 19:2, 75-96.
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.
“He needs help”: Marking and marginalizing English learners through peer interactions. In T. Rishel & P. Chamness Miller (Eds.), Stress and Coping of English Learners. Charlotte, NC: Information Age Publishing.
"I Feel Like Really Racist for Laughing": White Laughter and White Public Space in a Multiracial Classroom. In M. Bucholtz, D.I. Casillas, & J.S. Lee (Eds.), Feeling It: Language, Race, and Affect in Latina/o Youth Learning. New York: Routledge. https://www.routledge.com/Feeling-It-Language-Race-and-Affect-in-Latinx-Youth-Learning/Bucholtz-Casillas-Lee/p/book/9781138296800
Immigrant parents’ language brokering practices: A taxonomy of interlingual and intralingual brokering strategies. In R. S. Weisskirch (Ed.), Language brokering in immigrant families: Theories and contexts (pp. 247–269). New York, NY: Routledge.
Moving across a genre continuum: Pedagogical strategies for integrating online genres in the language classroom. English for Specific Purposes, vol 70. https://doi.org/10.1016/j.esp.2022.11.004
Design, resistance and the performance of identity on TikTok. Discourse, Context & Media, 46, 100591.
Sociotechnical structures, materialist semiotics and online language learning. Language Learning & Technology. [Special Issue on Semiotics in CALL: Signs, meanings and multimodality in digital spaces.] https://www.lltjournal.org/item/10125-73502/
Digital literacies in TESOL: Mapping out the terrain [Special Issue]. TESOL Quarterly, 56(3), 1-18.
TikTok and the translingual practices of Filipino domestic workers in Hong Kong. Discourse, Context & Media, vol 50. https://www.sciencedirect.com/science/article/pii/S2211695822000782
From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak. TESOL J. https://doi.org/10.1002/tesq.3233
The tools we choose. A critical perspective of technologies that mediate scholarly practices. Journal of English for Research Publication Purposes, 2(1), 81-89.
L2 motivation and investment. In M. Lamb, K. Csizer, A. Henry, & S. Ryan (eds.). The Palgrave Handbook of Motivation for Language Learning, (p. 245-264). Palgrave Macmillan.
Digital literacy, language learning, and educational policy in British Columbia. In J. Crandall & K. Bailey (eds.). Global perspectives on educational language policies (pp. 181-191). New York: Routledge.
Identity research in applied linguistics. In P. De Costa, A. Phakiti, L. Plonsky & S. Starfield (eds.) The Palgrave handbook of applied linguistics research methodology (p. 777-792). London: Palgrave Macmillan.
Language, ideology, and critical digital literacy. In S. Thorne & S. May (eds.) Language, Education and Technology, Encyclopedia of Language and Education, vol. 9, (p.17-30). Switzerland: Springer.
Language and identity in the digital age. In S. Preece (ed.), Routledge Handbook of Language and Identity (p. 523-540). Oxon: Routledge.
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.
SLA across (disciplinary) borders: Introduction. Modern Language Journal, 103 (Supplement 2019), 3-5.
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.
Learning Chinese as a heritage language in postsecondary contexts. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 318-335). New York: Routledge.
Case study research in applied linguistics. In L. Litosseliti (Ed.), Research methods in linguistics (2nd ed.). (pp. 305-330). London: Bloomsbury.
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
Learning through social interaction. In A. Burns & J. Richards (Eds.), Cambridge guide to learning a second language (pp. 101-109). Cambridge UK: Cambridge University Press.
Chinese second language socialization. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 82-99). New York: Routledge.
Constructing identities and negotiating ideologies with Chinese popular culture in adult Mandarin learning. Global Chinese, 4(1), 37-61.
Demographics and heritage languages in Canada: Policies, patterns, and prospects. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 57-67). New York, NY: Routledge.
Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170-175). London: UK: Routledge.
Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 409-422). New York: Routledge.
Social dimensions and differences in instructed SLA [second language acquisition]. In S. Loewen & M. Sato (Eds.). The Routledge handbook of instructed second language acquisition. New York: Routledge.
Language socialization, higher education, and work. In P. Duff & S. May (Eds.), Language socialization. Encyclopedia of language and education. (3rd ed.) (pp. 255-272). Cham, Switzerland: Springer International.
Language socialization. Encyclopedia of language and education (3rd ed.). New York: Springer. (Introduction + 30 chapters, including newly solicited ones)
Commentary: Motivation for learning languages other than English in an English-dominant world. Modern Language Journal, 101(3), 597–607.
Case study research. In J.D. Brown & C. Coombs (Eds.), Cambridge guide to language research (pp. 112–118). Cambridge: Cambridge University Press.
Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge.
A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100-S, 19–47.
Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170–175). London, UK: Routledge.
Digital storytelling with refugee background youth: Possibilities for language and digital literacies learning. TESOL Quarterly. https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesq.3146
Youth from refugee backgrounds positioning their identities through reaction videos. Journal of Language, Identity & Education.
Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
21st century literacies: Multiliteracies reconsidered. In R. Zaidi, & J. Rowsell (Eds.). Literacy lives in transcultural times (pp. 43-57). London, UK: Routledge.
Second language education in Canada. In N. Van Deusen-Scholl, & S. May (Eds.) Encyclopedia of language and education: Vol.4, Second and foreign language education (3rd ed., pp. 313–326). Springer Science.
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
Talking story with vital voices: Making knowledge with Indigenous language. Journal of Indigenous Wellbeing, 2(3), 67-75. https://journalindigenouswellbeing.com/media/2017/12/88.89.Talking-story-with-vital-voices-Making-knowledge-with-indigenous-language.pdf
Materials development for Indigenous language revitalization: Pedagogy, praxis and possibilities, In McKinley, E. & Smith, L.T. (Eds.), Handbook of Indigenous Education (pp. 1-19). Singapore: Springer. https://link.springer.com/referenceworkentry/10.1007/978-981-10-1839-8_12-1
Indigenous youth language resources, educational sovereignty, and praxis: Connecting a new body of language planning research to the work of Richard Ruiz. In N. Hornberger (Ed.), Honoring Richard Ruiz and his work on language planning and bilingual education (pp. 395–429). Bristol: Multilingual Matters.
Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137
Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice. Journal of Environmental Education, 53(5), 1-10. https://doi.org/10.1080/00958964.2022.2113019
Imagining futures literacies: A collaborative practice. Journal of Higher Education Theory and Practice, 22(7), 27-39. https://doi.org/10.33423/jhetp.v22i7
Multiple futures literacies: An interdisciplinary review. Journal of Curriculum and Pedagogy, 19(3), 1-24. https://doi.org/10.1080/15505170.2022.2094510
Transdisciplinary and interdisciplinary programs for collaborative graduate research training. Educational Review (online ahead-of-print). https://doi.org/10.1080/00131911.2022.2134312
Energy literacy: A conceptual framework for energy transition. Environmental Education Research (Online ahead-of-print). https://doi.org/10.1080/13504622.2023.2175794
Solarities: Seeking energy justice. University of Minnesota Press.
Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks. Journal of Teaching and Learning, 15(1), 20-38. https://doi.org/10.22329/jtl.v15i1.6519
Rewriting Our Stories: Education, Empowerment, and Well-being. Cork University Press.
Topobiographical inquiry: Lived spaces, experiences, and ecologies. Éire-Ireland, 55(1/2), 129-149. https://muse.jhu.edu/article/776998
Digital storytelling going viral: Using empathy education to promote environmental action. Media Practice and Education, 21(4), 275-288. https://doi.org/10.1080/25741136.2020.1832827
Introducing Le Menu: Consuming Modernist Food Studies. In D. Gladwin (Ed.), Gastro-modernism: Food, literature, culture (pp. 1-18). Clemson University Press. https://doi.org/10.2307/j.ctvpj7hf3.6
Ecological and Social Awareness in Place-Based Stories. Canadian Journal of Irish Studies 42: 138-157. https://www.jstor.org/stable/26693095
Gastro-Modernism: Food, Literature, Culture. Clemson University Press.
Ecocriticism. Oxford Bibliographies in Literary and Critical Theory. Web. https://doi.org/10.1093/obo/9780190221911-0014
Irish environmental humanities. Canadian Journal of Irish Studies 40, 38-50. http://www.jstor.org/stable/26333454
Unfolding Irish Landscapes: Tim Robinson, Culture, and Environment. Manchester University Press.
Contentious Terrains: Boglands, Ireland, Postcolonial Gothic. Cork University Press.
Ireland’s "ABC of Earth Wonders". In D. Gladwin and C. Cusick (Eds.), Unfolding Irish landscapes: Tim Robinson, culture, and environment (pp. 1-18). Manchester University Press. https://doi.org/10.7765/9781784997144.00008
Documentary Map-making and Film-making in Pat Collins’s Tim Robinson: Connemara. In D. Gladwin and C. Cusick (Eds.), Unfolding Irish landscapes: Tim Robinson, culture, and environment (pp. 73-86). Manchester University Press. https://doi.org/10.7765/9781784997144.00013
Ecocritical and Geocritical Conjunctions in North Atlantic Environmental Multimedia and Place-Based Poetry. In R. T. Tally Jr. and C. Battista (Eds.), Ecocriticism and geocriticism: Overlapping territories in environmental and spatial literary studies (pp. 37-54). Palgrave Macmillan. https://doi.org/10.1057/9781137542625_3
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).
The secondary school that ROARS in A. Lazar & P. Ruggiano-Schmidt (Eds.) Understanding Exceptional Schools (pp. 32-51). New York: Teachers College Press.
Second Language Literacy – Kindergarten to Grade 12. In E. Hinkel (Ed) Handbook of Research in Second Language Teaching and Learning (3nd edition) (pp.273-285). NY: Routledge.
Disaggregating secondary-level Chinese immigrants’ academic, English, and school success. In W. Ma, & G. Li, (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores (pp. 88–102). New York, NY: Routledge.
Digital storytelling and reconciliation. In P. Tortell, M. Young, & P. Nemetz (Eds.), Reflections of Canada 150 (pp. 200-205). Vancouver, Canada: Peter Wall Institute for Advanced Studies.
Thunderbird rising: Indigenizing education in Canada. In Royal Commission on Aboriginal Peoples 20th Year Anniversary: Sharing the Land, Sharing the Future National Forum. Winnipeg: University of Manitoba Press. (Invited Submission)
Knowing, sharing, doing: Celebrating successes in K-12 Aboriginal education in British Columbia. Vancouver, BC: British Columbia Principals and Vice Principals Association.
“All of our responsibility”: Instructor experiences with required Indigenous education courses. Canadian Journal of Native Education, 38(1), 101-120.
Learning from Indigenous knowledge in education. In D. Long & O. P. Dickason, (Eds.), Visions of the heart: Canadian Aboriginal issues, 4th Edition (pp. 241-262). Oxford, UK: Oxford University Press.
Indigenous pedagogies in early learning: linking community knowledge to school based settings. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school and community contexts, pp. 197-213. New York: Routledge.
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.
Power, Politics, Possibilities: Thoughts Toward Creating a Black Digital Oral History Archive Edited by J. Anderson, R. Darvin, and S. Smythe, Editors, Special themed issue on Equity and Digital Literacies. Language and Literacy Journal, 20(3), 89-99.
Culturally relevant pedagogy in Canada: Possibilities and Challenges Regarding African Canadian Students. Special issue: A Dream Deferred: A Retrospective View of Culturally Relevant Pedagogy, G. Ladson-Billings, and A. Dixson, (Eds.) Teachers’ College Record, 119(1), 1-27.
Dear White People, Wake Up, Canada is Racist, Theconversation.com.
An experiment that worked: Lesson from an inner-city school in Chicago. Caribbean Journal of Education, 38(1), xiv-xxix.
Eds. Special Issue of Caribbean Journal of Education: Changing the landscape of education in under-resourced schools and communities. 38(1).
Writing the Unwritable: Sebald, Haraway, and Creative Disobedience. Curricular and Architectural Encounters with W.G. Sebald: Unsettling Complacency, Reconstructing Subjectivity, 14, 240-253.
A patch-work of pedagogical potential: A syn(aes)thetic approach to technologically enhanced multimedia text production. McGill Journal of Education. 25 pages.
The sound of our words: Singling, a textual sonification software. In Proceedings of the 26th International Conference on Auditory Display (ICAD). https://icad2021.icad.org/wp-content/uploads/2021/06/ICAD_2021_38.pdf
Skunk Tales: A collaborative, multimodal, futures narrative. In Canadian Association of Curriculum Studies Celebration of Scholarly and Artistic Works.
Singling: Text sonification and the literacoustics of language-to-MIDI transformations. In A. Klobucar (Ed.), The Community and the Algorithm. 20 pages. Vernon Press.
Raw harmonies: Transmediation through raw data. Leonardo, 53(2), 183-188.
From play to creative extrapolation: Fostering emergent computational thinking in the makerspace. Journal of Strategic Innovation and Sustainability, 15(5), 40-54.
PhoneMe poetry: Mapping community in the digital age. Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning, 6(2). 107-117. https://doi.org/10.15402/esj.v6i2.69984
To breath poetry among the neighbors: Two essays on Anerca, a journal of experimental writing (1985-1990). Among the Neighbors 13, 1-39.
Transmedia: An improvisualization. In B. Gervais & S. Marcotte (Eds.), Attention à la Marche! Mind the Gap!: Thinking Electronic Literature in a Digital Culture | Penser la Littérature Électronique en Culture Numérique (pp. 85-102). Les Presse De l’Écureuil.
Mapping sexual orientation and gender identity (SOGI) through curriculum and practice in a Canadian teacher education program. Canadian Journal of Education 42(4), 957-991.
TEFA Interview Findings on SOGI Inclusion [Podcast]. Teacher Education for All Curriculum Mapping Project Interviews. University of British Columbia. Retrieved from https://blogs.ubc.ca/tefainterviews/2019/08/23/
Spring. In B. White, P. Sameshima, & A. Sinner (Eds.), MA: Materiality in teaching and learning. (pp. 221-232). Peter Lang.
Poetry from the matrix of Mother Earth and Mother Board. Axon: Creative Explorations, (7) 2. http://www.axonjournal.com.au/issue-13/poetry-matrix-mother-nature-and-mother-board
Poetic Inquiry: Enchantment of Place. Delaware: Vernon Press. https://vernonpress.com/book/134
Antics of a cultural recycler: Visualizing data poetry. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflections and renewal: Poetry as research (pp. 244–259). Lunenburg, NS: MacIntyre Purcell Publishing.
A glitch pedagogy: Exquisite error and the appeal of the accidental. Journal of the Canadian Association for Curriculum Studies, (14)1, 108–127.
Brave new network: The gambit of living automated lives. In j. jagodzinski (Ed.), The precarious future of education: Education, psychoanalysis, and social transformation (pp. 195–223). Toronto & New York: Palgrave.
“The Entrepreneurial Gamer”: Regendering the Order of Play. Games and Culture, 13(7), 728–746. https://doi.org/10.1177/1555412018755913
Revisiting the media generation: Youth media use and computational literacy instruction. E-Learning and Digital Media, 14(4), 212–225. https://doi.org/10.1177/2042753017731357
Possibilities for digital storytelling for language and literacies learning. OASIS Summary of Kendrick, M. et al. (2022) in TESOL Quarterly. https://oasis-database.org/concern/summaries/m613mz10p?locale=en
Teachers’ ideological dilemmas: lessons learned from a Language Introduction Program in Sweden. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2022.2126485
Storytelling through block play: Imagining identities and creative citizenship. Literacy, 56(1), 29–39. https://doi.org/10.1111/lit.12266
Children’s billboard drawings of HIV/AIDS as maker literacies: An exploration in communicating difficult knowledge. Education Sciences, 10(8): 193. doi:10.3390/educsci10080193
Inquiry-based pedagogies and multimodalities: Challenges and opportunities for supporting English language learners. Canadian Modern Language Review, 76(2), 139-154.
Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya. Language and Education, 33(2), 123-140.
Digital storytelling: Opportunities for identity investment for youth from refugee backgrounds. In L. Green, D. Holloway, K. Stevenson, T. Leaver, L. Haddon (Eds.). Routledge Companion to Digital Media and Children (pp. 469-479). New York: Routledge.
Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances. Applied Linguistics Review, 9(2-3), 365-390.
“Impossible is nothing”: Expressing difficult knowledge through digital storytelling. Journal of Adolescent and Adult Literacy, 60(6), 667–675.
Family language practices as emergent policies in child-headed households in rural Uganda. In J. Macalister, & S.H. Mirvahedi (Eds.), Family language policies in a multilingual world: Opportunities, challenges, and consequences (pp. 56–73). London, UK: Routledge.
Cross-cultural research. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (pp. 178-181). Thousand Oaks, CA: Sage.
Literacy and multimodality across global sites. London, UK: Routledge.
I wish I was a lion a puppy: A multimodal view of writing process assessment. Pedagogies: An International Journal. doi: 10.1080/1554480X.2016.1169187
Language teaching for intercultural communication: Problematizing essentialism, highlighting power, and advocating for social justice. In N. Carignan, M. Deraîche, & M.-C. Guillot (Eds.), Intercultural Twinning: A Commitment for a pluralistic society (61–78). Brill.
Racism and communication. Oxford Bibliographies. https://www.oxfordbibliographies.com/view/document/obo-9780199756841/obo-9780199756841-0280.xml?rskey=5xYRje&result=1&q=Racism+and+Communication#firstMatch
Exploring lived experiences of Black female English teachers in South Korea: Understanding traveling intersectionality and subjectivities. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2022.2045303
Decolonizing second language writing: Possibilities and challenges, Journal of Second Language Writing, Volume 58. https://doi.org/10.1016/j.jslw.2022.100946
Illuminating language users in the discourse of linguistic diversity: Toward justice-informed language education. Educational Linguistics. https://doi.org/10.1515/eduling-2022-0011
Linking research to transforming the real world: Critical language studies for the next 20 years. Critical Inquiry in Language Studies. https://doi.org/10.1080/15427587.2022.2159826
Discourses of identity: Language learning, teaching, and reclamation perspectives in Japan. Palgrave Mcmillan. https://link.springer.com/book/10.1007/978-3-031-11988-0
Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes. https://doi.org/10.1080/13488678.2022.2056796
Strategies for sisterhood in the language education academy. Journal of Language, Identity, and Education. https://doi.org/10.1080/15348458.2020.1833725
Two faces of neoliberal communicative competence: Language-in-education policies in Japan and transnational workers’ voices. TESOL Quarterly, 55(2), 458–485. https://doi.org/10.1002/tesq.613
Toward a performative commitment to heterogeneity. In A. J. Silva & Z. Wang (Eds.), Reconciling translingualism and second language writing (pp. 163–171). Routledge.
Critical engagement with teaching EFL: Toward a trivalent focus on ideology, political economy, and praxis. In O. Z. Barnawi & A. Ahmed (Eds.), TESOL teacher education in a transnational world: Turning challenges into innovative prospects (pp.49–64). Routledge.
Critical antiracist pedagogy of English as an additional language. ELT Journal. https://doi.org/10.1093/elt/ccab015
“Your English is so good”: Lives of racialized students and instructors of a Canadian University. Ethnicities. https://doi.org/10.1177/14687968211055808
Bilingualism—but not plurilingualism—promoted by immersion education in Canada: Questioning equity for EAL students. TESOL Quarterly, 54, 773–785.
Race and language teaching. Language Teaching. doi:10.1017/S0261444820000269
Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, 41(5), 712–732. https://doi.org/10.1093/applin/amz033
Foreword. In D. Hooper & N. Hashimoto (Eds.), Teacher narratives from the eikaiwa classroom: Moving beyond “McEnglish” (pp. 1–3). Hong Kong: Candlin & Mynard ePublishing Limited.
Linguistic entrepreneurship: Common threads and a critical response. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 1–9.
Fostering antiracist engagement in Japanese language teaching. Japanese Language and Literature, 54, 347–357.
Orientalism. Z. A. Casey (Ed.), Encyclopedia of critical whiteness studies in education (pp. 439–446). Brill/Sense Publishing.
Foreign language education in Japan. In Pink, W. (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press.
Promoting and problematizing multi/plural approaches in language pedagogy. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 303–321). Springer.
A critical examination of common beliefs about language teaching: From research insights to professional engagement. In F. Fang & H. P. Widodo (Eds.), Critical perspectives on global Englishes in Asia: Language policy, curriculum, pedagogy and assessment (pp. 10–26). Bristol, UK: Multilingual Matters.
English in Japan. In P. Heinrich & Ohara, Y. (Eds.), The Routledge handbook of Japanese sociolinguistics (pp. 110-126). Abingdon, UK: Routledge.
Racial, ethnic, and cultural stereotypes in Teaching English. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.
Critical Approaches to Second Language Writing. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.
Possibilities for nonattachment: Investigating the affective dimension of imposition. In M. S. Wong & A. Mahboob (Eds.), Spirituality and English language teaching: Religious explorations of teacher identity, pedagogy and context (pp. 63-71). Bristol, UK: Multilingual Matters.
Rethinking “communication” in communicative language teaching. In Y. N. Leung, J. Katchen, S. Y. Hwang & Y. Chen (Eds.), Reconceptualizing English language teaching and learning in the 21st century: A special monograph in memory of Professor Kai-Chong Cheung (pp. 482-497). Taipei, Taiwan: Crane Publishing Company.
Unpacking research/practice gaps and complicities in WE and SLA research. World Englishes, 37, 93-105.
Eigo kyōiku gensō [Misconceptions of English language teaching and learning]. Tokyo: Chikuma Shinsho.
Myths of English and transnational Japanese workers’ experiences: Toward border-crossing communication. BCSIG (JALT Business Communications Special Interest Group) News #3, p. 5-7.
Globlization and language education in Japan. In N. Van Deusen-Scholl & S. May (Eds.), Second and foreign language education, Encyclopedia of language and education (Volume 4) (pp. 287-299). Cham, Switzerland: Springer.
Studying up, down, or across?: Selecting who to research. Studying up, down, or across?: Selecting who to research. In McKinley, J., & Rose, H. (Eds.), Doing research in applied linguistics: Realities, dilemmas, and solutions (pp. 17-26). Abingdon, UK: Routledge.
Special issue: Re-examining and re-envisioning criticality in language studies. Critical Inquiry in Language Studies.
Re-examining and re-envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14, 129-157.
Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480.
A critical examination of common beliefs about language teaching: From research insights to professional engagement. Epoch making in English language teaching and learning (pp. 348–365). Taipei: English Teachers’ Association-Republic of China (ETA-ROC).
Critical language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 210–214). New York: Routledge.
Confronting language myths, linguicism and racism in English language teaching in Japan. In P. Bunce, V. Rapatahana, R. Phillipson, & T. R. F. Tupas (Eds.), Why English? Confronting the Hydra (pp. 159–176). Bristol, UK: Multilingual Matters.
Critical content-based instruction in the foreign language classroom: Critical issues for implementation. L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 192–211). New York: Routledge.
The social imaginary of study abroad: Complexities and contradictions. Language Teaching Journal, 44, 347–357.
The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494.
"Holding Fast to H: Ruminations on the ARTS preconference," Artizein: Arts and Teaching Journal, 3(1) , Article 5. https://opensiuc.lib.siu.edu/atj/vol3/iss1/5
The vocation of poetry: Writing a lively love of the world. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflection and renewal (pp. 276–297). Lunenburg, NS: MacIntyre Purcell Publishing.
“It’s a trash”: Poetic responses to the experiences of a Mexican egg donor. Art/Research International: A Transdisciplinary Journal, 2(1), 58–88.
Provoking a curricular métissage of polyphonic textualities. Journal of the Canadian Association for Curriculum Studies, 14(1), 1–5.
Al Pittman: Savory on the Tongue. [Blog post for Brick Books’ Celebration of Canadian Poetry, week 82]. Available at: http://www.brickbooks.ca/week-82-al-pittman-presented-by-carl-leggo/
When is the teacher? Reflections on life writing, social fiction, and film. Journal of the Canadian Association for Curriculum Studies, 14(1), 92–107.
Poetic inquiry of and on play [Special capsule issue on children’s play]. Canadian Journal of Education, 39(3), 1–26.
The school bus symposium: A poetic journey of co-created conference space. Art/Research International: A Transdisciplinary Journal, 1(1), 141–173.
A poem can: Poetic encounters. LEARNing Landscapes, 9(2), 351–365.
Hearing echoes. Toronto: Inanna Publications.
Remembering. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling psychology (pp. 141–144). Vancouver, BC: University of British Columbia.
Lingering with words: Developing creative writing and living creatively. In R. Kelly (Ed.), Creative development: Transforming education through design thinking, innovation, and invention (pp. 127–132). Edmonton, AB: Brush Education.
Tuesdays with Mr. Burns. In A. Cole (Ed.), Professorial paws: Dogs in scholars’ lives and work (pp. 299-321). Halifax: Backalong Books.
The unpredictability of bliss: A grandfather’s poetic riffs. In K. T.Galvin & M. Prendergast (Eds.), Poetic inquiry II: Seeing, caring, understanding: Using poetry as and for inquiry (pp. 51–70). Rotterdam, NL: Sense Publishers.
The curriculum of wonder: Poetry as play, prophecy, & pedagogy. In N. Ng-a-Fook, A. Ibrahim, & G. Reis (Eds.), Provoking curriculum studies: Strong poetry and arts of the possible in education (pp. 5–28). New York: Routledge.
Performative research in music and poetry: An intercultural pedagogy of listening. In P. Burnard, E. Mackinlay, & K. Powell (Eds.), The Routledge international handbook of intercultural arts research (pp. 454–466). New York: Routledge.
“COVID has brought us closer”: A proleptic approach to ESL teachers’ approaches to teaching ELLs in and after the pandemic. For special issue, Post-pandemic classroom literacies. Language and Literacy, 25(1), 32–56. https://doi.org/10.20360/langandlit29654
In and out of the unknown: Lessons from immigrant families promoting multiliteracies during the COVID-19 pandemic. For special issue, Family Literacy, in The Reading Teacher, https://doi.org/10.1002/trtr.2184
Language education of Asian migrant students in North America. In Oxford Research Encyclopedia of Education. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1775
Supporting and advocating for immigrant and refugee students and families in America’s inner city: Urban educators’ agency and practices in everyday instruction. Urban Education, 0(0), 1-29. https://doi.org/10.1177/00420859221082671
Early bilingual vocabulary development among minority preschoolers in Xinjiang, China: The case of Uyghur and Kazak children. Chinese Journal of Applied Linguistics (CJAL), 1-18.
When city meets rural: Exploring pre-service teachers’ identity construction when teaching in rural schools, SAGE Open, 12(1), 1-10. https://doi.org/10.1177/21582440221079910
Validation of the PPVT–5 for Chinese-English bilingual learners: Application of cross-classified mixed effects model. Research Methods in Applied Linguistics,1(2), 1-11. https://doi.org/10.1016/j.rmal.2022.100013
Tales of diversity within diversity: Urban educators’ narratives of working immigrant and refugee students and families in unsettling times. In H. Hong, P. C. Doran, and Y. Zheng (Eds.), Using reflective narrative to prepare teacher for English learners, families, and communities. New York: Springer.
“I had no idea what I was doing”: Case study of a secondary ELL teacher’s (mis)conceptualization of genre-approach to academic writing in Canada". In T. Hodges (Ed.), Handbook of research on writing instruction practices for equitable and effective teaching (pp. 185-205). Hershey, PA: IGI-Global. http://dx.doi.org/10.4018/978-1-6684-6213-3.ch010
“Two schools, two languages”: Chinese-Canadian parents supporting dual online-offline learning and biliteracies during COVID-19 school closure. In K. Fox (Ed.), Family Literacy Practices and Home School Connections: Perspectives from a Year at Home. http://dx.doi.org/10.4018/978-1-6684-4569-3.ch010
‘Canadian ‘edugration’ and capital: the conflicting aims of university admission and immigration selection criteria. In Antje Ellermann, Matthew Wright and Gaoheng Zhang (eds.), UBC Centre for Migration Studies, Working Paper Series.
Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in the US. Journal of Multilingual and Multicultural Development, 43(6), 569-583. https://doi.org/10.1080/01434632.2021.1996582
Preservice teachers' cognition in teaching intercultural communicative competence: A study on Chinese as an additional language teachers in Hong Kong. Frontier in Education,
https://doi.org/10.3389/fpsyg.2022.939516
Toward inclusive translanguaging in multilingual classrooms. Teaching English as a Second Language Electronic Journal (TESL-EJ), 26(3), https://doi.org/10.55593/ej.26103a23
Home literacy environment and Chinese-Canadian first graders’ bilingual vocabulary profiles: A mixed methods analysis. Sustainability, 14, 15788. https://doi.org/10.3390/su142315788
English as an additional language (EAL) education and the preparation of EAL teachers in China. In Nihat Polat, Laura Mahalingappa, & Hayriye Kayi-Aydar (Eds.), Preparation of teachers of English as an additional language (EAL) around the world: Research, policy, curriculum, and practice. UK: Multilingual Matters.
Preparing all teachers for ELLs? Teacher educators’ voices and praxis. In E. Rui and I. Lee (Eds.), Becoming and being a TESOL teacher educator: Research and practice (pp. 145-164). New York: Routledge.
Writing in school science for EAL students: Linguistic challenges and pedagogical response. In A. Golden, L. A. Kulbrandstad, and L. J. Zhang (Eds.), Crossing literacy borders: Writing and evaluating texts (pp. 64-83). UK: Multilingual Matters.
The ideologies of English as a foreign language (EFL) educational policy in Korea: The case in teacher recruitment and pre-service teacher education. In Raza et al., (Eds.), Policy development in TESOL and multilingualism: Past, present and the way forward (pp. 119-133). New York: Springer Nature.
An equity perspective on Chinese (CSOL) teacher preparation for global contexts: Domestic and international pre-service teachers’ experiences. Beijing International Review of Education, 3, 464-488.
Early Chinese heritage language learning in Canada: A Study of Mandarin- and Cantonese-speaking children’s receptive vocabulary attainment. System. DOI: https://doi.org/10.1016/j.system.2021.102636
Terminating the intersectional harm of triple pandemics for Asians: An educational imperative. Educational Research and Development Journal (special issue on Dismantling Systems of Racism against Asians and Asian-Americans), 24(1), 21-28.
Pan-diversity integration as an equity trap: Lessons from pre-service teachers’ experiences of preparation for teaching English language learners in the U.S. Teachers College Record, 123(12), https://www.tcrecord.org/Content.asp?ContentId=23899
Online English learners’ metacognitive knowledge development about writing: Implications for second language writing pedagogy, Educational Innovations and Emerging Technologies, 1(1), https://www.iikii.com.sg/journal/EIET
Promoting Second Language Learning during the COVID-19 Pandemic: Parents’ and Teachers’ Coping Strategies. RSC COVID-19 Series, Publication #71. Royal Society of Canada.
Benefits of Being Raised Bilingually. RSC COVID-19 Series, Publication #72. Royal Society of Canada.
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
Principles for Developing Learner Agency in Language Learning in a New Eduscape with COVID-19. English Language Learning, 5, 30-40.
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.
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
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.
Language solidarity, vitality and status: Sibe family language attitudes in North-western China. Current Issues in Language Planning, DOI: 10.1080/14664208.2020.1785751
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
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.
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.
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.
From words to thematic text analysis: Collocation activities as academic vocabulary building strategies in the middle school ELA classroom. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds.), Approaches to teaching the content areas to English language learners in secondary schools. New York: Springer.
Programs, policies, and processes for immigrants’ host language acquisition: An international review. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge.
“I don't have the resources to learn, or… the time to do that”: Teacher educators’ perspectives and practices of preparing pre-service teachers for English language learners. In A. E. Lopez & E. L. Olan (Eds.), Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change. Greenwich, CT: Information Age Publishing.
Moving toward a diversity plus teacher education: Approaches, challenges, and possibilities in preparing teachers for English language learners. In A. Polly (Ed), Handbook of research on analyzing practices for teacher preparation and licensure. Hershey, PA: IGI Global.
Implicit curriculum in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (online). Wiley Publications. doi:10.1002/9781118784235.eelt0822
Authentic materials in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Foreword. In X. Liu and W. Ma (Eds), Confucianism reconsidered: Insights for American and Chinese education in the 21st century. New York: Routledge.
Foreword. In A. Lazar and P. Schmidt (Eds.,), Schools of promise for multilingual students. NY: Teachers College Press.
Divergent paths, same destiny: A Bourdieusian perspective on refugee families’ transitional experiences with urban schooling. European Journal of Education, 0(0), 1-12.
Student teachers' emotions, dilemmas, and professional identity formation amid the teaching practicums. The Asia-Pacific Education Researcher, 6(26), 1-13.
From stigma to strength: A case of ESL program transformation in a greater Vancouver high school. BC TEAL Journal, 3(1), 63-76. Retrieved from https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/303
Intensive English language programs. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Language acquisition in the home. In T. Shakelford and V. Weekes-Shakelford (Eds.), Encyclopedia of Evolutionary Psychological Science (pp. 1-5). New York: Springer. DOI: https://doi.org/10.1007/978-3-319-16999-6
English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 1-15.
Technology as an educational equalizer for EFL learning in rural China? Evidence from the impact of technology-assisted practices on teacher-student interaction in primary classrooms. Language and Literacy, 20(3), 159-184.
Beliefs and perceptions about their preparation to teach English language learners: Voices of mainstream pre-service teachers. International Journal of TESOL and Learning, 7(1&2),1-21.
Supporting teachers with diversity-plus competencies for working with culturally, linguistically, and racially diverse students, families and communities [Special issue]. Journal of Family Diversity Education, 3(1), 1-91.
Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities. New York: Routledge. https://www.routledge.com/Educating-ChineseHeritage-Students-in-the-GlobalLocal-Nexus-Identities/Li-Ma/p/book/9781138227859
Introduction: Understanding Chinese-heritage learners’ lived educational experiences in the global-local nexus: languages, cultures, and identities. In G. Li and W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities. New York: Routledge.
Chinese-heritage learners de/re-territorializing transnational social field: Identities, conflicts, and possibilities. In G. Li and W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities. New York: Routledge.
Reading “the word” and “the world”: Promoting learner agency through an engagement model of literacy instruction. English Language Learning ［英语学习（教师版)], 2, 24-34.
Using multimodal modules to address pre-service teachers’ knowledge gap in learning to teach English language learners. The Tapestry Journal, 8(1), Available at: http://stars.library.ucf.edu/tapestry/vol8/iss1/2
Immigrant children’s play can clash with mainstream culture. The Conversation (https://theconversation.com/ca/education)
International Chinese teachers training: Challenges and future developments. In J. Wu et al., (Ed.), Proceedings of International Symposium on Cultivating Chinese Talents in Southeast Asia under the One Belt One Road Initiative (pp. 88-96). Guangzhou, China.
Preparing culturally and linguistically competent teachers for EIL education. TESOL Journal, 8(2), 250-276.
The effects of shared singing instruction on Chinese immersion kindergarteners’ spoken vocabulary recall and retention. Frontier of Education in China, 12(1), 29-51.
From absence to affordances: Integrating “old” and new” literacies in school-based instruction for English learners. Journal of Adolescent & Adult Literacy, 61(3), 241-246.
加拿大华人家庭语言政策类型及成因 （Chinese immigrants’ family language policies in Canada）， 语言战略研究 （Chinese Journal of Language Policy and Planning），2(2), 46-56.
国外家庭语言规划研究综述：2000-2016 （An overview of international research on family language policy：2000-2016). 语言战略研究 （Chinese Journal of Language Policy and Planning), 2(2), 58-68.
Learning to become an online instructor of teacher education: From a technicist paradigm to a culturally reflective approach. International HETL Review, 6. Available at: https://www.hetl.org/learning-to-become-an-online-instructor-of-teacher-education-from-a-technicist-paradigm-to-a-culturally-reflective-approach
Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Foreword: Dispelling the myths about metacognitive reading strategies instruction. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. ix–xii). New York: Roman & Littlefield Publishers.
Foreword: Who should be concerned about Asian American stereotypes in textbooks, and why? In H. Nicholas & D. Scott (Eds.), Asian/American Curricular Epistemicide: From being excluded to becoming a model minority (pp xi-xiv). Rotterdam: Sense Publishers.
Chinese students' heritage language learning in the United States: Issues and Challenges. In W. Ma, and G. Li (Eds), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Introduction: Understanding “difference within differences” in Chinese-heritage students’ educational experiences across school, home and community contexts. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Conclusion: Looking beyond the stereotypes and moving forward: Cultivating the hearts and minds of Chinese-heritage learners. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Social class, culture and Asian children’s home and school literacy connection: The case for cultural reciprocity in early literacy education. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), The intersection of culture, language and learning in early childhood in the contexts of communities, families and schools (pp. 103–122). New York: Routledge.
A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review, 100489. https://doi.org/10.1016/j.edurev.2022.100489
Pedagogical design: Bridging learning theory and learning analytics. Canadian Journal of Learning and Technology, 47(1), https://doi.org/10.21432/cjlt27959
Learning design and learning analytics: Snapshot 2020. Journal of Learning Analytics, 7 (3), 6-12. https://doi.org/10.18608/jla.2020.73.2
A Framework to leverage and mature learning ecosystems. International Journal of Emerging Technologies in Learning (iJET), 15(5), 75-99.
Overcoming Barriers to Educational Analytics: How Systems Thinking and Pragmatism Can Help. Educational Technology, 57 (1), 31-39.
Communicating across Cultures in Cyberspace: A Bibliographical Review of Online Intercultural Communication. Hamburg: Lit-Verlag.
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.
Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies. Journal of Digital Learning in Teacher Education, 32 (2). 73-81. DOI:10.1080/21532974.2016.1138914
“i”Babies: Infants' and toddlers' emergent language and literacy in a digital culture of iDevices. Journal of Early Childhood Literacy. DOI: 10.1177/1468798416653175
Reconceptualizing “family time” in family literacy programs: Lessons learned from refugee and immigrant families. The intersection of language, learning, and culture in early childhood: Home, school and community contexts. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning, and culture in early childhood: Home, school, and community contexts (pp. 163–179). New York: Routledge.
Ethnolinguistic Vitality, Identity and Power: Investment in SLA. Journal of Language and Social Psychology, 40(1), 154–171. https://doi.org/10.1177/0261927X20966734
Investment and motivation in language learning: What's the difference? Language Teaching, 1-12. doi:10.1017/S0261444821000057
COVID-19 and Heritage Language Learning. RSC COVID-19 Series, 67. The Royal Society of Canada.
Investment and motivation in language learning: What’s the difference? Language Teaching (ahead-of-print), 1-12.
Identity and Second Language Acquisition. The Concise Encyclopedia of Applied Linguistics, 561-570.
Poststructuralism. The Concise Encyclopedia of Applied Linguistics, 901-907
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.
Storybooks Canada, English language learners, and the school curriculum. BC TEAL Journal, 5 (1), 1-18.
Global Storybooks for multilingual UK Classrooms. EAL Journal, 11, (Spring), 21-25.
Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90-112.
Identity and language learning: Extending the conversation. 2nd Edition. Beijing Foreign Language Teaching and Research Press. (2019 Chinese Translation)
Transdisciplinarity and language teacher identity [Special supplement]. Modern Language Journal, 101(S1).
Introduction: Identity, transdisciplinarity, and the good language teacher. Modern Language Journal, 101(S1), 3–14.
The African Storybook and language teacher identity in digital times. Modern Language Journal, 101(S1), 45–60.
Learner investment and language teacher identity. In G. Barkhuizen (Ed.) Reflections on Language Teacher Identity Research (pp. 80–86). New York: Routledge.
Identity and English language learners across global sites. In L. Wong, & K. Hyland (Eds). Faces of English education: Students, teachers and pedagogy (pp. 13–27). Oxon: Routledge.
Identity, language learning, and critical pedagogies in digital times. In J. Cenoz, D. Gorter, & S. May (Eds.), Encyclopedia of Language and Education: Vol. 6, Language awareness and multilingualism, (3rd ed., pp. 43–54). Springer.
The role of English Language Institutes in Iran. TESOL Quarterly, 51(2), 428–438. doi: 10.1002/tesq.3
Identity and language learning: Back to the future. TESOL Quarterly, 50(2), 475–479.
Investment and language learning in the 21st century. Langage et Société, 157(3), 19–38.
Preface. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. xxii-xxiv). New York: Routledge.
Preface. In L. Jacob & C. Hastings (Eds.) Social justice and English language teaching (pp. vii-viii). Annapolis MD: TESOL Press.
Identity in language learning and teaching: Research agendas for the future. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 586–601). Abingdon: Routledge.
Thinking rhetorically: A pragmatic approach to texts. In S. Carter & D. Laurs (Eds.). Giving feedback on research writing: A handbook for supervisors and advisors (pp. 224-30). London, UK: Routledge
The once and future writing centre: A reflection and critique. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 27, 1–8.
Re-thinking the dissertation and doctoral supervision / Reflexiones sobre la tesis doctoral y su supervision. Journal for the Study of Education and Development / Infancia y Aprendizaje, 40: 407-428.
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
(Eds) Special Issue: Equity and Digital Literacy: Access, Ethics and Engagements. Language and Literacy, 20, 3. journals.library.ualberta.ca/langandlit/index.php/langandlit/issue/view/1944
The best of young adult fiction: Classic and revolutionary reads for 2018. The Conversation. Jan. 4th. theconversation.com/best-of-young-adult-fiction-classic-and-revolutionary-reads-for-2018-88776
Dis/placed in Canada: A Québécois Graphic Novel in Translation. Bookbird, 56. 4
Addressing Homelessness in our Schools and Language Arts Classrooms. Research and Policy Column. Language Arts, 96, 2.
Youth, poetry, and zines: Rewriting the streets as home. Bookbird 55(2), 28–36.
Youth arts, media, and critical literacies as forms of public engagement in the local/global interface. Literacy Research: Theory, Method, and Practice, 65(1), 268–282.
Textual play, satire and counter discourses of street youth ‘zining practices. In D. Alvermann (Ed.), Adolescents’ online literacies: connecting classrooms, media, and paradigms (2nd ed). New York: Peter Lang.
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
Analysis of the empirical research in the Journal of Second Language Writing at its 25th year (1992-2016). Journal of Second Language Writing, 41, 41-54. Doi: https://doi.org/10.1016/j.jslw.2018.07.002
Paraphrasing to transform knowledge in advanced graduate student writing. English for Specific Purposes, 51, 31-44. doi:https://doi.org/10.1016/j.esp.2018.03.001
Chinese graduate students paraphrasing in L1 and L2 contexts. Journal of English for Academic Purposes, 34, 46-56. doi: https://doi.org/10.1016/j.jeap.2018.03.002
Two expatriate English instructors in China: Their experiences and perspectives of local students and teachers. Canadian Modern Language Review, 73, 1–23.
An EAP program and students’ success at a Canadian university. TESL Canada Journal 34 (2), 1-24. doi: https://doi.org/10.18806/tesl.v34i2.1264
Teaching English as a global language in the age of neoliberalism: A case study of an expat English instructor in China. In S. Guo, & G. Yan (Eds.) Spotlight on China: Chinese education in the globalized world (pp. 169–186). Rotterdam: Sense Publishers.
Textual appropriation in two discipline specific writing tasks. Writing and Pedagogy, 8(1), 91–116.
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.
Lessons learned from immersion in western Canada’s multilingual and multicultural post-secondary context across the disciplines. Official Languages and Bilingualism Institute Working Papers. https://uottawa.scholarsportal.info/ottawa/index.php/ILOB-OLBI/article/view/2340
Challenging Deficit Constructions of the International Student Category in Canadian Higher Education. TESL Canada Journal, 36(1), 48–70.
Interaction in qualitative questionnaires: From self-report to intersubjective achievement. Applied Linguistics Review, 9(4), 513–537.
Populism and literacy consciousness in uncertain global times. Journal of Literacy Research, 49(3), 4–7.
Knowledge globalization within and across the People’s Republic of China and the United States: A cross-national study of internationalization of educational research in the Early 21st Century. American Educational Research Journal, 53(6), 1759–1791. doi:10.3102/0002831216678320
Toward a theory of literacy meaning making within virtual worlds. In S. Israel (Ed.), Handbook of research on reading comprehension (vol. 2). New York: Guildford Press.
“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.
Plurilingualism as agentive resource in L2 teacher identity. System, 79, 91–102. https://doi.org/10.1016/j.system.2018.07.005
Navigating native speaker ideologies as FSL teacher. Canadian Modern Language Review, 73(2, 1–29).
The Common European Framework of Reference (CEFR) in Canada: A Research Agenda. Canadian Journal of Applied Linguistics, 20(1), 31–54.
Hierarchies of authenticity in study abroad: French From Canada versus French from France? Canadian Journal of Applied Linguistics, 19(2), 1–21.
(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.
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
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
Collaborations between EAP and disciplinary instructors: Factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism, 21 (5), 591-606. doi: 10.1080/13670050.2018.1491946
Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience. Study Abroad, Research in Second Language Acquisition and International Education, 3 (2), 275-309. doi: 10.1075/sar.16022.bou
Conducting research on content-based language instruction. In M.A. Snow & D. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (2nd ed.) Ann Arbor, MI: University of Michigan Press.
Academic discourse socialization. Duff & May (Eds.) Language Socialization Volume: Encyclopedia of Language & Education. DOI 10.1007/978-3-319-02255-0_18
ESP Leader Profile. TESOL English for Specific Purposes blog. http://blog.tesol.org/esp-leader-profile-sandra-zappa-hollman/
On supporting academic English development across disciplines. Research report. University of British Columbia. http://isotl.ctlt.ubc.ca/category/showcase-projects/
Can’t find what you’re looking for? See older publications here.