Student Publications

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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. Supervisor: Dr. Patricia Duff
Afreen, A. (2022) Translator identity and the development of multilingual resources for language learning. TESOL Quarterly. Advance online publication. http://doi.org/10.1002/tesq.3128
Afreen, A., Norton, B. (2021). COVID-19 and Heritage Language Learning. RSC COVID-19 Series, 67. The Royal Society of Canada.
Aloraini, H. (2018). Language, identity and education on the Arabian Peninsula: bilingual policies in a multilingual context. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2018.1466949 Supervisor: Dr. Andreea Cervatiuc
Balyasnikova, N., Gillard, S. (2018). "I LOVE TO WRITE MY STORY": Storytelling and its role in seniors' language learning. The Canadian Journal for the Study of Adult Education, 30(2).
Balyasnikova, N., Higgins, S. & Hume, M (2017). Enhancing Teaching English as an Additional Language Through Playfulness: Seniors (Ethno)Drama Club in Vancouver's Downtown Eastside. Tesol Journal.
Becker-Zayas, A., Kendrick, M., & Namazzi, E. (2017, online version). 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).  [print version available 2018].
Poyntz, S.R., Coulter, N., & Brisson, G. (2016). Past tensions and future possibilities: ARCYP and children's media studies. Journal of Children and Media, 10(1), 47–53. Supervisors: Dr. Theresa Rogers and Dr. Monique Bournot-Trites
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
Conrad, N. (2017). [Review of the book Editing research: The author editing approach to providing effective support to writers of research papers, by V. Matarese]. Journal of English for Academic Purposes, 29, 57–59. Supervisors: Dr. Ryuko Kubota and Dr. Sandra Zappa-Hollman
Rogers, T., Smythe, S., Darvin, R., Anderson J. (2018) Special Issue: Equity and Digital Literacies: Access, Ethics, and Engagements
Hare, J., Darvin, R., Doherty, L., Early, M. Hare, J., Filipenko, M., Norton, B., Soni, D., & Stranger-Johannessen. (2017). Digital storytelling and reconciliation. In P.Tortell, M. Young, & P. Nemetz (eds.) Reflections of Canada: Illuminating our opportunities and challenges at 150+ years, (pp. 200-205). Vancouver: Peter Wall Institute for Advanced Studies. Supervisor: Dr. Bonny Norton
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. Springer. Supervisor: Dr. Bonny Norton
Darvin, R. & Norton, B. (2017). Language, identity and investment in the 21st century.In T. McCarty and S. May (eds.). Language Policy and Political Issues in Education, Encyclopedia of Language and Education, vol. 1. Springer. Supervisor: Dr. Bonny Norton
Darvin, R. (2017). Social class and the inequality of English speakers in a globalized world. Journal of English as a Lingua Franca6(2), 287-311.
Darvin, R. (2016). Language and identity in the digital age. In S. Preece (ed.),Routledge Handbook of Language and Identity (pp. 523-540). Oxon: Routledge. Supervisor: Dr. Bonny Norton
Darvin, R. & Norton, B. (2016). Investment and language learning in the 21st century. Langage et Société, 3, 19-38. Supervisor: Dr. Bonny Norton
Darvin, R. & Norton, B. (2016). Identity, language learning, and critical pedagogies in digital times. In J. Cenoz & S. May (eds.), Language Awareness and Multilingualism, Encyclopedia of Language and Education, vol 6. Springer. Supervisor: Dr. Bonny Norton
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
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
Filippelli, S. (2018). Self-Immolation as Social Protest. Art/Research International: A Transdisciplinary Journal, 3 (1), 53-68. Supervisor: Dr. Carl Leggo
Filippelli, S. (2017). A curatorial perspective on MOA’s ćəsnaʔəm, the City Before the City. Visual Inquiry: Learning & Teaching Art, 6 (1), 55–65. doi: 10.1386/vi.6.1.55_1 Supervisors: Dr. Carl Leggo and Dr. Kedrick James
Filippelli, S. (2017). Breathing from the Heart. In A. Fidyk, K. James, C. Leggo & P. Sameshima (Eds.), Poetic Inquiry III: Enchantments of Place (201-206). Wilmington, DE.:Vernon. Supervisor: Dr. Carl Leggo
Han, H.C.,Zhang, J., Peikazadi, N., Shi, G., Hung, A. Doan, C. & Filippelli, S. (2016). An Entertaining Game-Like Learning Environment in Virtual World for Education. In S. D’Agustino, (Ed.). Creating Teacher Immediacy in Online Learning Environments. IGI Global. Supervisor: Dr. Carl Leggo
Friedrich, N., Kim, J., McClellan, S., Prendergast, T., Rajagopal, H., & Teichert, L. (2016). Looking back, looking ahead: Reflections at the intersection of language, culture and learning in early childhood. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Dr. Jim Anderson
Anderson, J., Friedrich, N., Teichert, L., & Morrison, F. (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 J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), Language, learning and culture in early childhood: Home, school, and community contexts. New York: Routledge. Supervisor: Dr. Jim Anderson
Fox, J., Haggerty, J. & Artemeva, N. (2016). Mitigating risk in first-year Engineering: Post-admission diagnostic assessment in a Canadian university. In J. Read (Ed.), Post-admission language assessment of university students. New York: Springer. Supervisor: Dr. Ling Shi
Haggerty, J. & Fox, J. (2016). Test intensity, language testing experience, and the motivation to learn English in South Korea. In V. Aryadoust & J. Fox (Eds.), Current trends in language testing in the Pacific Rim and the Middle East: Policy, analyses, and diagnoses. London: Cambridge Scholars Publishing. Supervisor: Dr. Ling Shi
Hare, K.A. (2018). From academia to parliament – Small stories on witnessing sexual health knowledge mobilization. Emotion, Space and Society, 32, 100579. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
Hare, K. A. (2017). [Review of the book Navigating gender and sexuality in the classroom: Narrative insights from students and educators by Heather Killelea McEntarfer]. Sex Education, 17(4), 482-484. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
Hare, K.A., Dubé, A., Marshall, Z., Gahagan, J., Harris, G., Tucker, M.A., & Dykeman, M. (2016). Troubling the boundaries: Overcoming methodological challenges in a multi-sectoral and multi-jurisdictional HIV/HCV policy scoping review. Evidence & Policy: A Journal of Research, Debate and Practice, 12(2), 217–233. Supervisors: Dr. Theresa Rogers and Dr. Kedrick James
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.
Kowkabi, N. (2016). Review of Writing for Peer Reviewed Journals: Strategies for Getting Published, by P. Thomson and B. Kamler. TESOL SLWIS News. Retrieved from http://newsmanager.commpartners.com/tesolslwis/issues/2016-10-14/10.html Supervisor: Dr. Ling Shi
Shi, L., Fazel, I. & Kowkabi, N. (2018). 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 Supervisor: Dr. Ling Shi
Michalovich, A. (2021) Digital Media Production of Refugee-Background Youth: A Scoping Review. Journalism and Media. Supervisors: Maureen Kendrick and Margaret Early.
Michalovich, A. (2021) Graduate students’ modes of engagement in computer-assisted qualitative data analysis, International Journal of Social Research Methodology, DOI: 10.1080/13645579.2021.1879359
Michalovich, A. (2021) “You’re the boss, yo!”: Role-Play in Digital Multimodal Composition of Newcomer Youth. Language and Literacy. Supervisors: Maureen Kendrick and Margaret Early.
Michalovich A., Naaman, S., Trijnes, M., Agbaria, I., and Shohamy, E. (2020) Dynamic walking tour methodology for LL research: A case study in Jaffa, in Niedt G. & Seals C. A. (Eds), Linguistic Landscapes Beyond the Language Classroom.
Tannenbaum, M., Michalovich, A., & Shohamy, E. (2020) Toward a New Multilingual Educational Policy in Israel: Attitudes and Perceptions of Teachers and Students. The Modern Language Journal, 104(3), 581-600.
Michalovich, A., & Hershkovitz, A. (2020) Assessing YouTube science news’ credibility: The impact of web-search on the role of video, source, and user attributes. Public Understanding of Science, 29(4), 376-391.
Michalovich, A., & Netz, H. (2018) Tag-naxon?(Tag-Right?) in instructional talk: Opening or blocking learning opportunities. Journal of Pragmatics, 137, 57-75.
Moore, A. R. (2020) Understanding heteronormativity in ELT textbooks: A practical taxonomy. ELT Journal, 74(2), 116–125.
Moore, A. (2019). “The term “all genders” would be more appropriate”: Reflections on teaching trauma literature to a gender fluid youth. Language & Literacy, 21(1), 57-74.
Moore, A. R. (2019). Interpersonal factors affecting queer second or foreign language learners’ identity management in class. Modern Language Journal, 103, 428–442.
Moore, A. (2019). Alleviating anxiety through the abecedarian: On supporting new doctoral students. LEARNing Landscapes, 12(1), 171-182. Supervisors: Dr. Mary Bryson & Dr. Annette Henry
Moore, A. (2018). [Review of the book Gender(ed) identities: Critical rereadings of gender in children’s and young adult literature, by H. Hassel & H. Clasen (Eds.)]. Gender & Education, 30(4), 550-552. DOI: 10.1080/09540253.2018.1445681 Supervisors: Dr. Mary Bryson & Dr. Annette Henry
Moore, A. (2018). “Why would a dead girl lie?”: Hannah Baker as willful child ‘come to voice’ in 13 Reasons why. Papers: Explorations into Children’s Literature, 26(1), 43-60.
Moore, A. (2018). “I knew you were trouble”: Considering childism, shame resilience, and adult caretaker characters surrounding YA rape survivor protagonists. New Review of Children’s Literature and Librarianship, 24(2), 144-166.
Moore, A. (2018). “Blackboxing it”: A poetic min/d/ing the gap of an imposter experience in academia. Art/Research International: A Transdisciplinary Journal, 3(1), 30-52.
Moore, A. (2018) We believe her: Sexual assault and friend/ally/ship in Exit, pursued by a bear. The ALAN Review, 46(1), 15-27.
Moore, A. R. (2018). [Review of the book Grounded theory in applied linguistics research: A practical guide, by G. Hadley]. System. DOI: https://doi.org/10.1016/j.system.2018.07.016 Supervisor: Dr. Ryuko Kubota
Moore, A. (2018). Traumatic geographies: Mapping the violent landscapes driving YA rape survivors indoors in Laurie Halse Anderson's Speak, Elizabeth Scott's Living Dead Girl, and E.K. Johnston's Exit, Pursued by a Bear. Jeunesse: Young People, Texts, Cultures, 10(1), 58-84. Supervisors: Dr. Mary Bryson & Dr. Annette Henry
Moore, A. (2018). Eight events for entering a PhD: A poetic inquiry into happiness, humility, and self-care. Qualitative Inquiry, 24(8), 592-596. Supervisors: Dr. Mary Bryson & Dr Annette Henry
Moore, A. & Begoray, D. (2017). “The last block of ice”: Trauma literature in the high school classroom. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.674 Supervisor: Dr. Mary Bryson and Dr. Annette Henry
Moore, A. (2017). Teaching sex education with poetry: An intimate coupling. English Education, 50(1), 90-95. Supervisors: Dr. Mary Bryson & Dr. Annette Henry
Moore, A. (2017). [Review of the book Critical content analysis of children’s and young adult literature, by K. G. Short, H. Johnson, & J. Mathis (Eds.)]. Journal of Language and Literacy Education, 13(2), 1-6. http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Amber-Moore-Review-Final.pdf Supervisors: Dr. Mary Bryson & Dr. Annette Henry
Nish, B. (2017). Editors Butler-Kisber, L., Guiney Yallop, J. J., Stewart, M., and Wiebe, S. ‘In the ER’, Poetic Inquiries of Reflection and Renewal. Lunenburg: MacIntyre Purcell Publishing. Supervisor: Dr. Carl Leggo
Okuda, T. (2017). What a Generalist Tutor Can Do: A Short Lesson from a Tutoring Session. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 27, 58-68.
Kubota, R., & Okuda, T. (2016). 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.
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.
Peña, E., & Dobson, T. M. (2017). Humanidades digitales y la movilización del conocimiento: el caso de la alfabetización visual. VIRTUalis, 7(14), 206–221. Supervisor: Dr. Teresa Dobson
Peña, E., Dobson, T. M., & Juárez, O. (2017). Pixualization: Glitch art and Data visualization. InfoDesign - Revista Brasileira de Design Da Informação, 14(1), 89–105. Supervisor: Dr. Teresa Dobson
Peña, E. (2016). About Visual Acuity and Type Design: A Protocol. The Winnower. Retrieved from https://thewinnower.com/papers/3236-about-visual-acuity-and-type-design-a-protocol Supervisor: Dr. Teresa Dobson
Peña, E. (2016). Calculating Line Length: An Arithmetic Approach. Visible Language, 50(1), 113–125. Supervisor: Dr. Teresa Dobson
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. Supervisor: Dr. Teresa Dobson
Prendergast, T. (2016). Seeking early literacy for all: An investigation of children’s librarians and parents of young children with disabilities’ experiences at the public library. Library Trends, 65(1), 65-91. Supervisor: Dr. Jim Anderson
Anderson, J., Anderson, A. & Rajagopal, H. (In press, 2016). (In press, 2016). Promoting first language development and maintenance, and capitalizing on "funds of knowledge" in family literacy programs. In N. Kucirkova C. Snow, V. Grover & C. McBride (Eds.). The Routledge International Handbook of Early Literacy Education. New York, NY: Routledge.
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
Sah, P. K. (2022) Language ideologies, symbolic power, and social stratification: An ethnographic exploration of English medium instruction policy in Nepal’s public schools. In L. Adinolfi, U. Bhattacharya, & P. Phyak (eds.), Multilingual education in South Asia: At the intersection between policy and practice (pp. 50-68). Routledge. https://doi.org/10.4324/9781003158660-4
Sah, P. K. (2022) English medium instruction as neoliberalism endowment in Nepal’s higher education: Policy-shaping practices. In N. Galloway & J. McKinley (eds.), English-medium instruction practices in higher education: International perspectives (pp. 71-83). Bloomsbury.
Sah, P. K. (2022) A Research Agenda for English-Medium Instruction: Conversations with Scholars at the Research Fronts. Journal of English-Medium Instruction, 1(1), 124-136. https://doi.org/10.1075/jemi.21022.sah
Sah, P. K. (2021) Teacher preparation for primary English education in Nepal: Missing agenda of diversity and inclusion. English Teaching & Learning. https://doi.org/10.1007/s42321-021-00100-7
Kubota, R., Corella, M., Lim, K., Sah, P.K. (2021) “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Ethnicities. https://doi.org/10.1177/14687968211055808
Sah, P. K., & Karki, J. (2020) Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2020.1789154
Sah, P. K., & Phyak, P. (2021) Critical literacies in South Asia. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (eds.), The handbook of critical literacies (pp. 289-296). New York, NY: Routledge.
Li, G., & Sah, P. K. (2020) Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. In S. Steinberg, & B. Down (Eds.), The Sage handbook of critical pedagogies (pp. 884-898). Thousand Oaks, California: Sage Publications.
Sah, P. K. (2020) English-medium instruction in South Asian’s multilingual schools: Unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2020.1718591
Sah, P. K. (2020). Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Asia Pacific Journal of Education. DOI: https://doi.org/10.1080/02188791.2020.1751063.
Sah, P. K., & Li, G. (2020) Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2020.1849011
Sah, P. K. (2019). Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography. The Qualitative Report, 24(1), 174-192. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss1/14
Upadhaya, A., & Sah, P. K. (2019) Education, English language, and girls’ development: Exploring gender-responsive policies and practices in Nepal. In S. Douglas (Ed.), Creating an inclusive school environment. London: British Council (pp. 105- 114). London: British Council. Supervisor: Dr. Guofang Li
Li, G., & Sah, P. K. (2019) Immigrant and refugee language policies, programs, and practices in an era of change: promises, contradictions, and possibilities. In S. J. Gold & S. J. Nawyn (2nd Eds.), The Routledge international handbook of migration studies (pp. 325-338). London: Rutledge. Supervisor: Dr. Guofang Li
Sah, P. (2018). [Review of the book Linguistic diversity and social justice: an introduction to applied sociolinguistics, by Ingrid Piller]. Critical Inquiry in Language Studies. doi: 10.1080/15427587.2018.1434930
Sah, P. K. (2018). Using the first language (L1) as a resource in EFL classrooms: Nepalese university teachers’ and students’ perspectives. NELTA Journal, 22(1).
Sah, P. K. (2018). [Review of the book, Plurilingualism in teaching and learning: complexities across contexts, edited by Julie Choi and Sue Ollerhead]. Journal of Family Diversity in Education, 3(1), 95-98. Supervisor: Dr. Guofang Li
Li, G., & Sah, P. K. (in press). 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. Supervisor: Dr. Guofang Li
Sah, P. K. (2018). [Review of the book, Discursive approaches to language policy, edited by Elisabeth Barakos and Johann W. Unger]. Language Policy. doi: 10.1007/s10993-018-9490-6. Supervisor: Dr. Guofang Li
Sah, P. K. (2017). [Review of the book English language education policy in Asia, by Robert Kirkpatrick]. The Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2017.1307046. Supervisor: Dr. Guofang Li
Sah, P. K., & Li, G. (2017). English Medium Instruction (EMI) as Linguistic capital in Nepal: promises and realities. International Multilingual Research Journal. Supervisor: Dr. Guofang Li
Sah, P. K., & Upadhaya, A. (2016). Establishing the localization and indigenization of Indian English: A case study. Journal of English as an International Language, 11 (2), 39-49. Supervisor: Dr. Guofang Li
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
Marom, L., Locher-Lo, C., Martin-Ko, A., Shank Lauwo, M., Sun, Z., & Yaro, K. (2021) Teaching and teacher education in an era of superdiversity: Challenges and opportunities. In G. Li, J. Anderson, J. Hare, & M. McTavish (Eds.), Superdiversity and teacher education: Supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities. New York: Routledge.
Shank Lauwo, M. (2021) Translanguaging, multimodality, and authorship: Cultivating creativity and critical literacies through multilingual education in Tanzania. In E.J. Erling, J. Clegg, C.M. Rubagumya, & C. Reilly (Eds.), Multilingual learning and language supportive pedagogies in Sub-Saharan Africa. London: Routledge.
Shank Lauwo, M. (2021) Literacies and translanguaging in Africa: A critical review of sociocultural perspectives. Southern African Linguistics and Applied Language Studies, 39(2), 210-224. DOI: 10.2989/16073614.2021.1934051
Shank Lauwo, M. (2020) Language ideologies in multilingual Tanzania: Parental discourses, school realities, and contested visions of schooling. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2020.1760286.
Shank Lauwo, M. (2019) [Review of book Making signs, translanguaging ethnographies: Exploring urban, rural and educational spaces, edited by Ari Sherris and Elisabetta Adami]. Applied Linguistics, amz042, https://doi.org/10.1093/applin/amz042.
Shank Lauwo, M. (2019). Ubuntu translanguaging and social justice: Negotiating power and identity through multilingual education in Tanzania. In N. Avineri, L. R. Graham, E. Johnson, R. Riner, & J. Rosa (Eds.), Language and social justice in practice. New York: Routledge. Supervisors: Dr. Marlene Asselin and Dr. Bonny Norton
Shank Lauwo, M. (2018). Power, literacy engagement, and polyphonic identities: Translanguaging in a Tanzanian community library. Southern African Linguistics and Applied Language Studies, 36(2), 133-146. DOI: 10.2989/16073614.2018.1495569. Supervisors: Dr. Marlene Asselin and Dr. Bonny Norton
Stooshnov, K. (2017). "Admit me Chorus to this history": Staging Contact!Unload and digital literacy. In G. Belliveau & M. Westwood (Eds.) Soldiers Performing Self in Contact!Unload: Innovation in Theatre and Counselling Psychology. Vancouver, BC: UBC Press, pp. 89-96. Supervisor: Dr. George Belliveau and Dr. Kedrick James
Stooshnov, K. (2016). Retroprojection virtual reality: Shakespeare on stage. TEXT Special Issue 36. http://www.textjournal.com.au/speciss/issue36/Stooshnov.pdf Supervisor: Dr. George Belliveau and Dr. Kedrick James
Stranger-Johannessen, E. (2017). Digital stories and the African Storybook: Teaching English in the digital age. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching: Research, theory, and practice (pp. 116–126). New York: Routledge. Supervisor: Dr. Bonny Norton
Stranger-Johannessen, E. (2017). The African Storybook, teachers’ resources, and pedagogical practices. International Journal of Educational Development, 52, 26–36. https://doi.org/10.1016/j.ijedudev.2016.10.003 Supervisor: Dr. Bonny Norton
Stranger-Johannessen, E., & Norton, B. (2017). The African Storybook and language teacher identity in digital times. The Modern Language Journal, 101(S1), 45–60. https://doi.org/10.1111/modl.12374 Supervisor: Dr. Bonny Norton
Hare, J., Darvin, R., Doherty, L., Early, M., Filipenko, M., Norton, B., and Stranger-Johannessen, E. (2017). “Canada 150: Reimagining a Multilingual Canada in the Digital Era”. In: Tortell, Ph. (Ed.) Canada 150. Peter Wall Institute for Advanced Studies, Vancouver, Canada. Supervisor: Dr. Bonny Norton
Surtees, V. (2016, November). Using mobile surveys to share experiences from beyond the classroom. InterCom, The Newsletter of the Intercultural Communication Interest Section. Retrieved from http://newsmanager.commpartners.com/tesolicis/issues/2016-10-26/3.html Supervisor: Dr. Patricia Duff
Surtees, V. & Balyasnikova, N. (2016). Culture clubs in Canadian higher education: Examining membership diversity. Canadian Journal for New Scholars in Education, 7(1), 66–73. Supervisors: Dr. Patricia Duff and Dr. Ruyko Kubota
Surtees, V. (2016) . Beliefs about language learning in study abroad: Advocating for a language ideology approach. Frontiers, 27, 85–103. Supervisor: Dr. Patricia Duff
Teichert, L. (2017). To digital or not to digital: How mothers are navigating the digital world with their young children. Language & Literacy: A Canadian Education E-Journal, 19(1), 63-76. doi:http://dx.doi.org/10.20360/G22P5W Supervisor: Dr. Jim Anderson
Vincent, A. (2020) Poem as literature review: Poetic rumination on the history of Poetic Inquiry. Transformative Dialogues, 13 (2).
Vincent, A. (2020). I was there, they were there: A poetic rumination of familial history, place and the concept of self. In Lyle, E. (Ed.), Identity Landscapes. Leiden, The Netherlands: Brill | Sense. doi: https://doi.org/10.1163/9789004425194_013
Vincent, A. (2020). The poetry of fieldnotes in Burkholder, C., & Thompson, J. (Eds.). Using fieldnotes in educational research: approaches, practices, and ethical considerations. London: Routledge. doi: 10.4324/9780429275821-12
Vincent, A. (2018). Is there a definition? Ruminating on poetic inquiry, strawberries and the continued growth of the field. Art/Research International: A Transdisciplinary Journal, 3(2), 48-76. doi:10.18432/ari29356 Supervisors: Dr. Anthony Pare and Dr. Kedrick James
Warfield, K. (2017). Writing the body of the paper: Three new materialism methods for studying the socially mediated body. In Zizi Papacharissi (ed): A Networked Self: Human Augmentics, Artificial Intelligence, Sentience. Routledge. Supervisor: Dr. Theresa Rogers
Warfield, K. (2017). Im(matter)ial Bodies: a critical discourse analysis of a Canadian digital literacy resource. Language and Literacy. X(X) Supervisor: Dr. Theresa Rogers
Warfield, K. (2017). MirrorCameraRoom: The multi (in)stabilities of the selfie. Feminist Media Studies, 17(1), 77-92. Supervisor: Dr. Theresa Rogers
Warfield, K., & Whittington-Walsh, F. (2016). Stitch the bitch: #girls#socialmedia#bodies. In N. Mandell & J. Johnson (Eds.), Feminist issues: race, class, sexuality (6th ed.). Toronto: Pearson Canada. Supervisor: Dr. Theresa Rogers
Warfield, K. (2016). Picture, position, map, emplaced assemblage: A genealogy of the body via social media. In H. Friese, M. Nolden, G. Rebane, & M. Schreite (Eds.), Handbook of social practices and digital life-worlds. Berlin: Springer-Verlag. Supervisor: Dr. Theresa Rogers
Warfield, K., Abidin, C, and Cambre, M.C. (2016). Introduction: Selfies: #Me-diated bodies and inter-‘faces’. Social Media + Society, 1(4), 1-5. Supervisor: Dr. Theresa Rogers
Warfield, K. (2016). Making the cut: An agential realist examination of selfies and touch. Social Media + Society, 1(4), 1-10. Supervisor: Dr. Theresa Rogers
Xiang, S. (2019) Klangfarbenmelodie: Learner Identity and the Creative Arts. LEARNing Landscapes, 12(1), 259-270. https://doi.org/10.36510/learnland.v12i1.993
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