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.
Muzeta, B., Accurso, K., & Liaw, M. (2018) Teaching between languages: Five principles for the multilingual classroom. MATSOL Currents, 41(1), 38–42.
Accurso, K., Gebhard, M., & Purington, S. (2017) 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.
Accurso, K. (2017) Exploiting the language of science: Teaching informational texts across grade levels. SPELT Quarterly Journal, 32(4), 2–16.
Accurso, K., Gebhard, M. & Selden, C. (2016) 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
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
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
Downes, P., Nairz‐Wirth, E., & Anderson, J. (2018) Reconceptualising system transitions in education for marginalised and vulnerable groups. European Journal of Education, 53 (4), 441-446.
Downes, P., Anderson, J., & Nairz‐Wirth, E. (2018) Conclusion: Developing conceptual understandings of transitions and policy implications. European Journal of Education, 53 (4), 541-556.
Downes, P., Nairz-Wirth, E., & Anderson, J. (2018) European Journal of Education: Special themed issue on Transitions in Education. https://onlinelibrary.wiley.com/toc/14653435/2018/53/4
Anderson, A. & Anderson, J. (2018). Math-in-context: A study of the types of math preschoolers ‘do’ at home. In I. Elia, J. Mulligan, A. Anderson, A. Baccaglini-Frank, & C. Benz (Eds.). Contemporary research and perspectives on early childhood mathematics education (pp. 183-202), Cham, Switzerland: Springer International Publishing.
Anderson, A. & Anderson, J. (2018) Instruction and construction of mathematics at home: An exploratory study. In C. Benz, H. Gasteiger, A. Steinweg, P. Schoner, H. Vollmuth, & J. Zollner (Eds.) Mathematics Education in the Early Years-Results from the POEM3 Conference, 2016 (pp. 281-298). Cham, Switzerland: Springer International Publishing.
Anderson, J., & Anderson, A. (2018). “No peeing on the sidewalk!”: Family literacy in culturally, linguistically, and socially diverse communities. Journal of Family Diversity in Education, 3(1), 77-91.
Anderson, J., McTavish, M. & Kim. J. (2017) Lessons from parents, and with parents in early literacy learning for migrant and refugee students. Newark, DEL International Literacy Association. http://literacyworldwide.org/pcr
Anderson, J., Anderson, A., Friedrich, N., & Teichert, L. (2017). “You guys should offer the program more often!”: Some perspectives from working alongside immigrant and refugee families in a bilingual family literacy program. In C. McLachlan, & A. Arrow (Eds.), Literacy in the early years: Reflections on international research and practice (pp. 63–78). New York: Springer.
Anderson, J., Anderson, A., & Rajagopal, H. (2017). Promoting first language development and maintenance and capitalizing on “funds of knowledge” in family literacy programmes. In N. Kucirkova, C. Snow, V. Grover, & C. McBride-Chang (Eds.), The Routledge international handbook of early literacy education (pp. 351–361). New York: Routledge.
Anderson, J. (2017). Family literacy programs in immigrant and refugee communities: Some observations from the field. Journal of Language and Literacy Education. Available at: http://jolle.coe.uga.edu/wp-content/uploads/2017/03/Anderson-1.pdf
Anderson, J., Anderson, A., & Sadiq, A. (2017). Family literacy programmes and young children's language and literacy development: Paying attention to families' home language. Early Child Development and Care, 187 (3–4), 644–654.
Anderson, J., Horton, L., Kendrick, M., & McTavish, M. (2017). Children's funds of knowledge in a rural northern Canadian community: A telling case. Language and Literacy, 19 (2), 20-32.
Anderson, J., McTavish, M. & Kim. J. (2017). Early Literacy Learning for Immigrant and Refugee Children: Parents' Critical Roles. Thought Leadership Paper, Literacy Research Panel, International Literacy Association, Newark, DEL. https://literacyworldwide.org/docs/default-source/where-we-stand/ila-early-literacy-learning-immigrant-refugee-children.pdf
Anderson, J., & Anderson, A. (2017). Immigrant and refugee families and family literacy programs: Perspectives, insights and challenges. In B Culligan and G. Mehigan (Eds.), Exploring the literacy landscape: Celebrating 40 years of practice (pp. 136-142). Dublin, Ireland: Literacy Association of Ireland.
Anderson, J., Friedrich, N., Morrison, F., & Teichert, L. (2016). “Now he knows that there are two kinds of writing, two kinds of reading”: Insights and issues in working with immigrant and refugee families and communities in a bilingual family literacy program. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts (pp. 82–102). New York: Routledge.
Anderson, A., Anderson, J., Hare, J., McTavish, M., & Prendergast, T. (2016). Language, and culture in early childhood: Home, school, and community contexts –An introduction. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts ) pp. 118. New York: Routledge.
Stagg Peterson, S., Anderson, J., Budd, K., Kendrick, M., McIntyre, L., McTavish, M., Nteligou, B., & Riehel, D. (2016). Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian kindergartens? Canadian Journal of Education, 39(3), 1–26.
Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2016). Language, learning, and culture in early childhood: Home, school, and community contexts. New York: Routledge.
Asselin, M., & Doiron, R. (2016). Ethical issues facing researchers working with children in international contexts. Journal of Childhood Studies, 41(1), 24–35.
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. (2022) 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. (2022) 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
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
Belliveau, G. (2018). Releasing trauma. In P. Tortell, M. Turin & M. Young (Eds.) Memory (pp. 129-139). Vancouver: UBC Press & Peter Wall Institute for Advanced Studies.
Belliveau, G. & Sinclair, C. (2018). Touchstones of practice: Consideration from the theatre workshop floor. In Duffy, P., Hatton, C. & Sallis, R. (Eds.) Drama Research Methods: Provocations of Practice (pp. 3-18). Leiden, Netherlands: Brill/Sense Publishers.
Prendergast, M. & Belliveau, G. (2018). Misperformance ethnography. In M. Cahnmann-Taylor & R. Siegesmund (Eds.) Arts-Based Research in Education: Foundations for Practice. New York: Routledge. (99-114).
Cook, C. & Belliveau, G. (2018). Community Stories and Growth through Research-Based Theatre. Learning Landscapes Journal, 11 (2), 107-124. https://learninglandscapes.ca/index.php/learnland/article/view/950
Belliveau, G. (2018). Performing research: Contemplating what it means to be a man. Artizein: Arts & Teaching Journal, 3(1), 38-45. https://opensiuc.lib.siu.edu/atj/vol3/iss1/7/
Belliveau, G., Shigematsu, T., & Wasserman, J. (2017). Theatre in Canada: What’s next? In P. Tortell (Ed.), Reflections of Canada (pp. 261–266). Peter Wall Institute for Advanced Studies, Vancouver, BC: UBC Press.
Belliveau, G. (2017). Historiography and The Komagata Maru Incident. In H. Davis-Fisch (Ed.), Past Lives: Performing Canada's Histories (pp. 305–310). Toronto: ON: Playwrights Canada Press.
Irwin, R., Belliveau, G., LeBlanc, N., & Ryu, J. Y. (2017). A/r/tography as living inquiry. In P. Leavy (Ed.), Handbook of Arts Based Research (pp. 37–53). New York: Guildford Press.
Boydell, K. & Belliveau, G. (Eds.) (2017). A Critical Inquiry into Art-based Health Research. (eds.) Special issue Journal of Applied Arts and Health, 8(2). 139 pages.
Belliveau, G. (2017). Theatre with veterans: Transition and recovery. Journal of Applied Arts and Health, 8(2), 255-265.
Belliveau, G. & Nichols, J. (2017). Audience responses to Contact!Unload: A research-based play about returning military veterans. Journal Cogent: Arts & Humanities, 4, 1-12. (http://www.tandfonline.com/doi/pdf/10.1080/23311983.2017.1351704?needAccess=true)
Belliveau, G. (2016). Performing Contact!Unload: Insider perspectives. In G. Belliveau, & M. Westwood (Eds.), Soldiers performing self in Contact!Unload: Innovations in theatre and counseling (pp. 45–52). Vancouver: Faculty of Education, UBC.
Belliveau, G., & Irwin, R. (2016). Performing autobiography. In G. Belliveau, & G. Lea (Eds.), Research-based theatre: An artistic methodology (pp. 175–188). Bristol, UK: Intellect Books.
Belliveau, G., & Westwood, M. (Eds.) (2016). Soldiers performing self in Contact!Unload: Innovations in theatre and counseling. Vancouver: Faculty of Education, UBC. (215 pages)
Belliveau, G., & Lea, G. (Eds.) (2016). Research-based theatre: An artistic methodology. Bristol, UK: Intellect Books. (204 pages)
Gibson, R., Belliveau, G., Burnard, P., Seidel, S., Valdez, J., & Wales, P. (2016). AEMEA: In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 227–248). New York: Routledge.
Boydell, K., Hodgins, M., Gladsone, B., Stasiulis, E., Belliveau, G., Kontos, P., Parsons, J. (2016). Arts-based health research and academic legitimacy: Transcending hegemonic conventions. Qualitative Research Journal, 16(3), 1–20.
Belliveau, G., & Prendergast, M. (2016). Perspectives on drama and performance education in Canadian classrooms. In J. Fleming, M. Anderson, & R. Gibson (Eds.), How arts education makes a difference: Research examining successful practice and pedagogy (pp. 264–275). New York: Routledge.
Xu, Y., & Belliveau, G. (2016). 海外戏剧教育理念方法在中国戏曲传承传播中的应用—以汤显祖、莎士比亚剧作为研究中心 [Ideas and methods of overseas drama education applied in inheritance and dissemination of Chinese opera – with Shakespeare and Tang Xianzu as the Research Centre]. Grand Stage, 339(8), 54–60. Available at: http://dwut.chinajournal.net.cn/WKB/WebPublication/paperDigest.aspx?paperID=c99cde7a-080e-48ff-9414-e052d439d144
Lea, G., & Belliveau, G. (2016). Situating the field. In Belliveau, G. & Lea, G. (Eds.), Research-based theatre: An artistic methodology (pp. 1-12). Bristol, UK: Intellect Books.
Fels, L. & Belliveau, G. (2008). 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/
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
Banack, H., Beattie, E., Berger, I., Montague, A., & Strich, D. (2018). Acts of reading and gathering in place: “Our stories so Far…Eco-Thinking, 1.
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.
Bournot-Trites, M. (2017). Design-based research methodology for establishing the common theoretical framework and the CLB/NCLC scales. In Monika Jezak (Ed.), Language is the key. The Canadian Language Benchmarks model (pp. 31-53). Ottawa: University of Ottawa Press.
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.
Rail, G., & Molina, L., Fusco, C., Norman, M., Petherick, L., Moola, F., & Bryson, M. (2018) 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
Bryson, M., Taylor, E., Boschman, L., Hart, T., Gahagan, J., Rail, G., & Ristock, J. (2018) 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
Rail, G., Bryson, M., Gahagan, J., & Ristock, J. (2016). Projecte Cancer’s Margins: Minories sexuals, assistencia oncologica, informacio, subjectivitats. In A. Parroche-Escudero, G. Coll Planas & C. Riba (Eds.), Cicatrius (In)visibles: Cancer de pit and perpectives feministas) (45–61. Vic: Eumo Editorial, Universitat de Vic.
Taylor, E., & Bryson, M. (2016). Cancer’s Margins: Trans* and gender nonconforming people’s access to knowledge, experiences of cancer health, and decision-making. LGBT Health, 3(1), 79–89.
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. (In press) Disseminating evidence-based preventive interventions to promote wellness and mental health in children and youth: Opportunities, gaps, and challenges. Canadian Journal of Public Health.
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.
Lapkin, S., & Carr, W. (Eds.) (2018). The state of French second language education in Canada 2018 (Focus on teachers). Ottawa, Canadian Parents for French.
Carr, W., Kutcher, S., Wei, Y., & Heffernan, A. (2017). Preparing for the classroom: Mental health knowledge improvement, stigma reduction, and enhanced help-seeking efficacy in Canadian preservice teacher education. Canadian Journal of School Psychology. doi.org/10.1177/0829573516688596
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.
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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.
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.
Corella, M. & Choi, J.Y. (2018). “He needs help”: Marking and marginalizing English learners through peer interactions. In T. Rishel & P. Chamness Miller (Eds.), Stress and Coping of English Learners. Charlotte, NC: Information Age Publishing.
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Lee, J.S., & Corella, M. (2017). Immigrant parents’ language brokering practices: A taxonomy of interlingual and intralingual brokering strategies. In R. S. Weisskirch (Ed.), Language brokering in immigrant families: Theories and contexts (pp. 247–269). New York, NY: Routledge.
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.
Darvin, R. (2018) 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.
Darvin, R. (2018) 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.
Darvin, R. (2017) 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.
Darvin, R. (2016) Language and identity in the digital age. In S. Preece (ed.), Routledge Handbook of Language and Identity (p. 523-540). Oxon: Routledge.
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., & Byrnes, H. (2019). SLA across (disciplinary) borders: Introduction. Modern Language Journal, 103 (Supplement 2019), 3-5.
Duff, P., & Doherty, L. (2019). Learning "Chinese" as heritage language: Challenges, issues, and ways forward. In C-R. Huang, Z. Jing- Schmidt, & B. Meisterernst (Eds.), Routledge handbook of Chinese applied linguistics (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.
Li, D., & Duff, P. (2018). Learning Chinese as a heritage language in postsecondary contexts. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 318-335). New York: Routledge.
Duff, P. (2018). Case study research in applied linguistics. In L. Litosseliti (Ed.), Research methods in linguistics (2nd ed.). (pp. 305-330). London: Bloomsbury.
Byrnes, H., & Duff, P. (Eds.) (2019). SLA Across Disciplinary Borders: New Perspectives, Critical Questions,and Research Possibilities. Modern Language Journal, 103(S1), 3-22. https://onlinelibrary.wiley.com/toc/15404781/2019/103/S1
Duff, P., & Surtees, V. (2018). Learning through social interaction. In A. Burns & J. Richards (Eds.), Cambridge guide to learning a second language (pp. 101-109). Cambridge UK: Cambridge University Press.
Duff, P., & Doherty, L. (2018). Chinese second language socialization. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 82-99). New York: Routledge.
Fang, S., & Duff, P. (2018). Constructing identities and negotiating ideologies with Chinese popular culture in adult Mandarin learning. Global Chinese, 4(1), 37-61.
Duff, P., & Becker-Zayas, A. (2017). Demographics and heritage languages in Canada: Policies, patterns, and prospects. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 57-67). New York, NY: Routledge.
Duff, P. (2017). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170-175). London: UK: Routledge.
Duff, P., Liu, Y., & Li, D. (2017). Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization. In O. Kagan, M. Carreira, & C. Chik (Eds.), Routledge handbook on heritage language education (pp. 409-422). New York: Routledge.
Duff, P. (2017). Social dimensions and differences in instructed SLA [second language acquisition]. In S. Loewen & M. Sato (Eds.). The Routledge handbook of instructed second language acquisition. New York: Routledge.
Duff, P. (2017). Language socialization, higher education, and work. In P. Duff & S. May (Eds.), Language socialization. Encyclopedia of language and education. (3rd ed.) (pp. 255-272). Cham, Switzerland: Springer International.
Duff, P., & May, S. (Eds.). (2017). Language socialization. Encyclopedia of language and education (3rd ed.). New York: Springer. (Introduction + 30 chapters, including newly solicited ones)
Duff, P. (2017). Commentary: Motivation for learning languages other than English in an English-dominant world. Modern Language Journal, 101(3), 597–607.
Duff, P. & Anderson, T. (2016). Case study research. In J.D. Brown & C. Coombs (Eds.), Cambridge guide to language research (pp. 112–118). Cambridge: Cambridge University Press.
Duff, P., & Abdi, K. (2016). Negotiating ethical research engagements in multilingual ethnographic studies in education: A narrative from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 121–141). New York: Routledge.
Douglas Fir Group (of which Duff, P. and Norton, B. are members/co-authors). (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100-S, 19–47.
Duff, P. (2016). Language teachers' identities and socialization. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 170–175). London, UK: Routledge.
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
Early, M., & Kendrick, M. (2017). 21st century literacies: Multiliteracies reconsidered. In R. Zaidi, & J. Rowsell (Eds.). Literacy lives in transcultural times (pp. 43-57). London, UK: Routledge.
Early, M., Dagenais, D., & Carr, W. (2017). Second language education in Canada. In N. Van Deusen-Scholl, & S. May (Eds.) Encyclopedia of language and education: Vol.4, Second and foreign language education (3rd ed., pp. 313–326). Springer Science.
Galla, C.K. & 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
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Galla, C.K. (2017). Materials development for Indigenous language revitalization: Pedagogy, praxis and possibilities, In McKinley, E. & Smith, L.T. (Eds.), Handbook of Indigenous Education (pp. 1-19). Singapore: Springer. https://link.springer.com/referenceworkentry/10.1007/978-981-10-1839-8_12-1
Wyman, L., Galla, C.K., & Jimenez-Quispe, L. (2016). Indigenous youth language resources, educational sovereignty, and praxis: Connecting a new body of language planning research to the work of Richard Ruiz. In N. Hornberger (Ed.), Honoring Richard Ruiz and his work on language planning and bilingual education (pp. 395–429). Bristol: Multilingual Matters.
Galla, C.K. (2016). Indigenous language revitalization, promotion, and education: Function of digital technology. Computer Assisted Language Learning, doi: 10.1080/09588221.2016.1166137
Gladwin, D., 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
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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.
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. (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
Gladwin, D. (2019). Ecological and Social Awareness in Place-Based Stories. Canadian Journal of Irish Studies 42: 138-157. https://www.jstor.org/stable/26693095
Gladwin, D., ed. (2019). Gastro-Modernism: Food, Literature, Culture. Clemson University Press.
Gladwin, D. (2017). Ecocriticism. Oxford Bibliographies in Literary and Critical Theory. Web. https://doi.org/10.1093/obo/9780190221911-0014
O’Connor, M. and Gladwin, D. (2017). Irish environmental humanities. Canadian Journal of Irish Studies 40, 38-50. http://www.jstor.org/stable/26333454
Gladwin, D. and Cusick, C., eds. (2016). Unfolding Irish Landscapes: Tim Robinson, Culture, and Environment. Manchester University Press.
Gladwin, D. (2016). Contentious Terrains: Boglands, Ireland, Postcolonial Gothic. Cork University Press.
Gladwin, D. and Cusick, C. (2016). 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
Gladwin, D. (2016). 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
Gladwin, D. (2016). 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
Gunderson, L. & D’Silva, R. (2022) Kindergarten to Grade 12, Second Language Literacy. Handbook of Practical Second Language Teaching and Learning.
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Gunderson L. (2021) 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/
Gunderson, L. (2021). 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.
Gunderson, L., D’Silva, R., & Murphy Odo (2020) ESL (ELL) literacy instruction: A guidebook to theory and practice (4th ed.). NY: Routledge.
Gunderson, L. & D’Silva, R. (2019) Lessons from the ESL Assessment Consortium. Vancouver: BC ESL Assessment Consortium (available at www.eslassess.ca).
Gunderson, L. & D’Silva, R.A. (2018) The secondary school that ROARS in A. Lazar & P. Ruggiano-Schmidt (Eds.) Understanding Exceptional Schools (pp. 32-51). New York: Teachers College Press.
Gunderson, L. & D’Silva, R. (2017) 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.
Gunderson, L., & D’Silva, R. (2016). Disaggregating secondary-level Chinese immigrants’ academic, English, and school success. In W. Ma, & G. Li, (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores (pp. 88–102). New York, NY: Routledge.
Hare, J., Darvin, R., Doherty, L., Early, M., Filipenko, M., Norton, B., & Stranger-Johannessen, E. (2017). Digital storytelling and reconciliation. In P. Tortell, M. Young, & P. Nemetz (Eds.), Reflections of Canada 150 (pp. 200-205). Vancouver, Canada: Peter Wall Institute for Advanced Studies.
Archibald, J. & Hare, J. (2018). Thunderbird rising: Indigenizing education in Canada. In Royal Commission on Aboriginal Peoples 20th Year Anniversary: Sharing the Land, Sharing the Future National Forum. Winnipeg: University of Manitoba Press. (Invited Submission)
Archibald, J., & Hare, J. (Eds.) (2017). Knowing, sharing, doing: Celebrating successes in K-12 Aboriginal education in British Columbia. Vancouver, BC: British Columbia Principals and Vice Principals Association.
Hare, J. (2016). “All of our responsibility”: Instructor experiences with required Indigenous education courses. Canadian Journal of Native Education, 38(1), 101-120.
Hare, J., & *Davidson, S. F. (2016). Learning from Indigenous knowledge in education. In D. Long & O. P. Dickason, (Eds.), Visions of the heart: Canadian Aboriginal issues, 4th Edition (pp. 241-262). Oxford, UK: Oxford University Press.
Hare, J. (2016). Indigenous pedagogies in early learning: linking community knowledge to school based settings. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school and community contexts, pp. 197-213. New York: Routledge.
Henry, A. (2021) What folks don’t get: How race, class and gender matter. Colour matters. (C. James, (Ed.). University of Toronto Press.
Henry, A., Opini, B., and Johnson, A. (forthcoming) Intersectionality in the Caribbean and Africa in The International Encyclopedia of Education (Tierney, Rizvi, f., Ercikan, K., & Smith, G., eds.). Elsevier..
Henry, A. (forthcoming) Killing us softly with questions. In A. Ibrahim, T. Kitossa, H. Wright, and M. Smith, (Eds.) The Nuances of Blackness. University of Toronto Press.
Henry, A. and James, C. (forthcoming) Race and the culture of Whiteness. Routledge Encyclopedia of Race and Racism (J. Solomos., ed.) London: Routledge.
Henry, A. (2020) Guess who’s coming to dinner? That is, after you hire us. Guest contributor, Federation of Social Sciences and Humanities Ideas Blog.
Henry, A. (2020 in press) Killing us softly with questions. In A. Ibrahim, T. Kitossa, H. Wright, and M. Smith, (Eds.) The Nuances of Blackness. University of Toronto Press.
Henry, A. (2019) 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.
Henry, A. (2019) 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.
Henry, A. (2018) 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.
Henry, A. (2017). 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.
Henry, A. (2017). Dear White People, Wake Up, Canada is Racist, Theconversation.com.
Henry, A. (2016). An experiment that worked: Lesson from an inner-city school in Chicago. Caribbean Journal of Education, 38(1), xiv-xxix.
Cook L. and Henry, A. (2016) Eds. Special Issue of Caribbean Journal of Education: Changing the landscape of education in under-resourced schools and communities. 38(1).
Horst, R. (2022) Writing the Unwritable: Sebald, Haraway, and Creative Disobedience. Curricular and Architectural Encounters with W.G. Sebald: Unsettling Complacency, Reconstructing Subjectivity, 14, 240-253.
James, K., Horst, R., Takeda, Y., & Morales, E. (in press, 2021) A patch-work of pedagogical potential: A syn(aes)thetic approach to technologically enhanced multimedia text production. McGill Journal of Education. 25 pages.
Morales, E., James, K., Horst, R., Takeda, Y., & Yung, E. (2021) 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
Horst, R., James, K., Morales, E., Takeda, Y., & Yung, E. (2021) Skunk Tales: A collaborative, multimodal, futures narrative. In Canadian Association of Curriculum Studies Celebration of Scholarly and Artistic Works.
James, K., Morales, E., Horst, R., & Yung, E. (in press) Singling: Text sonification and the literacoustics of language-to-MIDI transformations. In A. Klobucar (Ed.), The Community and the Algorithm. 20 pages. Vernon Press.
Peña, E., & James, K. (2020) Raw harmonies: Transmediation through raw data. Leonardo, 53(2), 183-188.
Horst, R., James, K., Takeda, Y., & Rowluck, W. (2020) From play to creative extrapolation: Fostering emergent computational thinking in the makerspace. Journal of Strategic Innovation and Sustainability, 15(5), 40-54.
Balyasnikova, N., & James, K. (2020) 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
Karasick, A., & James, K. (2020) To breath poetry among the neighbors: Two essays on Anerca, a journal of experimental writing (1985-1990). Among the Neighbors 13, 1-39.
James, K., Peña, E., Takeda, Y., & Digital Literacy Centre. (2020) 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.
James, K. (2019) 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.
James, K. (Writer / Producer) (2019) 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/
James, K. (2019). Spring. In B. White, P. Sameshima, & A. Sinner (Eds.), MA: Materiality in teaching and learning. (pp. 221-232). Peter Lang.
James, K. and Leggo, C. (2017). Poetry from the matrix of Mother Earth and Mother Board. Axon: Creative Explorations, (7) 2. http://www.axonjournal.com.au/issue-13/poetry-matrix-mother-nature-and-mother-board
Sameshima, P., Fidyk, A., James, K. & Leggo, C. (2017) Poetic Inquiry: Enchantment of Place. Delaware: Vernon Press. https://vernonpress.com/book/134
James, K. (2017). Antics of a cultural recycler: Visualizing data poetry. In L. Butler-Kisber, J. J. Guiney Yallop, M. Stewart, & S. Wiebe (Eds.), Poetic inquiries of reflections and renewal: Poetry as research (pp. 244–259). Lunenburg, NS: MacIntyre Purcell Publishing.
Peña, E., & James, K. (2016). A glitch pedagogy: Exquisite error and the appeal of the accidental. Journal of the Canadian Association for Curriculum Studies, (14)1, 108–127.
James, K. (2016). Brave new network: The gambit of living automated lives. In j. jagodzinski (Ed.), The precarious future of education: Education, psychoanalysis, and social transformation (pp. 195–223). Toronto & New York: Palgrave.
Jenson, J., & Castell, S. de. (2018). “The Entrepreneurial Gamer”: Regendering the Order of Play. Games and Culture, 13(7), 728–746. https://doi.org/10.1177/1555412018755913
Jenson, J., & Droumeva, M. (2017). Revisiting the media generation: Youth media use and computational literacy instruction. E-Learning and Digital Media, 14(4), 212–225. https://doi.org/10.1177/2042753017731357
*Smith, M.B., Early, M., & Kendrick, M. (2022) Teachers’ ideological dilemmas: lessons learned from a Language Introduction Program in Sweden. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2022.2126485
*Ferreira, J., Kendrick, M., & Panangamu, S. (2021) Storytelling through block play: Imagining identities and creative citizenship. Literacy, 56(1), 29–39. https://doi.org/10.1111/lit.12266
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Sah, P. K., & Kubota, R. (2022) 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
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Li, G., Tian, Z., & Hong, H. (2023) 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
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Bin, A., Li, X., & Li, G. (2022) 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
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Li, G., Yan, C., & Wang, Q. (2021) 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.
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Jee, Y., & Li, G. (2021) 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.
Li, G., & Gao, H. (2021) 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.
Li, G., Gunderson, L., Sun, Z., & Lin, Z. (2021) 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
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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
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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.
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Sah, P., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 1-15.
Li, G., Jee, Y., & Sun, Z. (2018). Technology as an educational equalizer for EFL learning in rural China? Evidence from the impact of technology-assisted practices on teacher-student interaction in primary classrooms. Language and Literacy, 20(3), 159-184.
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Li, G., & Ma, W. (2017). Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities. New York: Routledge. https://www.routledge.com/Educating-ChineseHeritage-Students-in-the-GlobalLocal-Nexus-Identities/Li-Ma/p/book/9781138227859
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Li, G. (2017). Immigrant children’s play can clash with mainstream culture. The Conversation (https://theconversation.com/ca/education)
Li, G. (2017). International Chinese teachers training: Challenges and future developments. In J. Wu et al., (Ed.), Proceedings of International Symposium on Cultivating Chinese Talents in Southeast Asia under the One Belt One Road Initiative (pp. 88-96). Guangzhou, China.
Li, G. (2017). Preparing culturally and linguistically competent teachers for EIL education. TESOL Journal, 8(2), 250-276.
Zhou, W., & Li, G. (2017). The effects of shared singing instruction on Chinese immersion kindergarteners’ spoken vocabulary recall and retention. Frontier of Education in China, 12(1), 29-51.
Li, G. (2017). From absence to affordances: Integrating “old” and new” literacies in school-based instruction for English learners. Journal of Adolescent & Adult Literacy, 61(3), 241-246.
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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.
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