Graduate Programs and Research - Faculty of Education

Department of Language and Literacy Education (LLED)

Department Head: Geoffrey Williams

Department Phone: 604-822-5788
Department Fax: 604-822-3154

Web site: http://www.lled.educ.ubc.ca/

The Department of Language & Literacy Education (LLED) includes scholars in a comprehensive range of language-related fields; the teaching of literacy (emergent literacies, adolescent literacies, digital literacy, multiliteracies, reading development, writing development, clinical methods, family literacy, mulitmodality, intergenerational literacy, First Nations literacy developments), English Language Arts (literature, composition, drama/theatre, poetry), English as a Second Language (ESL methods, applied linguistics, academic literacies, language assessment, discourse analysis), Modern Language Education (French as a Second Language, French Immersion, Mandarin as a Second or Heritage Language, First Nations language revitalization, various other Asia Pacific languages), Teacher Librarianship (cooperative-operative program planning, selection of resources, classification, library automation). Graduate courses in research in the various subject matter fields, and in research metholdologies, are offered regularly. The Department offers M.Ed, M.A., and Ph.D. degrees in all of its related fields. Department members are actively involved with graduate students in local, provincial, national and international research, and in a wide variety of community programs and collaborative activities.

Literacy
Family/Community Literacy
Emerging / Early Literacy
Socio-Cultural Aspects of Literacy
Family Studies
Parents and Literacy

Parents as Literacy Supporters (PALS). Fiona Morrison, the Director of Early and Family Literacy with Literacy and I are co-leading a project in which we are translating the Parents as Literacy Supporters (PALS) program into four languages and training teachers/educators, multicultural workers and other support workers to work with refugee and immigrant families in their home languages and in culturally sensitive ways. The project is a collaborative effort involving five school districts: Abbotsford, Burnaby, Langley, North Vancouver, and Surrey. We also are documenting the development and implementation of the program and its impact in the communities served. The project is funded by a grant from the BC Ministry of Education

Intergenerational Literacy Project (Literacy for Life). Dr. Vicki Purcell-Gates and I are co-leading this project at two sites: Britannia Community Center, Vancouver in partnership with the Canucks Family Literacy Project and at Hjorth Community School, Surrey in partnership with the Surrey School District. The project involves classes for low literate adults and their pre-school children and focuses on the situated and real life literacy practices of the participants in their homes and communities. In addition to documenting the development and evolution of the program, they are also assessing and documenting changes in the literacy practices and knowledge of the adults and the children. As a result of this work, a handbook will be produced to train teachers working in intergenerational literacy programs. This project is funded by grants from the UBC Bookstore and the Canadian Council on Learning.

Kim, J., & Anderson, J. (in press). Mother-child shared reading with print and electronic books . Journal of Early Childhood Literacy.

Lynch, J., Anderson, J., Anderson, A., & Shapiro, J. (in press). Preschool children’s interacting with storybooks: Children’s literacy achievement. Reading Horizons.

Moffatt, L., Anderson, A., Anderson, J., & Shapiro, J. (in press). Gender and mathematics at play: Parents’ constructions of their pre-schoolers’ mathematical capabilities. Focus on learning problems in mathematics.

Phillips, L., Norris, S., & Anderson, J. (in press). Is parents reading to children the key to early literacy development.

Anderson, A., Anderson, J., & Thauberger, C. (2008). Mathematics learning and teaching in the early years. In O. Saracho & B. Spodek (Eds.), Contemporary perspectives in early childhood mathematics (pp. 95-132). Greenwich, CT: Information Age Publishing.

Anderson, J., Lenters, K., & Mctavish, M. (2008). Constructing families, constructing literacy: A critical analysis of family literacy websites. The School Community Journal, 18, 61-78.

Anderson, J., & Morrison, F. (2007). “A great program… for me as a Gramma”: Caregivers evaluate a family literacy initiative . Canadian Journal of Education, 30, 68-89.

Anderson, J., Streelasky, J., & Anderson, T. (2007). Representing and promoting family literacy on the WWW: A critical analysis. Alberta Journal of Educational Research, 53, 143-156.

Anderson, J., Moffatt, L., & Shapiro, J. (2006). Reconceptualizing language education in early childhood: Socio-cultural perspectives. In B. Spodek & O. Saracho (Eds.), Handbook of research on the education of young children (pp.135-151). Mahwah, NJ: Lawrence Erlbaum Associates.

Lynch, J., Anderson, J., Anderson, A., & Shapiro, J. (2006). Parents beliefs about young children’s literacy development and parents’ literacy behaviors. Reading Psychology, 27, 1-20.

Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiliteracies: Parents’ and children’s talk within shared storybook reading. Mathematics Education Research Journal, 16, 5-26.

Anderson, J., & Morrison, F. (2005). Working with families and communities: Our experiences with PALS. BC Educational Leadership Research, 2, Retrieved December 2, 2005, from http://slc.educ.ubc.ca/eJournal/index.htm

Anderson, J., Smythe, S., & Shapiro, J. (2005). Working with families, communities and schools: A critical case study. In J. Anderson, M. Kendrick, T. Rogers & S. Smythe (Eds.), Portraits of literacy across families, communities and schools: Intersections and tensions. Mahwah, NJ: Lawrence Erlbaum Associates.

Kendrick, M., Rogers, T., Smythe, S., & Anderson, J. (2005). Portraits of literacy across families, communities and schools: An introduction. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of literacy across families, communities and schools: Intersections and tensions. Mahwah, NJ: Lawrence Erlbaum Associates.

Anderson, A., Anderson, J., & Shapiro, J. (2004). Mathematical discourse in storybook reading. Journal for Research in Mathematics Education, 35, 5-33.

Anderson, J., Anderson, A., Lynch, J., & Shapiro, J. (2004). Examining the effects of gender and genre on interactions in shared book reading. Reading Research and Instruction, 43, 1-20.

Anderson, J., Anderson, A., Lynch, J., & Shapiro, J. (2003). Storybook reading in a multicultural society: Critical perspectives. In A. van Kleeck, S. A, Stahl, & E. B. Bauer (eds.), On reading to children: Parents and teachers (pp. 203-230). Mahwah, NJ: Erlbaum.

Anderson, J., Smythe, S., & Lynch, J. (2003). Family literacy. In J. Ponzetti (ed.), The international encyclopedia of marriage and family relationships, Second Edition (pp.601-605). New York: MacMillan Reference USA.

Goelman, H., Andersen, C., Anderson, J., Gouzouasis, P., Kendrick, M., Kindler, A., Porath, M., & Young-Koh, J. (2003). Early Childhood Education. In W.M. Reynolds & G.E. Miller (eds.), Comprehensive handbook of psychology volume seven: Educational psychology (pp. 285-331). New York: John Wiley & Sons.

Gunderson, L., & Anderson, J. (2003). Multicultural views of literacy learning and teaching. In A. Willis, G. Garcia, R. Barrera, & V. Harris (eds.), Multicultural issues in literacy research and practice (pp.123-144). Lawrence Erlbaum Associates.

Towards a Pedagogy for Using the Internet to Learn. This project works with teachers to develop teaching approaches and learning activities that support the particular challenges of learning the academic disciplines with online resources.

Adolescents' Internet Literacy. Humanities and Social Sciences, UBC . This project observes adolescents’ use of the Internet as do they homework, and examines parent, student and teacher views on internet use for learning the academic disciplines.

Teaching Information Literacy in the Middle Grades. SSHRC Standard Grant. This project examines aspects of classroom and school library programs that help students effectively locate, evaluate, organize and communicate information.

New literacies and New Libraries: The Expanding Role of the School Library. This project explores the role of school library programs in supporting today’s digital learners.

Assessment Practices of Reading and Writing with New technologies: A Canadian perspective. SSHRC Co-investigator: Margaret Early. This project explores the issues that those responsible for large scale assessment policies confront as literacy curricula expand to include ICT literacies.

Asselin, M., & Doiron, R. (Eds.) (2008). Editors of themed issue: New learners, new literacies, new libraries. School Libraries Worldwide, 14(2).

Asselin, M., & Moayeri, M. (2008). Toward a pedagogy for using the internet to learn: An examination of adolescent internet literacies and teachers, parents, and students’ recommendations for educational change. Proceedings of the Annual Conference of the International Association of School Librarianship.

Asselin, M., & Lam, V. (2007). Learning to learn: An examination of instructional support during a grade 9 research project. Studies in Media and Information Literacy Education, (4), 1-18.

Asselin, M., Early, M., & Filipenko, M. (2006). Accountability, assessment, and the literacies of information and communication technologies. Canadian Journal of Education, 29(1).

Doiron, R., & Asselin, M. (eds.). (2005). Literacy, libraries and learning: Using books and online resources to promote reading, writing and research. Toronto, ON: Pembroke.

Asselin, M. (2005). Redefining the school library's role in literacy teaching and learning. In R. Doiron & M. Asselin (eds.), Literacy, libraries and learning: Using books and online resources to promote reading, writing and research (pp. 9-19). Toronto, ON: Pembroke.

Henri, J., & Asselin, M. (eds.). (2005). Leadership issues in the information literate school community. Westport, CT: Libraries Unlimited.

Asselin, M. (2005). Preparing preservice teachers as members of the information literate community. In J. Henri & M. Asselin (eds.), Leadership issues in the information literate school community (pp. 187-202). Westport, CT: Libraries Unlimited.

Asselin, M. (2005). Teaching information literacy in the information age: An examination of trends in the middle grades. School Libraries Worldwide, 11(1), 17-36.

Asselin, M., & Dreher, M. J. (2004). New literacies for the new information age: Conceptions, instruction, and teacher preparation. National Reading Conference Yearbook (pp. 115-129). National Reading Conference.

Asselin, M., Branch, J., & Oberg, D. (eds.). (2003). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian Library Association.

Asselin, M., & Doiron, R. (2003). An analysis of the inclusion of school library programs and services in the preparation of preservice teachers in Canadian universities. Behavioral and Socal Sciences Librarian, 22(1), 19-33.

Scott, J. A., Jamieson, D., & Asselin, M. (2003). Casting a broad net to catch vocabulary instruction. Elementary School Journal, 103(3), 269-286.

Asselin, M., & Lee, E. (2002). I wish someone had taught me: Information literacy in a teacher education program. Teacher Librarian, 30(2), 10-17.

Asselin, M., & Froese, V. (2002). Reading in Canada with a focus on British Columbia. In C. Papanastasiou & V. Froese (eds.), Reading literacy: History, curriculum, and research (pp. 11-41). Cypress, Greece: Cypress University Press.

Asselin, M. (2001). Grade 6 research process instruction: An observation study. Alberta Journal of Educational Research, XLVII(2), 123-140.

Asselin, M. (2000). Poised for change: Effects of a teacher education project on preservice teachers' knowledge of the school library program and role of the teacher-librarian. School Libraries Worldwide, 6(2), 72-87.

Asselin, M. (2000). Confronting assumptions: Preservice teachers' beliefs about reading and literature. Reading Psychology, 21(1), 31-57.

Asselin, M. (1999). Independent reading in the classroom: Starting points for partnerships with teachers. School Libraries in Canada, 18(3), 5-9.

Asselin, M. (1999). Planting the seeds of instructional partnerships: An exploratory study of preservice teachers learning to teach with teacher-librarians. In J. Henri & K. Bonanno (eds.), The information literate school community (pp. 157-172). Wagga Wagga, Australia: Centre for Information Studies.

Research Keywords: Adolescent Issues, Children's Literature, Language Education, Multiple Literacies, School Libraries, Technology

Drama Education
Arts Education
Drama and Social Justice
Teacher Education
Canadian Drama
Ethnodrama, Performed Research
Drama and/in Second Language Learning

BecomingPedagogical through A/r/tography in Teacher Education (Social Sciences and Humanities Research Council of Canada, May, 2008-May, 2011). Principal Investigator: Rita Irwin; Co-investigators: George Belliveau, Peter Gouzouasis, Carl Leggo, Donal O Donoghue; Stepanie Springgay.

Addressing the Role of the Bystander Through Drama in Bullying Situations (Social Sciences and Humanities Research Council of Canada, May, 2007-May, 2010). Principal Investigator: George Belliveau; Co-investigator: Shelley Hymel.

Assessing Ethnotheatre as a Form of Educational Research (Humanities and Social Science Small Research Grant. Mar, 2007-Apr, 2008). Principal Investigator: George Belliveau.

Say Peace; Competitive ( Vancouver Foundation, Nov, 2006-Jun, 2007). Principal Investigator: Heather Duff: George Belliveau (collaborator).

Belliveau, G., & Fels, L. (in press). Exploring curriculum, performative inquiry, role drama and learning. Vancouver, British Columbia: Pacific Education Press.

Belliveau, G., & Beare, D. (in press). Dialoguing scripted data. In S. Springgay, R. Irwin, C. Leggo & P. Gouzouasis (Eds). Being with A/r/tography (pp.141-152). Rotterdam: Sense Publishers.

Gouzouasis, P., Julia H., & Belliveau, G. (2008). Turning points: A transitional story of grade seven music students’ participation in high school band programmes. Music Education Research, 10(1), 75-90.

Bellivau, G., & Beare, D. (2007). Theatre for positive youth development: A model for collaborative play-creating. Applied Theatre Researcher, 7.

Belliveau, G. (2007). An alternative model for teaching and learning. Canadian Journal of Education. 30(1), 47-67.

Belliveau, G., Weale, J., & Lea, G. (2007). TheaterPEI: The emergence and development of a local theatre. Theatre Research in Canada, 26(1), 64-81.

Bournot-Trites, M., Belliveau, G., Séror, J., & Spiliotopoulos, V. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context. Learning through the Arts Research Journal, 3(1).

Belliveau, G. (2007). Ça bouge: Le théâtre de Moncton Sable. Theatre Research in Canada, 26(2), 114-129.

Belliveau, G. (2007). Dramatizing the data: An ethnodramatic exploration of a playbuilding process. Arts & Learning Research Journal, 23(1), 31-51.

Dan, R., Giles, J., Belliveau, G., & Freitas, E. (2006). The effect of teaching style on learning and retention in a quantitative course. Active Learning in Higher Education, 7(3), 213-225.

Belliveau, G. (2006). Using drama to achieve social justice: Anti-bullying project in elementary schools. Universal Mosaic of Drama and Theatre-IDEA Publications, 5, 325-336.

Belliveau, G. (2006). Collective playbuilding: Using arts-based research to understand a social justice drama process in teacher education. International Journal of Education & the Arts, 7(5).

Belliveau, G. (2006). Performed research: Exploring an anti-bullying drama project in teacher education. Creative Arts in Health, Training and Education Research Journal. June. 2.

Belliveau, G., & Lea, G. (2006). PEI 's Victoria Playhouse: Looking back, looking forward. Canadian Theatre Review, 128, 26-31.

Belliveau, G. (2006). Liveness in the Okanagan: Caravan Farm Theatre. Canadian Theatre Review, 127, 85-86.

Belliveau, G. (2005). An arts-based approach to teach social justice: Drama as a way to address bullying in schools. International Journal of Arts Education, 3, 136-165.

Belliveau, G. (2005). An arts-based approach to teach social justice: Drama as a way to address bullying in schools (Mandarin Translation). International Journal of Arts Education, 3, 166-189.

Belliveau, G. (2005). Mining and community: Using the arts as a way of knowing. English Quarterly, 37(1), 1-7.

Belliveau, G. (2005). Drama in the Maritimes: Tides (plays) are strong. Canadian Theatre Review, 122, 90-94.

Belliveau, G. (2004). Managing to keep going . Drama education on Prince Edward Island. Canadian Drama Mosaic. 26-29.

Belliveau, G. (2004). Exploring Acadian History using arts-based teaching. Port Acadie, 5, 25-38.

Belliveau, G. (2004). Pre-service teachers engage in collective drama. English Quarterly, 35(3), 1-6.

Belliveau, G. (2004). Struggle to success: Collective drama on Anti-Bullying. Canadian Theatre Review, 117, 42-44.

Belliveau, G., & White, V. (2008). It’s elementary! Learning and building community through Shakespeare. Proceedings Hawaii International Conference on Education. 806-817.

Research Keywords: Art Education, Artistic and Aesthetic Development, Drama Education, Multiple Literacies, Pedagogy, Teacher Research, Ways of Knowing.

Language and Literacy
Second Language Teaching and Learning
Reading Development, Phonemic Awareness
French Immersion
French as a Second Language
Modern Languages Pedagogy
Measurement, Evaluation
Psychological Foundations in Education

Student Teachers’ Cultural Development through a European Exchange Programme

Bournot-Trites, M. (in press). Vision pour le soutien des acquis linguistiques des enseignants de FSL. Canadian Journal of Applied Linguistics.

Brodeur, M., Dion, E., Mercier, J., Laplante, L., & Bournot-Trites, M. (accepted). The role and training of general and special education teachers in reading skills development. National strategy for early literacy. London, ON: Canadian Language and Literacy Research Network.

Denizot, I., Bournot-Trites, M. ( 2008). The role of cultural background knowledge in french immersion students’ reading comprehension. Paper presented at the annual conference of the Canadian Association of Applied Linguistic (CAAL), Vancouver, BC.

Bournot-Trites, M., Zappa-Hollman, S., Spiliotopoulos, V. (2008). Elementary foreign language teachers’ development through study and work abroad. Paper presented at the AAAL conference, Washington.

Bournot-Trites, M., Zappa-Hollman, S., & Spiliotopoulos, V. (2008). Socio-cultural, Identity, and Professional Development through Teachers’ International Exchange. Paper presented at the AERA conference, New York.

Denizot, I., & Bournot-Trites, M. (2008). The role of cultural background knowledge in Grade 3 french immersion students’ reading comprehension. Paper presented at the AAAL conference, Washington.

Bournot-Trites, M., Spiliotopoulos, V., & Zappa-Hollman, S. (2007). Teachers’ International Exchange: Socio-cultural and professional knowledge development through practice. Paper presented at the annual conference of the Canadian Association of Applied Linguistic (CAAL), Saskatoon, Saskatchewan.

Bournot-Trites, M. (2007). Gramligne. Round table at the annual conference of the Canadian Association of Applied Linguistic (CAAL), Saskatoon, Saskatchewan.

Bournot-Trites, M. (2007). What are the challenges in meeting our FSL teachers’ current and future needs for professional development and training related to linguistic, pedagogical and cultural competences. Expert Panel Presentation at 5 th annual CASLT Networking Event, Ottawa, Ontario.

Bournot-Trites, M. (2007). Le profil des compétences des enseignant(e)s de FLS. Presentation during the closing panel of the Symposium sur la formation des enseignant(e)s de Français langue seconde, Annual conference of the Canadian Association of Applied Linguistic (CAAL), Saskatoon, Saskatchewan.

Bournot-Trites, M., Zappa-Hollman, S., & Spiliotopoulos, V. (2007). Rewards and demands of a study abroad program: a focus on organisational aspect. Paper presented at the RESO (Reframing Education for Open Societies) Colloquium, Toulouse, France.

Bournot-Trites, M., Spiliotopoulos, V., & Zappa-Hollman, S. (2007). Échange international d’enseignants: développement des connaissances socioculturelles et professionnelles par la pratique. Paper presented at the International Bilingual Colloquium in Rennes, France. Title of the colloquium « les dimensions européennes et internationales dans la formation des enseignants: regards sur les mobilités et les pratiques enseignantes».

Bournot-Trites, M., Belliveau, G., Spiliotopoulos, V., Séror, J. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context. Journal of Learning through the arts, A research journal on arts Integration in School and Communities, 3 (1), Article 9.

Bournot-Trites, M. (2007). Qualité de l’écrit au niveau intermédiaire en immersion française : effet d’un programme intensif et hypothèse d’un effet de plateau. Canadian Journal of Applied Linguistics, 10(1), 7-23.

Bournot-Trites, M. (2006). Le recrutement des enseignants pour l’immersion française au Canada. Paper presented at the University of Reims, Laboratoire AEP.

Bournot-Trites, M. (2006). La lecture au primaire dans les écoles d’immersion française au Canada: Prédicteurs de la lecture en français et en anglais et comparaison entre les élèves d’immersion française et les élèves du programme régulier en anglais. Paper presented at the University of Reims, Laboratoire de Psychologie.

Bournot-Trites, M. (2006). La place de la conscience phonologique dans l’apprentissage de la lecture. Paper presented to the student teachers at l’Institut Universitaire de Formation des Maîtres à Reims.

Bournot-Trites, M. (2006). Reading success and phonemic awareness in primary years in Canadian French immersion schools. Paper presented at the Faculty of Education, University of Melbourne, Australia.

Bournot-Trites, M. (2006). Peer-tutoring success in reading achievement and positive attitude towards reading. Paper presented at the School of Languages and Cultures, University of Sydney, Australia.

Belliveau, G., Bournot-Trites, M., & Séror, J. (2006). The role of drama on cultural awareness, motivation, and literacy in second language context. Paper presented at Performing language: International conference on drama and theatre in second language education, Victoria, BC.

Bournot-Trites, M. (2005). Preventing reading difficulties in French immersion and francophone schools through phonemic awareness and phonics. Paper presented at the annual conference of the Society for the Scientific Study of Reading (SSSR) in Toronto, Ontario.

Bournot-Trites, M., & Denizot, I. (2005). Conscience phonologique en immersion au Canada. In M. Billières, P. Gaillard, & N. Spanghero-Gaillard (Eds.), Colloque international de didactique cognitive, Actes des communications orales et affichées (pp. 26-37). Université de Toulouse Le Mirail, Laboratoire Jacques Lordat, Toulouse, France.

Bournot-Trites, M., & Denizot, I. (2005). Relations entre la conscience phonologique en français et en anglais et la lecture de mots et la compréhension en lecture en immersion française. Parole, 34,35,36, 45-69.

Veilleux, I., & Bournot-Trites, M. (2005). Standards for the language competence of french immersion teachers: Is there a danger of erosion? Canadian Journal of Education, 28(3), 489-510

Bournot-Trites, M., & Belanger, J. (2005). Ethical dilemmas facing action researchers. Journal of Educational Thought, 39(2), 197-215

Bournot-Trites, M., & Reeder, K. (2005). French and english literacy in french immersion: Student performance and perceptions. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan. (Eds.) ISB4, Proceedings of the 4th International Symposium on Bilingualism (pp. 364-376) Somerville, MA: Cascadilla Press.

Bournot-Trites, M., Lee, E., & Séror, J. (2003). Tutorat par les pairs en lecture: une collaboration parents-école en milieu d'immersion française. La Revue des Sciences de l'Éducation, 29(1), 195-210.

Brodeur, M., Deaudelin, C., Bournot-Trites, M., Siegel, L. E., et Dubé, C. (2003). Croyances et pratiques d’enseignants de la maternelle au sujet des habiletés métaphonologiques ainsi que de la connaissance des lettres et pistes de développement professionnel. La Revue des Sciences de l’Éducation, 29(1), 171-194.

Bournot-Trites, M., & Séror, J. (2003). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Canadian Journal of Applied Linguistics, 6(2), 129-157.

Bournot-Trites, M., & Reeder, K. (2001 ). Interdependence revisited: Mathematics achievement in an intensified French immersion program. The Canadian Modern Language Review, 58(1), 27-43.

Beers, M., Spiliotopoulos, V., & Bournot-Trites, M. (2001). MLED to go! An introduction to second language learning and teaching for elementary non-language specialists. Handbook for elementary teacher education program. University of British Columbia, Vancouver, BC.

Beers, M., Spiliotopoulos, V., & Bournot-Trites, M., & Spicer, H. (Producers). (2001). The BC language education policy: Teachers turning policy into practice. [Videotape]. University of British Columbia, Vancouver, BC.

Bournot-Trites, M., & Lee, E. (2001). Implementing and evaluating a school-based peer tutoring program, Evaluating the program. British Columbia Teachers' Federation.

Research Keywords: Drama Education, Ethics, Evaluation, French and Second Languages, Immersion Education, Language Education, Literacy, Measurement, Writing and Reading

Voice and Text Online Asynchronous Bulletin Boards and Second Language Acquisition
French Immersion, International ESL and Reading Comprehension
Narrative as Methodology
Language Planning/Global Education
French Second Language Teacher Preparation
Asia-Pacific Educational Studies and Online Graduate Courses
Literacy and Modern Languages

On Line and Face to Face Learning Comparisons in Mixed-Mode and Single Mode Graduate Courses. International students' comparisons of online learning and face to face learning in separate and mixed-mode graduate and undergraduate classes have given me important clues in how to facilitate greater efficiency in learning in graduate courses.

The detailed study of cognitive and social presence in online learning is revealing how the role of affect influences learning. Online learning amongst graduate students, who have formed an online community which has been facilitated by doing narrative analyses of their own and each other's autobiographies, appears to be elevated. Explorations of subjective presence and cognitive presence and their enhancement of online bonding via autobiographical analyses is being investigated in a true experimental design and setting.

French Immersion, ESL Teacher Preparation (Secretary of State, Ministry of Education)

Asia-Pacific Educational Studies (Asia-Pacific Foundation, Ministry of Education)

Carey, S. (2002). Constructionism and motivational use of technology for ESL teachers. English Teaching, The Korean Association of Teachers of English, 57(1), 45-57.

Carey, S., & Guo R. (2002). Conditions for ESL acquisition on WebCt. Proceedings from the Ninth International Literacy and Education Research Network Conference on Learning, 16-20, Beijing.

Lee, S., & Carey, S. (2002). Explaining Chinese learners' errors in the phonological representations of latinate derivatives in English. The Canadian Journal of Applied Linguistics, 5(1), 65-92.

Carey, S. (2002). Principles for mixed mode classes using electronic bulletin boards for second language acquisition. Journal of Applied Linguistics Association of Korea, 17, 29-37.

Carey, S. (2001). Principles and practice of using interactive international technology for ESL. Invited Paper in Selected Papers From the 10th International Symposium on English Teaching. English Teachers Association, 21-29, ROC, Taipei.

Carey, S. (2001). How can we use WebCT technology to improve the minority Francophone and French immersion experience in western Canada? Distance 5(2), 129-142. Laval University.

Carey, S. (2001). Evaluating the success of ESL online communities. In Proceedings of the Tenth International Symposium of English Teaching. Taiwan Normal University, Taipei.

Cho, S., & Carey, S. (2001). Increasing Korean oral fluency using an electronic bulletin board and Wimba based voiced chat. The Korean Language in America, 6, 115-128. American Association of Teachers of Korea.

Carey, S. (2000). A millenial language plan for ESL education in Korea. Journal of the Applied Linguistics Association of Korea, 16(1), 1-16.

Carey, S. (2000). Using technology to foster authentic communication for second language students. Proceedings from TEND 2000. Dubai, United Arab Emirates.

Berwick, R., & Carey, S. (2000). The interaction of gender and identity: A six year perspective on Japanese participants in an academic year abroad. Polyglossia, 3, 37-52.

Grant, N., & Carey, S. (2000). On-line ESL interaction, negotiation and acquisition. TESOL Journal of Venezuela/VENTESOL, Nov., 34-38.

Carey, S. (2000). The threshold and interdependence concepts in minority second language immersion programmes. In P. W. Thomas & J. Mahias (eds.), Developing minority languages. Proceedings of the Fifth International Conference on Minority Languages, Gomer Press, Cardiff, Wales.

Carey, S. (1999). The use of WebCT for a highly interactive virtual graduate seminar. Computer Assisted Language Learning, 12(1), 85-98.

Carey, S. (1999). Implications for language and cultural policy in the Asia-Pacific from experiments in official bilingualism and multiculturalism in Canada. Polyglossia, 1(1), 1-14.

Carey, S. (1999). Opening our minds to highly interactive ESL acquisition on the internet. Proceedings of the Eighth International Symposium on English Teaching, English Teachers Association. Taipei. Crane Publishing Ltd.

Carey, S. (1998). Canada's official policy of multilingualism. Proceedings from the Sixth Taiwan-Canada Higher Education Conference (pp 61-67). Microelectronics and Information Research Centre, National Chiao Tung University, Taiwan.

Carey, S. (1998). The National importance of ESL teachers to Taiwan. Invited Plenary. Proceedings from the International Symposium on English Teaching (pp. 15-34). Taiwan National University, Taipei.

Carey, S., & Crittenden, E. (1998). Evaluating a web-based generic second language/course methodology course. . In P. Liddell (ed.), Proceedings of the Third Conference on Foreign Language Education and Technology. University of Victoria.

Carey, S. (1997). Language management, official bilingualism and multiculturalism in Canada. The Annual Review of Applied Linguistics, 17, 204-223. Cambridge University Press.

Carey, S. The promotion of French and English as international second languages to increase north-south dialogue in Africa. In F. Christie & J. Foley (eds.), Some contemporary theories in literacy research (pp. 104-129). Waxman, Munich.

Research Keywords: French and Second Languages, English as a Second Language, Subcultures, Social Cognition, International Perspectives, Multiculturalism

Multiple Literacies
Writing and Reading
Early Childhood
Literacy
Pedagogy
Evaluation
Social Cognition
Media, Semiotics, Text Studies

Young Children's Informational Literacy (YCIL): An Investigation into the Effects of Instruction on Children's Informational Reading and Writing in Grades 1-3. A 3-year study funded by SSHRC Standard Research Grant. This longitudinal quasi-experimental study explores the effects of three different approaches to informational literacy (Textual Features, New Literacies, and a Comprehensive Approach) on children's reading and writing achievement, written genre development, attitudes towards and engagement with informational text. Year 1 (2003-04) focused on Grade 1. Year 2 (2004-05) followed the children into grade 2. Year 3 (2005-06) is following the children through grade 3. (With Jon Shapiro and Margot Filipenko, LLED.)

Chapman, M. L. (2006). Preschool through elementary writing. In P. Smagorinsky (ed.), Research on composition: Multiple perspectives on two decades of change (pp. 15-47). New York: Teachers College Press.

Chapman, M. L. (2003). Phonemic awareness: Clarifying what we know and implications for practice. Literacy Teaching and Learning, 7, 91-114.

Chapman, M. L. (2002). A longitudinal case study of curriculum genres, K-3. Canadian Journal of Education (pp. 41-64). Available at http://lled.educ.ubc.ca/faculty/chapman.htm

Chapman, M. L. (2000). Emergent literacy and dramatic play in early education. The Canadian Journal of Research in Early Childhood Education, 8, 67-68.

British Columbia Ministry of Education (M. L. Chapman, Lead Writer). (2000). The primary program: A framework for teaching. Victoria, BC: Ministry of Education. Available at http://www.bced.gov.bc.ca/primary_program/welcome.htm

Chapman, M. L. (2002). Phonemic awareness in perspective. Canadian Children, 27(2), 18-25.

Chapman, M. L. (2000). Moving "beyond balance" towards a multidimensional view of school literacy. In M. Taylor (ed.), Adult literacy NOW! (pp. 275-290). Toronto: Irwin.

Research Keywords: Early Childhood, Gender, Language Education, Literacy, Media, Semiotics, Text Studies, Multiple Literacies, Pedagogy, Social Cognition, Writing and Reading

Digital Literacy
Integrating Digital Technologies in English Language Arts Teaching
Secondary English Language Arts Education

Developing Digital Literacy Through Reading and Writing Literary Hypertext. This research (with Rebecca Luce-Kapler of Queen's University) is directed at describing and interpreting the development of digital literacy in adolescents and young adults through their reading and writing of literary hypertexts. The project is supported through the SSHRC Initiative on the New Economy.

Mediadynamics: Principles and Strategies of Fusion and Differentiation of Media. The focus of this research (with Helmut Schanze and Gebhard Rusch, Universität-GH Siegen) is a comparison of two radical changes in media structures: the shift to analogue media at the beginning of the 20th century and the more recent shift to digital media. The project aims, inter alia, to perform a cross cultural comparison of media use at four sites: Vancouver, Canada; Siegen, Germany; Tel Aviv, Israel; Moscow, Russia. It is supported through the Deutsche Forschungshemeinschaft (German Research Council).

Dobson, T. M. (2002). Keeping in touch by electronic mail. In M. van Manen (ed.), Writing in the dark: Phenomenological studies in interpretive inquiry (pp. 98-115). London, ON.: The Althouse Press.

Dobson, T. M. (2002). Text technologies: The changing spaces of reading and writing [courseware]. Vancouver: University of British Columbia.

Dobson, T. M. (2002). Reading literary hypertext: An overview. Canadian Association for Curriculum Studies Newsletter, 4(1), 4-7.

Applied Linguistics and Sociolinguistics
Second Language Acquisition (Functional Analysis)
Language Socialization in Multilingual Settings
Research Methods (Classroom Research, Case Study, Ethnography, Discourse Analysis, Task-Based Research)
Issues in the Teaching & Learning of English and Other International Languages
Integration of ESL Students in High School, University, and Society
Multilingualism and Work
Sociocultural and Sociopolitical Aspects of Language(s) in Education

Issues in Teaching Non-traditional Language Learners (UBC Teaching & Learning Enhancement Fund 2004-05). This project is a collaboration with Duanduan Li (Asian Studies), Patricia Shaw (Linguistics) and members of Language and Literacy Education under the auspices of the Centre for Intercultural Language Studies. We investigate ways of improving instruction to heritage, aboriginal, and other non-traditional language learners at the post-secondary level primarily.

Language Socialization across Postsecondary Education Settings (SSHRC 2001-05). This project examines the academic discourse socialization experiences of Korean, Mexican, and other international and Generation 1.5 students at a Canadian university.

Chalhoub-Deville, M., Chapelle, C., & Duff, P. (eds.). (in press). Inference and generalizability in applied linguistics: Multiple research perspectives. Amsterdam: John Benjamins.

Duff, P. (in press). Beyond generalizability: Contextualization, complexity and credibility in applied linguistics research. In M. Chalhoub-Deville, C. Chapelle, & P. Duff (eds.), Inference and generalizability in applied linguistics: Multiple research perspectives. Amsterdam: John Benjamins.

Duff, P. (in press). Qualitative approaches to second language classroom research. In J. Cummins & C. Davison (eds.), Handbook of English language teaching. Philadelphia: Kluwer.

Duff, P. (in press). Foreign language policy, research and practice: A Western perspective. In Y. Zhao, R. Floden, & Q. Dong (eds.), Cross-cultural perspectives on education reform: The Asian-Pacific experience. Beijing: Beijing Normal University Press.

Duff, P. (in press). Heritage language education in Canada. In D. Brinton & O. Kagan (eds.), Heritage language education. Mahwah, NJ: Lawrence Erlbaum.

Duff, P. (2005). ESL in secondary school: Programs, problematics, and possibilities. In E. Hinkel (ed.), Handbook of research in second language teaching and learning (pp. 45-63). Mahwah, NJ: Lawrence Erlbaum.

Duff, P. (2005). Thinking globally about new literacies: Multilingual socialization at work. In J. Anderson, M. Kendrick, T. Rodgers, & S. Smythe (eds.), Portraits of literacy across families, communities and schools (pp. 341-362). Mahwah, NJ: Lawrence Erlbaum.

Duff, P. (2004). Intertextuality and hybrid discourses: The infusion of pop culture in educational discourse. Linguistics and Education, 14(3-4), 231-276.

Duff, P., & Li, D. (2004). Issues in Mandarin language instruction: Theory, research, and practice. System, 32(3), 443-456.

Duff, P. (2003). New directions in second language socialization research. Korean Journal of English Language and Linguistics, 3, 309-339.

Chapelle, C., & Duff. P. (eds.). (2003) Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly, 37, 157-178.

Research Keywords: Adolescent Issues, Adult Education Issues, English as a Second Language, French and Second Language, International Perspectives, Language Education, Literacy, Multiple Literacies, Research Design and Method

Academic Literacies
Multi-Modal and Multilingual Literacies
Education of immigrant and Refugee School-Aged Students

Investigating Alternative Accountability as a Viable Measure of Expanded Notions of Literacy. Principal Investigator: SSHRC funded project 2006-2009.

Academic Performance and Educational Mobility of Youth of Immigrant Origin. (Co-investigator: Canadian Council on Learning 2007-2008.

Literacy Attainment among Newcomer Students. Co-investigator: Canadian Language and Literacy Research Network 2007-2008.

From Literacy to Multi-Literacy: Designing Learning Environments for Knowledge Generation. Principal Investigator: SSHRC-INE funded project 2002-2006.

Disseminating Literacy Practices in Diverse Communities. Principal Investigator: SSHRC-INE funded project 2004-2006.

Listening to Diverse Learners. Co-Investigator: SSHRC funded project 2003-2006.

Early, M. (2008). From literacy to multiliteracies: implications for lifelong learning and work. In D. W. Livingstone, K. Mirchandani & P. S. Sawchuk (Eds), The future of lifelong learning and work. Toronto. Sense Publishers.

Early, M. (2008). Second and foreign language teaching in Canada. In N. V. Deusen-Scholl, & N. Hornberger (Eds.), Encyclopaedia of language and education. Vol. 4. New York: Springer.

Reeder, K., Shapiro, J., Early, M., & Kendrick, M. (2008). Listening to diverse learners: The effectiveness and appropriateness of a computer-based reading tutor for young language learners. In F. Zhang & B. Barber (Eds.), Handbook of research on computer-enhanced language acquisition.

Early, M. (2008). Developing academic literacies. SPELT Journal of the Society of Pakistan English Language Teachers, 24(1), 2-29.

Early, M. and Marshall, S. (2008). Adolescent esl students’ interpretation and appreciation of literary texts: A case study of multimodality. Canadian Modern Language Review 6(3), 377-398.

Asselin, M., Early, M., & Filipenko, M. (2006). Assessment, accountability and new literacies in the Canadian context. Canadian Journal of Education. 28(4), 1-29.

Early, M. (2005). From literacy to multiliteracies: Implications for lifelong learning and work. http://lifelong.oise.utoronto.ca.

Early, M., Potts , D., & Mohan, B. (2005). ESL students' socialization into academic discourse: A Canadian Perspective. Prospect: The Australian TESOL Journal, 28(3) 1-26.

Research Keywords: Adolescent Issues, English as a Second Language, Language Education, Literacy, Multiple Literacies, Pedagogy, Teacher Research, Writing and Reading

Immigrant students; Academic and Literacy Achievement
L1 and L2 reading acquisition
Predictors of Immigrant Achievement in English-Only Instructional Environments: The role of Background Variables on English Acquisition and Academic Achievement
Multicultural Views of Mainstream Instructional Practices

Siegel, L., & Gunderson, L. (in press). The assessment of individual learning needs of students from culturally and linguistically diverse backgrounds. Victoria, BC: Ministry of Education, Skills and Training.

Gunderson, L. (in press). ESL(ELL) Literacy instruction: A guidebook to theory and practice (2nd ed.). NY: Routledge.

Gunderson, L. (in press). Commentary: The state of the art of secondary ESL teaching and learning . Journal of Adolescent and Adult Literacy, 52.

Gunderson, L., D'Silva, R., & Chen, L. (in press). International themes in defnining second language reading disabilities. In D. Allington & A. McGill-Franzen (Eds.), Handbook of reading disabilities. NY: Routledge.

Gunderson, L. (2008). Bilingual education. In S. Mathison & W. Ross (Eds.), Battleground schools (pp. 57-64). Westport, CN: Greenwood Press.

Gunderson, L. (2007). English-only instruction and immigrant students in secondary schools: A critical examination. Mawah, NJ: Lawrence Erlbaum Associates.

Gunderson, L. (2007). An evaluation of ESL services in the Abbotsford school district.

Gunderson, L. (2006). But she speaks English! In R. Jimenez & D. Ong-Pang (Eds.), Race, Ethnicity and Education (pp. 1-20). Westport, CT: Routlege (Taylor & Francis).

Lopez, M., & Gunderson, L. (2006). Oaxacan parents' perceptions of literacy. In R. Jimenez & D. Ong-Pang (Eds.), Race, Ethnicity and Education (pp. 95-115). Westport, CT: Routlege (Taylor & Francis).

Lopez, M., & Gunderson, L. (2006). Parental views of literacy learning: A Mexican view . English Quarterly, 38(10), 6-13.

Chen, L., Seror, J., & Gunderson, L. (2005). Multiple perspectives on educationally resilient immigrant students. TESL Canada Journal.

Gunderson, L. (2004). The language, literacy, achievement, and social consequences of english-only programs for immigrant students. In J. Hoffman & D. Schallert (Eds.), The NRC yearbook (pp. 1-27). Milwaukee: National Reading Conference.

Gunderson, L., & Anderson, J. (2003). Multicultural views and teaching and learning. In A. Willis, G. Garcia, R. Barrera, & V. Harris (Eds.), Multicultural issues in literacy research and practice (pp. 123-144). Mahwah, NJ: Lawrence Erlbaum and Associates.

Gunderson, L. (2002). Reception classes for immigrant students in Vancouver, Canada. TESOL Quarterly, 36(1), 98-102.

Gunderson, L., & Siegel, L. (2001). The evils of the use of IQ tests to define learning disabilities in first-and second-language learners . The Reading Teacher, 55(1), 48-55.

Anderson, J., & Gunderson, L. (2001). "You don't read a science book, you study it": An exploration of cultural concepts of reading. Reading Online, 4(7).

Gunderson, L. (2001). Different cultural views of whole language. In S. Boran & B. Comber (Eds.), Critiquing whole language and classroom inquiry (pp. 242-271). Urbana: National Council of Teachers of English.

Gunderson, L. (2000). How will literacy be defined in the new millennium? Reading Research Quarterly, 35, 68-69.

Gunderson, L. (2000). Voices of the teen-aged diasporas. Journal of Adolescent and Adult Literacy, 43(8), 692-706.

Anderson, J., & Gunderson, L. (2000). Literacy learning from a multicultural perspective. In R.D. Robinson, M. C. McKenna, & J.M. Wedman (Eds.), Issues and trends in literacy education (pp. 90-93). Boston: Allyn and Bacon.

Transitions to Early Childhood and Kindergarten for Aboriginal Children (Faculty of Education)

Literature, Identity Construction, and Urban Aboriginal Youth (Education Mentorship Grant)

Hare, J., & Barman, J. (in press). Good intentions gone awry: Missionary wife Emma Crosby on the British Columbia North West Coast, 1874-1997. Vancouver, BC: UBC Press.

Hare, J., & Barman, J. (in press). Good intentions gone awry: From protection to confinement at the Crosby Home in Port Simpson. In D. Nock & C. Haig Brown (eds.), Good intentions: EuroCanadians working for justice in Aboriginal contexts. Vancouver, BC: UBC Press.

Hare, J. (2005). 'To know papers': Aboriginal perspectives on literacy. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (eds.), Portraits of literacy across families, communities and schools: Tensions and intersections (pp. 243-263). Mahwah, NJ: Lawrence Erlbaum Associates.

Hare, J. (2004). Is the bingo palace burning? Signs. Special Issue: Development Cultures: New Environments, New Realities, New Strategies, 29(2), 589-591.

Research Keywords: Adolescent Issues, Children and Youth, Cultural Studies, Early Childhood, First Nations Education, Historical Perspectives, Literacy

Literacy as a Social Practice
Literacy and Development Issues
Literacy and Multimodality
Family and Community Literacy

Digital Literacy and Teacher Development in East Africa, ( Hampton Research Grant with Bonny Norton, UBC)

The Dakar 2000 demand for Education for All by 2015 is based on the premise that education is a human right that enables people to improve their lives and transform their societies (UNESCO, 2000, p. 8). In the 21st Century, this process is enhanced by engagement with technology and the Internet (Burbules & Torres, 2000; Stromquist 2002). To this end, the United Nations’ Millennium Development Goals (MDGs) of 2000 call for global partnerships that make available the benefits of new technologies, particularly information and communication technology – ICT. Yet the digital divide excludes millions of people in the developing world from benefiting from advancements in ICT. A United Nations 2006 report notes, for example, that over half the population in developed regions had access to the Internet, compared to 7% in developing countries (UNDESA 2006).

Uganda, Kenya, and Tanzania in East Africa are defined as “developing countries” facing enormous challenges of poverty, political instability, gender inequities, and HIV/AIDS. However, East Africa’s educational ambitions with respect to accessing new technologies have much in common with the most developed regions of the world (Brock-Utne, 2000; Chivhanga, 2000; De Roy, 1997; Tikly, 2003), and ministries of education in the region are seeking diverse means of incorporating new technologies in their education systems. The purpose of this research is to respond to the MDG of forging new global partnerships that will reduce digital inequities between nations, and enhance educational opportunities for teachers and students internationally. What we wish to accomplish in this project is to investigate how web-based educational resources can enhance teacher development in East Africa. Teacher educators are the interface between policy and practice, and have great potential for determining how digital literacy might best be used to improve the quality of education in developing countries, an important MDG.

Systems and Networks of Knowledge Communication in Child-Headed Households, (UBC Large HSS Grant with Doris Kakura, Makerere University). It is estimated that 80% of the world's children who have been orphaned by AIDS live in sub-Saharan Africa (Plan Finland, 2005). From the beginning of the HIV/AIDS pandemic, families and communities have been children's first lines of response. The scale of the problem has so oversaturated family safety nets there has been a significant change in the structure of families with more and more children and adolescents heading households (Ntozi, 1997). This study investigates the systems and networks of knowledge communication among these very vulnerable children.

Anderson, J., Kendrick, M., Rogers, T., & Smythe, S. (Eds.). (in press). Portraits of literacy across families, communities, and schools: Intersections and tensions. New Jersey: Lawrence Erlbaum.

Kendrick, M., & Jones, S., (in press). Girls’ visual representations of literacy in a rural Ugandan community. Canadian Journal of Education.

Mutonyi, H., & Kendrick, M. (in press). Ugandan students’ visual representation of HIV/AIDS knowledge. In C. Higgins & B. Norton (Eds.). Applied linguistics in the field: local knowledge and HIV/AIDS. Critical Language and Literacy Studies. Clevedon, UK: Multilingual Matters.

Kendrick, M., & McKay, R. (in press). Researching literacy with young children's drawings. In M. R. Jalongo, J. Isenberg, & B. Fennimore (Eds.), Educating the young child: advances in theory and research, implications for practice (pp. 51-68). New York, NY: Springer.

Kendrick, M., Jones, S., Mutonyi, H., & Norton, B. (in press). Using drawing, photography, and drama to enhance students' English language learning in Uganda . In M. Dantas-Whitney (Ed.), Authenticity in the Language Classroom and Beyond: Children and Adolescent Learners. Alexandria, VA: TESOL.

Kendrick, M., Mutonyi, H., & McKay, R. (in press). Drawing and cartooning as spaces of learning: Insights from Canada, Uganda, and New Zealand. In A. Burke & R. Hammett (Eds.) Rethinking assessment in new literacies. New Literacies and Digital Epistemologies Series. New York, NY: Peter Lang.

Kendrick, M., & Mutonyi, H. (2007). Meeting the challenge of health literacy in rural Uganda: The critical role of women and local modes of communication. Journal of Diaspora, Indigenous, and Minority Education, 1(4), 265-283.

Kendrick, M., & Hissani, H. (2007). Letters, Imagined communities, and Literate Identities. Journal of Literacy Research, 39(2), 195-216.

Kendrick, M., Jones, S., Mutonyi, H., & Norton, B. (2006). Multimodality and English education in Ugandan schools. English Studies in Africa, 49(1), 95-114.

Kendrick, M. (2005). "Let’s play teacher”: A child’s perceptions of school literacy. Scientia Paedagogica Experimentalis, XL(2), 175-90.

Jones, S., Openjuru, G., Kendrick, M., & Norton, B. (2005). Local conferences, focused outcomes. Essential Teacher, 2(1), 32-34.

Kendrick, M. (2005). Playing house: A sideways glance at literacy and identity in early childhood. Journal of Early Childhood Literacy, 5(1), 5-28.

Kendrick, M., Rogers, T., Smythe, S., & Anderson, J. (2005). Portraits of literacy across families, communities, and schools: An introduction. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of literacy across families, communities, and schools: Intersections and tensions (pp. 1-17). New Jersey: Lawrence Erlbaum.

Kendrick, M., McKay, R., & Moffatt, L. (2005). The performance of self in children's drawings of home, school, and community literacies. In J. Anderson, M. Kendrick, T. Rogers, & S. Smythe (Eds.), Portraits of literacy across families, communities, and schools: Intersections and tensions (pp. 185-204). New Jersey: Lawrence Erlbaum.

Kendrick, M., & McKay, R. (2004). Drawing as an alternative way of understanding young children’s constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109-128.

Kendrick, M. E. (2003). Play, literacy, and culture: Converging worlds. Bern: Peter Lang Publishing.

Research Keywords: Early Childhood, English as a Second Language, Literacy, International Perspectives, Language Education, Literacy, Multiple Literacies

Language Education
Pedagogy
Gender
Research Design and Method
Curriculum Studies
Teacher Research
Writing and Reading
Media, Semiotics, Text Studies

Rewriting Literacy Curriculum in Canadian Cosmopolitan Schools (SSHRC) Research team: Erika Hasebe-Ludt (principal); Carl Leggo & Cynthia Chambers (co-investigators)

Becoming Pedagogical through A/r/tography in Teacher Education (SSHRC) Research team: R. L. Irwin (principal); C. Leggo, P. Gouzouasis, S. Springgay, G. Belliveau, & D. O Donoghue (co-investigators)

Doing Time: A Time for Incarcerated Women to Develop an Action Health Strategy (CIHR) Research team: R. Martin & P. Janssen (principal investigators); C. Leggo, M. Buchanan, L. Fels, S. Desmarais, J. Buxton, A. Granger, V. Ramsden (co-investigators).

Poetry. Writing a new collection of poems focused on love stories, as well as researching creative processes of writing.

Popular Culture. Investigating television and advertising and the construction of desire.

Narrative and Educational Research. Writing about autobiographical approaches to understanding educational experiences.

Springgay, S., Irwin, R., Leggo, C., & Gouzouasis, P. (Eds.). (2008). Being with a/r/tography. Rotterdam: Sense Publishers.

Leggo, C. (2008). Astonishing silence: Knowing in poetry. In A. L. Cole & J. G. Knowles (Eds.), Handbook of the arts in qualitative social science research (pp. 165-174). Thousand Oaks: Sage Publications.

Hasebe-Ludt, E., Chambers, C., Leggo, C., Hurren, W., Oberg, A., & Métissage, D. D. (2008). In A. L. Cole & J. G. Knowles (Eds.), Handbook of the arts in qualitative social science research (pp. 141-153). Thousand Oaks: Sage Publications.

Leggo, C. (2008). The ecology of personal and professional experience: A poet's view. In M. Cahnmann & R. Siegesmund (Eds.), Arts-based inquiry in diverse learning communities: Foundations for practice (pp. 89-97). Mahwah: Lawrence Erlbaum.

Leggo, C. (2008). Autobiography: Researching our lives and living our research. In S. Springgay, R. Irwin, C. Leggo, & P. Gouzouasis (Eds.), Being with a/r/tography (pp. 3-23). Rotterdam: Sense Publishers.

Hasebe-Ludt, E., Chambers, C., Oberg, A., & Leggo, C. (2008). Embracing the world, with all our relations: Métissage as an artful braiding. In S. Springgay, R. Irwin, C. Leggo, & P. Gouzouasis (Eds.), Being with a/r/tography (pp. 57-23). Rotterdam: Sense Publishers.

Leggo, C. (2008). Living mathematically: A poet’s response. In E. de Freitas & K. Nolan (Eds.), Opening the research text: Critical insights and in(ter)ventions into mathematics education (pp. 183-188). New York: Springer.

Leggo, C. (2008). Narrative inquiry: Attending to the art of discourse. Language Literacy, 10(1), 21.

Leggo, C. (2008). Seventeen poems & proposals for encouraging personal & expressive writing. English Practice, 50(1), 34-44.

Wiebe, S., Sameshima, P., Irwin, R, Leggo, C., Gouzouasis, P., & Grauer, K. (2007). Re-imagining arts integration: Rhizomatic relations of the everyday. The Journal of Educational Thought, 41(3), pp. 263-280.

Leggo, C. (2007). Tangled lines: The art of researching our lives. The Journal of Educational Thought, 41(2), pp. 191-199.

Leggo, C. (2007). Living poetically: Pensées on literacy and health. Canadian Creative Arts in Health, Training, and Education Journal, 6, pp. 3-12.

Sinner, A., Leggo, C., Irwin, R., Gouzouasis, P., & Grauer, K. (2007). Arts-based educational research dissertations: Reviewing the practices of new scholars. Canadian Journal of Education, 29(4), pp. 1223-1270.

Leggo, C. (2007). Writing truth in classrooms: Personal revelation and pedagogy. International Journal of Whole Schooling, 3(1), pp. 27-37.

Leggo, C. (2007). Learning by heart: A poetics of research. JCT: Journal of Curriculum Theorizing, 22(4), pp. 73-95.

Leggo, C. (2007). Autobiographical writing and voice: Five echoes. In I. Blayer and F. Fagundes (Eds.), Oral and written narratives and cultural identity: Interdisciplinary approaches (pp. 119-137). New York: Peter Lang.

Prendergast, M., & Leggo, C. (2007). Astonishing wonder: Spirituality and poetry in educational research. In L. Bresler (Ed.), International handbook on research in arts education (pp. 1459-1480). New York: Springer.

Leggo, C. (2006). End of the line: A poet’s postmodern musings on writing. English Teaching: Practice and Critique. 5(2), pp. 69-92.

Leggo, C. (2006). Remembering grade 10 literature: A modest proposal. Update, 48(2), 20-24.

Leggo, C. (2006). The teacher as poet-researcher. BC Educational Leadership Research e-Journal, 4.

Leggo, C. (2006). Attending to winter: A poetics of research. In W. Ashton & D. Denton (Eds.), Spirituality, ethnography, and teaching: Stories from within (pp. 140-155). New York: Peter Lang.

Leggo, C. (2005). Synonyms: Fiction & knowing. In W. Gershon, T. Kelly, K. Kesson, & W. Walter-Bailey (Eds.), (De)liberating curriculum and pedagogy: Exploring the promise and perils of “scientifically based” approaches (pp. 85-98). Troy, NY: Educator’s International Press.

Leggo, C. (2005). The letter of the law/the silence of letters. In P. Trifonas (Ed.), Communities of difference (pp. 110-125). New York: Palgrave Macmillan.

Leggo, C. (2005). Pedagogy of the heart: Ruminations on living poetically. The Journal of Educational Thought, 39(2 ), 175-195.

Leggo, C. (2005). An archipelago of fragments: Writing other gendered lines of connection. Men and Masculinities, 8, 195-207.

Leggo, C. (2005). The heart of pedagogy: On poetic knowing and living. Teachers and Teaching: Theory and Practice, 11(5), 439-455.

Leggo, C. (2004). Listening to the silence: Honouring the complexity of the narratives we live. Brock Education, 14(1), 97-111.

Leggo, C. (2004). Living poetry: Five ruminations. Language & Literacy, 6(2), 14.

Leggo, C. (2004). The curriculum of joy: Six poetic ruminations. Journal of the Canadian Association of Curriculum Studies, 2(2), 27-42.

Leggo, C. (2004). The poet’s corpus: Nine speculations. JCT: Journal of Curriculum Theorizing, 20(2), 65-85.

Leggo, C. (2004). Tangled lines: On autobiography and poetic knowing. In A. L. Cole, L. Neilsen, J. G. Knowles, & T. C. Luciani (Eds.), Provoked by art: Theorizing arts-informed research. Halifax: Backalong Books, 18-35.

Leggo, C. (2004). Light and shadow: Four reasons for writing (and not writing) autobiographically. Vitae Scholasticae. The Journal of Educational Biography, 21(1), 5-22.

Leggo, C., Chambers, C., Fidyk, A., Hasebe-Ludt, E., Hurren, W., & Rahn, J. (2003). Dis(E)rupting syntax: Curriculum as (dis)composure. Educational Insights, 8(2).

Leggo, C. (2003). The joy of poetry, full of yearning. Arts-informed. Journal of the Centre for Arts-informed Research, 2(2), 3-1.

Leggo, C. (2003). Calling the muses: A poet’s ruminations on creativity in the classroom. Education Canada, 43(4), 12-15.

Leggo, C. (2003). The heart of pedagogy: Ruminations on living poetically. The Orange, 6(1), 18-19.

Shamsher, M., Decker, E., & Leggo, C., (Eds.). (2003). Teacher research in the backyard. Vancouver: British Columbia Teachers’ Federation.

Leggo, C. (2003). Unraveling the fear of poetry/reveling in the pleasure of poetry. In S. Peterson (Ed.), Untangling some knots in K-8 writing instruction (pp. 96-107). Newark: International Reading Association.

Research Keywords: Artistic and Aesthetic Development, Community Research, Cultural and Ecological Studies, Cultural Studies, Curriculum Studies, Democracy & Citizenship, Discourse Analysis, Gender, Interdisciplinary Education, Language Education, Literacy, Media, Semiotics, Text Studies, Multiple Literacies, Pedagogy, Research Design and Method, Teacher Development, Teacher Education, Teacher Research, Ways of Knowing, Writing and Reading

English as a Second Language
Literacy and Development
Gender and Language Learning
Critical Pedagogy
Popular Culture

The Literacy Ecology of Three African Communities: Gender and Sustainable Development (SSHRC 2004-2008, with Maureen Kendrick)

Literacy, Health, and Development: A Ugandan Case Study (Hampton 2003-2005, with Maureen Kendrick)

Our research seeks to investigate the complex relationship between literacy and development, and to better understand women's and girls' participation in literacy practices associated with development. The indicators of development that are central to our research include health, education, work, local and national government, transportation, and leisure. The theoretical framework of the study is drawn from work in the "literacy ecology" of communities (Barton, 1994; Barton & Hamilton, 1998; Hornberger, 2003, Kramsch, 2002) which, rather than isolating literacy practices in order to understand them, seeks to understand their wider sociocultural context. The research takes place in Uganda, a country in the eastern part of Africa, which is characterized by chronic poverty, unfavourable health conditions, and gender imbalance (Bigsten & Kayizzi-Mugerwa, 1999). The study includes three educational projects that offer unique possibilities for understanding the relationship between literacy and sustainable development.

Our research questions are as follows: (i) What are the range of literacy practices associated with development in each of the three communities? (ii) How, and to what extent, are women and girls engaged with the literacy practices of these communities? (iii) To what extent does each of the three educational projects provide women and girls with greater access to the literacy practices of their communities?

Preteen Readers' Constructions of Gender (UBC-HSS Small Grant 2004-2005, with Lyndsay Moffatt). Recent theories of gender and learning suggest that if educators hope to challenge current dysfunctional gender relations, they will need to understand students' constructions of gender. Using surveys, a popular comic, and interviews with a diverse population of 55 grade 5-7 students, this project examines pre-teen students' constructions of gender from a feminist post-structural and critical socio-cultural perspective. The preliminary results of this study suggest pre-teens hold divergent ideas of gender normative behaviour, with the majority of the students (girls and boys) constructing gender relations in a contradictory fashion, using elements of both patriarchal and feminist discourse. The findings suggest educators should not essentialise students' constructions of gender.

Norton, B., & Toohey, K.(eds). (2004). Critical pedagogies and language learning. Cambridge: Cambridge University Press.

Norton, B., & Pavlenko, A. (eds.) (2004). Gender and English language learners. Alexandria, VA: TESOL Publications.

Norton, B., & Vanderheyden, K. (2004). Comic book culture and second language learners. In B. Norton & K. Toohey (eds.), Critical pedagogies and language learning (pp. 201-221). Cambridge: Cambridge University Press.

Norton, B., & Stein, P. (2004). Why the "Monkeys Passage" bombed: Tests, genres, and teaching. In S. Anderson, P. Attwood, & L. Howard (eds.), Facing racism in education. Harvard Educational Review Reprint Series N. 39, 77-93.[reprinted].

Norton, B., & Kamal, F. (2003). The imagined communities of English language learners in a Pakistani school. Journal of Language, Identity, and Education, 2(4), 301-317.

Kanno, Y., & Norton, B. (guest eds.). (2003). Imagined communities and educational possibilities. Journal of Language, Identity, and Education, 2(4).

Lee, E., & Norton, B. (2003). Demystifying publishing: A collaborative exchange between graduate student and supervisor. In C. Casanave & S. Vandrick (eds.), Writing for publication: Behind the scenes in language education (pp.17-38). Mahwah, NJ: Lawrence Erlbaum Associates.

Norton, B. (2003). The motivating power of comic books: Insights from Archie comic readers. The Reading Teacher, 57(2), 140-147.

Norton, B., & Toohey, K. (2002). Identity and language learning. In R.B. Kaplan (ed.), The Oxford handbook of applied linguistics (pp. 115-123). Oxford: Oxford University Press.

Jung, S. K., & Norton, B. (2002). Language planning in Korea: The new elementary English program. In J. Tollefson (ed.), Language policies in education: Critical issues (pp. 245-265). Mahwah, NJ: Lawrence Erlbaum Associates.

Norton, B. (2001). When is a teen magazine not a teen magazine? Journal of Adolescent and Adult Literacy, 45(4), 296-299.

Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322.

Norton, B. (2001). Non-participation, imagined communities, and the language classroom. In M. Breen (ed.), Learner contributions to language learning: New directions in research (pp.159-171). Harlow, England: Pearson Education.

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman/Pearson Education.

Research Keywords: English as a Second Language, Feminist Studies, Gender, International Perspectives, Literacy, Multiple Literacies, Teacher Research

Literacy
Early Childhood
Multiple Literacies
Pedagogy
Writing and Reading
Adult Education Issues
International Perspectives

Cultural Practices of Literacy Study (CPLS) (Purcell-Gates, 2007). The CPLS is designed to come to deeper understandings of the relationships of young children's community-based literacy practices and their ways of learning from literacy instruction in school. I see this goal as key to much needed deeper theorizing of social and cultural marginality as it relates to academic achievement.

I study literacy in community because research that views literacy as social and cultural practice (Street, 1984) has demonstrated the ways in which literacy use patterns and is patterned by social institutions, historical settings, values, beliefs, and power relationships. The myriad ways in which people use literacy is reflected in the notion of multiple literacies rather than one autonomous literacy. Beginning with Heath (1983), researchers have documented the ways in which communities differ in their practices of literacy (e.g. Au, 2002; Barton & Hamilton, 1998; Brandt, 2001; Fishman, 1988; Moje, 2000; Purcell-Gates, 1995, 1996; Scribner & Cole, 1981; Street 1995).

Young children grow up in communities and homes. Within these contexts they learn values and beliefs about literacy and literacy practices as they experience and participate in them. They acquire cognitive models for how and why literacy is practiced, who does and does not do it, and emergent literacy concepts (Heath, 1983; Purcell-Gates, 1995; Purcell-Gates & Dahl, 1991; Snow, Burns, & Griffin, 1998). Emergent literacy knowledge strongly predicts success at learning to read and write in school.

Research also reveals that disjuncture between socially constructed literacy practice and school-centered literacy practice can prevent children from learning, and when children are allowed to build on what they know about language, using familiar texts and symbol systems, they appear to move into traditional academic literacy more easily (Dyson, 2003; Hull & Schultz, 2002; Lee, 1993; Mahiri, 1998; Morrell & Duncan-Andrade, 2002; Purcell-Gates, 1995; Rogers, 2003).

My goal to design early literacy instruction to build on children's community literacy practices is based on recent research that has shown that engaging children and adults in school with real-life texts and with reading and writing those texts for the real-life reasons people outside of school read and write them (e.g. reading a newspaper to learn the news) results in greater literacy development (Sticht, 1988; Beder, 1991; Comings, Parrella, & Soricone; 1999; Purcell-Gates, et al., 2002; Purcell-Gates & Duke, 2004).

Currently, I am directing a series of case studies, each designed to explore the issues described above, of a wide array of socioculturally bounded communities. The purpose of each study is to describe the language and literacy practices in and out of school and their connections and disconnections for each group as informed by issues of language, history, gender, economics, politics, textual resources, and literacy beliefs and values.

Purcell-Gates, V. (Ed.). (2007). Cultural practices of literacy: Case studies of language, literacy, social practice, and power. Mahwah, NJ: Lawrence Erlbaum.

Purcell-Gates, V. (2007). Family literacy; Community literacy. In B. Guzzetti (Ed.), Literacy for the new millennium: Adult literacy (pp. 123-138). Westport, CT: Praeger.

Purcell-Gates, V. (2007). Written language development: The proof is in the practice. Research in the Teaching of English.

Purcell-Gates, V., & Duke, N. K. (2007). Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42, 8-45.

Duke, N. K., Purcell-Gates, V. P., Hall, L.A., & Tower, C. (2007). Authentic literacy activities for developing comprehension and writing. Reading Teacher.

Purcell-Gates, V., & Strickland, D. (2005). Special education and family literacy perspective through lens of critical discourse. Review of: Rodgers, R. A Critical discourse analysis of family literacy practices: Power in and out of print. 2003. Reading Research Quarterly.

Purcell-Gates, V., & Duke, N. K. (2004). Texts in the teaching and learning of reading. In J. V. Hoffman & D. L. Schallert (Eds.), The texts in elementary classrooms. Mahwah, NJ: Lawrence Erlbaum.

Purcell-Gates, V. (2004). Ethnographic research. In N. K. Duke & M. Mallette (Eds.), Literacy research methodologies (pp. 92-113). New York: Guilford Publications.

Purcell-Gates, V. (2004). Family literacy as the site for emerging knowledge of written language. In B. Wasik (Ed.), Family literacy handbook. Mahwah, NJ: Erlbaum.

Purcell-Gates, V., Jacobson, E., & Degener, S. (2004). Print literacy development: Uniting the cognitive and social practice theories. Cambridge, MA: Harvard University Press.

Committee on Health Literacy. (2004). Health literacy: A prescription to end confusion. Washington, D.C.: The National Academies Press.

Jacobson, E., Degener, S., & Purcell-Gates, V. (2003). Creating authentic materials for the adult literacy classroom: A handbook for practitioners. Cambridge, MA: World Education, Inc.

Purcell-Gates, V. (2003). La alfabetización familiar: Coordinación entre los aprendizajes de la escuela y del hogar. In A. Teberosky & M.S. Gallart (Eds.), Contextos de alfabetización inicial. Barcelona: University of Barcelona.

Duke, N. K., & Purcell-Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher.

Purcell-Gates, V., Degener, S., Jacobson, E., Soler, M. (2002) . Impact of authentic literacy instruction on adult literacy practices. Reading Research Quarterly, 37, 70-92.

Purcell-Gates, V. (2002). Changing literacy practices of adults with authentic literacy activities in class. Literacy Today, 32, 23. London: National Literacy Trust.

Purcell-Gates, V. (2002). Authentic literacy in class yields increase in literacy practices. Literacy Update, 11(7), 1 & 9.

Purcell-Gates, V., Degener, S., Jacobson, E., & Soler, M. (2001). Taking literacy skills home. Focus on Basics, 4 (p. 1).

Purcell-Gates, V., & Waterman, R. (2000). Now we read, we see, we speak: Portrait of literacy development in a Freirean-based adult class. Mahwah, NJ: Lawrence Erlbaum.

Purcell-Gates, V. (2000). What will be the social implications and interactions of schooling in the next millennium? Reading Research Quarterly, 35, 421-422.

Purcell-Gates, V., Degener, S., Jacobson, E. (2001). Adult literacy instruction: Degrees of authenticity and collaboration as described by practitioners. Journal of Literacy Research, 33, 571-593.

Purcell-Gates, V. (1996). Stories, coupons, and the TV guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406-428.

Purcell-Gates, V., McIntyre, E., & Freppon, P. (1995). Learning written storybook language in school: A comparison of low-ses children in skill-based and whole language classrooms. American Educational Research Journal, 30, 659-685.

Purcell-Gates, V. (1995). Other people's words: The cycle of low literacy. Harvard University Press.

Purcell-Gates, V., L'Allier, S., & Smith, D. (1995). Literacy at the Hart's and the Larsen's. Reading Teacher, 48, 572-579.

Research Keywords: Action Research, Adult Education Issues, Community Research, Cross-Cultural Education, Cultural Studies, Early Childhood, Indigenous Research, International Perspectives, Language Acquisition / Development, Language Education, Linguistic Minorities Education, Literacy, Multiple Literacies, Pedagogy, Writing And Reading

Applied Linguistics
Early Language and Literacy Development
Child Language in Education
Uses of Technology to Promote Language Development and Reading
Intercultural Language Learning and Teaching

Children and Youth Experiencing Reading Failure: The Reading Tutor Project. (Sep, 2007-Aug, 2009). Funding Agency: Hamber Foundation. Co-applicant: Valerie Overgaard ( Vancouver School Board).

Long-term reading benefits of speech recognition software for ESL students in Vancouver. (May, 2007-Apr, 2009). Funding Agency: "John Andrews Research and Development Award." UBC Faculty of Education Co-investigators: Shapiro, J. (UBC), Jack Mostow ( Carnegie Mellon University)

LISTENing to Diverse Learners: The Effectiveness and Appropriateness of a Computer-Based Reading Tutor for ESL Learners. (April 2003-March 2007). Funding Agency: SSHRC. Co-investigators: Margaret Early, Maureen Kendrick and Shapiro, J.

Cultura: An Online Intercultural Exchange Between Japanese and Canadian Undergraduate Students. (September 07 – August 09). Funding Agency: The UBC-Ritsumeikan Academic Exchange Program. Co-investigator: Kazunori Nozawa ( Ritsumeikan University).

Reeder, K., Shapiro, J., Early, M., Kendrick, M., & Wakefield, J. (2008). Listening to diverse learners: The effectiveness and appropriateness of a computer-based reading tutor for young Canadian language learners. In F. Zhang & B. Barber (Eds.). Handbook of research on computer-enhanced language learning. Hershey, PA: IGI.

D’Silva, R., & Reeder, K. (2008). Research oriented faculty members & course management systems: Issues in adoption, use & support of educational technologies. In R. Kobayashi (Ed.). New Educational Technology. Nova Press,

Shapiro, J., Wakefield, J., & Reeder, K. (2007). Effects of a computer-based reading tutor on the attitudes and views of multilingual young readers. The International Journal of the Book. 5(1), 25-32.

Reeder, K., Shapiro, J., & Wakefield, J. (2007). The effectiveness of speech recognition technology in promoting reading proficiency and attitudes for Canadian immigrant children. Proceedings Editors: Valtin, Renate. Proceedings of the 9th European Conference on Reading. European Conference on Reading. Berlin, Germany. Aug., 2007. IDEC: Literacy Europe. http://www.literacyeurope.org/IDEC/. Berlin, Germany.

Reeder, K., Shapiro, J., Early, M., Kendrick, M., & Wakefield, J. (2005). The role of L1 in young multilingual readers' success with a computer-based reading tutor. Proceedings of the Fifth International Symposium on Bilingualism (2006). Fifth International Symposium on Bilingualism (ISB5). Barcelona, Spain. Mar., 2005.

D’Silva, R., & Reeder, K. (2005). Factors that influence faculty members' uptake and use of course management systems. British Journal of Educational Technology, 36(6), 1071-1073.

Reeder, K., Heift, T., Roche, J., Tabyanian, S., Schlickau, S., & Golz, P. (2004). E/Valuating e-learning for second and foreign language learning. In S. Fotos & C. Browne (Eds), New perspectives on CALL for second language classrooms (pp. 255-278). Mahway, NJ: Erlbaum.

Madfadyen, L. P., Roche, J., Chase, M., Reeder, K., & Doff, S. (2004). Communicating Across Cultures in Cyberspace: A Bibliographic Review of Online Intercultural Communication. Munster, Germany: Lit Verlag.

Shi, L., Reeder, K., Slater, T., & Kristjansson, C. (2004). Tensions in learning content and technology: The experience of education students in a web-based research project. Technology, Pedagogy and Education, 13(1), 43-60.

Research Keywords: Bilingualism / Bilingual Education, Cross-Cultural Education, Educational Linguistics, English as a Second Language, Immersion Education, Language Acquisition / Development, Language Education, Linguistic Minorities Education, Literacy, Multiculturalism, Technology, Writing and Reading

Adolescent/Youth Literacies
Multimodal and Arts-integrated Literacies
Critical Perspectives on Adolescent Literature
Socio-Cultural Aspects of Literacy
School and Community Literacies

Youth CLAIM Project: Critical Literacies and Arts-Integrated Media in School and Community Settings

Critical Perspectives on Holocaust Literature Written for or Read by Adolescents

LaMonde, A. M., & Rogers, T. (2007). Infusing arts and media into a secondary pre-service course in language and literacy across the disciplines as imaginative and critical practices. Language and Literacy, 9(2).

Soter, A, Faust, M. & Rogers, T. (Eds.) (2007). Interpretive Play: Using critical perspectives to teach young adult literature. Norwood, MA: Christopher-Gordon.

Rogers, T., Marshall, E., & Tyson, C. (2006). Narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly, 41(2).

Schneider, J., Crumpler, P., & Rogers, T. (Eds). (2006). Process drama and multiple literacies. Portsmouth, N.H. Heinemann.

Rogers, T., Winters, K., Bryan, G., Price, J., McCormick, F., House, L., Mezzarobba, D., et al. (2006). Developing the IRIS: Toward situated and valid assessment measures in collaborative professional development and school reform in literacy. The Reading Teacher, 59(6), 544-553.

Marshall, E., & Rogers, T. (2005). Writing back: Rereading adolescent girlhoods through women’s memoir. The ALAN Review (Assembly for Research on Adolescents, NCTE).

Rogers, T., & Schofield, A. (2005). Things thicker than words: Portraits of youth multiple literacies in an alternative secondary school. In J. Anderson, M. Kendrick, T. Rogers & S. Smythe (Eds.), Portraits of literacy across families, communities and schools: Intersections and tensions. Mahwah: N.J.: Lawrence Erlbaum Publishers.

Schofield, A., & Rogers, T. (2004, November). At play in fields of ideas: Teaching, curriculum and the lives and multiple literacies of youth. Journal of Adolescent and Adult Literacy, 48(3), 238-248.

Tierney, R., & Rogers, T. (2004, October). Process/content/design/critique: Generative and dynamic evaluation in a digital world. The Reading Teacher, 58(2), 218-221.

Donelson, R., & Rogers, T. (2004, July). Negotiating a research protocol for studying school-based gay and lesbian issues: A retrospective case. Theory into Practice, 43(2), 128-135.

Rogers, T. (2002, September). Understanding in the absence of meaning: Coming of age novels of the Holocaust. The New Advocate, 15(3), 259-266.

Rogers, T. (2000). What will be the social implications and interactions of schooling in the next millennium? Reading Research Quarterly, 35(3), 420-421.

Research Keywords: Adolescent Issues, Children and Youth, Children's Literature, Community Research, Literacy, Multiple Literacies, Pedagogy, Teacher Education, Writing and Reading

Young Children's Informational Literacy: An Investigation into the Effects of Instruction on Informational Reading and Writing in Grades 1 and 2 (with M. Chapman, SSHRC)

LISTENing to Diverse Learners: The Effectiveness and Appropriateness of a Computer-Based Reading Tutor for Young Canadian Language Learners (with K. Reeder, M. Early, M. Kendrick, SSHRC)

Lynch, J., Anderson, J., Anderson, A., & Shapiro, J. (2008). Parents and preschool children interacting with storybooks: Children's early literacy achievement. Reading Horizons, 48, 227-242

Reeder, K., Shapiro, J. Early, M., Kendrick, M., & Wakefield, J. (2008). Listening to Diverse Learners: The Effectiveness and Appropriateness of a Computer-based Reading Tutor for Young Canadian Language Learners. In F. Zhang & B. Barber (eds.), Handbook of Research on Computer-Enhanced Language Learning. Hershey, PA: IGI, 2008.

Reeder, K., Shapiro, J., & Wakefield, J. (2007). The effectiveness of speech recognition technology in promoting reading proficiency and attitudes for Canadian immigrant children. In R. Valtin (ed.), Proceedings of the 9th European Conference on Reading. European Conference on Reading. IDEC: Literacy Europe. http://www.literacyeurope.org/IDEC/. Berlin, Germany.

Reeder, K., Shapiro, J., Early, M., Kendrick, M., & Wakefield, J. (2006). The role of L1 in young multilingual readers' success with a computer-based reading tutor. Proceedings of the Fifth International Symposium on Bilingualism. Fifth International Symposium on Bilingualism (ISB5). Mar, 2005. Universita Autonoma di Barcelona. Barcelona, Spain.

Lynch, J., Anderson, J., Anderson, A., & Shapiro, J. (2006). Parents beliefs about young children’s literacy development and parents’ literacy behaviors. Reading Psychology, Vol. 27.1, 1-20.

Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiliteracies: Parents and childrens talk within shared storybook reading. Mathematics Education Research Journal, 16, 5-26.

Anderson, J., Anderson, A., Lynch, J., & Shapiro, J. (2004). Examining the effects of gender and genre in shared reading interactions. Reading Research and Instruction, 43, 1-20

Anderson, A., Anderson, J., & Shapiro, J. (2004). Mathematical discourse in shared storybook reading. Journal of Research in Mathematics Education, 35, 5-33.

Anderson, J., Anderson, A., Lynch, J., & Shapiro, J. (2003). Storybook reading in a multicultural society: Critical perspectives. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (eds.), On reading to children: Parents and teachers (pp. 203-230). Mahwah, NJ: Erlbaum.

Shapiro, J., Anderson, J., & Anderson, A. (2002). Storybook reading: What we should know and what we should consider. In O. Saracho & B. Spodek (eds.), Contemporary perspectives in literacy in early childhood education, Vol. 2 (pp. 77-97). Greenwich, CN: Information Age Publishing,

The role of native-speaking teachers of English: A Chinese case study. English continues to feature prominently as the lingua franca in today’s world and, as such, has become the preferred foreign language in Asian countries. Believing that native-speakers (people who speak English as their first language) provide a good model of English, many Asian countries hire large numbers of native-speaking teachers every year. However, scholars have expressed competing views about this idealization of native-speakers as the best means to foster the acquisition of English as a world language. What is not clear, and would be useful to understand in the preparation of native-speaking teachers, is how experienced practitioners have come to perceive and work with these issues in teaching overseas. This study explores 1) how some native-speaking teachers of English in China perceive their professional roles and pedagogical practices in relation to issues of English globalization, 2) how their perceptions manifest themselves in pedagogical practices, and 3) how local teachers and students view the role of these imported teachers.

He, L., & Shi, L. (in press). ESL students’ perceptions and experiences of Standard English writing tests. Assessing Writing.

Guardado, M., & Shi, L. (2007). ESL students’ experiences of online peer feedback. Computer and Composition, 24, 444-462.

Shi, L., & Kobuta. R. (2007). Patterns of rhetorical organization in Canadian and American Language arts textbooks: An exploratory study. English for Specific Purposes. 26, 180-202.

Shi, L. (2006). Students as research participants or as learners". Journal of Academic Ethics. 4. 205-220. Shi, L. (2006). Cultural backgrounds and textual appropriation. Language Awareness, 15, 264-282.

Kobuta, R., & Shi. L. (2005). Instruction and reading samples for opinion and argumentative writing in L1 junior high school textbooks in China and Japan. Journal of Asian Pacific Communication, 15, 97-127.

Shi, L., Wang, W., & Xu, J. (2005). Publication culture of foreign language education journals in China. TESOL Quarterly, 39, 765-776.

Kobuta, R., & Shi, L. (2005). Instruction and reading samples for opinion and argumentative writing in L1 junior high school textbooks in China and Japan. Journal of Asian Pacific Communication, 15, 97-127.

Shi, L. (2004). Textual borrowing in second language writing. Written Communication, 21, 171-200.

Feng, H., & Shi, L. (2004). Move analysis of grant proposals. LSP and Professional Communication, 4, 8-30.

Shi, L (2004). Writing in two cultures: Chinese professors return from the West. Asia Pacific Journal of Language in Education, 6, 89-113.

Shi, L., Wen, Q., & Wang, W. (2003) . Teaching experience and evaluation of second language students' writing. Canadian Journal of Applied Linguistics, 6, 219-236.

Yang, L., & Shi, L. (2003). Writing summaries in a second language. Journal of English for Academic Purposes, 2, 165-192.

Shi, L. (2003). Writing in two cultures: Chinese professors return from the West. The Canadian Modern Language Review, 59, 369-391.

Shi, L., & Becket, G. (2002). Japanese exchange students' writing experiences in a Canadian University. TESL Canada Journal, 20, 38-56.

Shi, L. (2002). How western-trained Chinese TESOL professionals publish in their home environment. TESOL Quarterly, 36, 625-634.

Shi, L. (2001). Native and non-native speaking EFL teachers' evaluation of Chinese students' English writing. Language Testing, 18, 303-325.

Shi, L., Corcos, R., & Storey, A. (2001). Using students' performance data to develop an English course for clinical training. English for Specific Purposes, 20, 207-31.

Research Keywords: English as a Second Language, Language Education, Writing and Reading

Discourse Analysis
Sociolinguistics and Social Theory
Sociology of Second Language Education
Teaching English as a Second Language
Qualitative Research

Talmy, S. (in press). Resisting ESL: Categories and sequence in a critically "motivated" analysis of classroom interaction. In G. Kasper & H. Nguyen (Eds.), Talk-in-interaction: Multilingual perspectives. Honolulu, HI: University of Hawai‘i, National Foreign Language Resource Center.

Talmy, S. (in press). Iconicity, recursivity, and Mock ESL in a high school: A critical pragmatics analysis of classroom talk. In G. Kasper, H. Nguyen, & D. Yoshimi (Eds.), Pragmatics and Language Learning 12. Honolulu, HI: University of Hawai‘i, National Foreign Language Resource Center.

Talmy, S. (in press). Forever FOB?: Resisting and reproducing the Other in high school ESL. In A. Reyes & A. Lo (Eds.), Beyond Yellow English: Toward a linguistic anthropology of Asian Pacific America. New York: Oxford University Press.

Talmy, S. (in press). Critical research in applied linguistics. In B. Paltridge & A. Phakiti (Eds.), Continuum companion to research methods in applied linguistics. London: Continuum.

Talmy, S. (in press). Becoming "Local" in ESL: Racism as resource in a public high school. In R. Kubota & A. Lin (Eds.), Race, culture, and identities in second language education: Exploring critically engaged practice. New York: Routledge.

Talmy, S. (in press). "A very important lesson": Respect and the socialization of order(s) in high school ESL. Linguistics and Education.

Talmy, S. (2008). The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality, and identity in L2 socialization. Applied Linguistics, doi:10.1093/applin/amn1011

Talmy, S. (2005). The other Other: Micronesians in a Hawai‘i high school. In C. C. Park, R. Endo, & A. L. Goodwin (Eds.), Asian and Pacific American education: Learning, socialization, and identity (pp. 19-49). Greenwich, CT: Information Age.

Talmy, S. (2005). Review of Tollefson & Tsui. Language Teaching Research, 9(1), 137-142.

Talmy, S. (2004). Forever FOB: The cultural production of ESL in a high school. Pragmatics, 14(2/3), 149-172.

Research Keywords: Adolescent Issues, Cultural Studies, English as a Second Language, Language Education, Multiculturalism, Pedagogy, Policy Studies, Research Design and Method, Sociological Issues

Literacy Learning
Educational Assessment
Reading Comprehension
Multiple Literacies
Educational and Societal Change

Assessment: The Politics and Role of Assessment in Teaching, Learning, Society

Tierney, R. J. (in press). Agency and artistry of meaning makers within and across digital spaces. In Susan Israel and G. Duffy (Eds.) Handbook of research on reading comprehension. Erlbaum Associates/Routledge.

Tierney, R. J., & Hawkey, C. (in press). Teacher education: the leap from provincial governance to an internationalization. In Caroline Riches & Fiona J Benson (Eds.), How might teacher education live well in a changing world? Peter Lang Publishers.

Tierney, R. J. (2008). Reading and students with disabilities: Searching for better guidance reading and children with disabilities. [Special issue]. Journal of Balanced Reading Instruction, 15(2), 89-98.

O’ Flahavan, J. F., & Tierney, R. J. (2008). Inquiry with and through literacies: Rethinking our destination and journey. In D. Lapp, J. Flood, & N. Farnan (Eds.), Content Area Reading and Learning. New York: Taylor & Francis Group, 2008, 537-552.

Tierney, R. J. (2008). Literacy comprehension and composing: on line strategies. In A. Berger (Ed.), Secondary school reading—What research reveals for classroom practice. Urbana, IL: NCTE/NCRE.

Tierney, R. J. (2008). Learning with multiple literacies: Observations of lives exploring meanings, identities, possibilities, and worlds. In J. Flood, S. B. Heath, & D. Lapp (Eds). Handbook of research on teaching literacy through the communicative and visual arts Volume II. New York: Taylor & Francis Group, 2008, 101-108.

Research Keywords: Asia/Pacific, Assessment, Cross-cultural Education, Discourse Analysis, Educational Technologies, Evaluation, Litercy, Measurement, Media Semiotics Text Studies, Multiple Literacties, Professional Education, Technology, Writing and Reading

Educational linguistics
Socio-Semantic Variation and Early Literacy Development
Functions of Grammatical Description in Literacy Learning
Poetics of Children's Literature

Children’s Development of Knowledge about Language. This series of projects is investigating children’s ability to learn elements of systemic functional grammar and to use this knowledge in literacy work. The project began in 1994 with a group of eleven-year-olds, then extended to work with six-year-olds and older children. Reports of some outcomes of this research appear in the references below. Current work is exploring the evolution of children’s grammatical concepts from metafunctional perspectives, particularly non-traditional concepts such as Theme, Rheme and different process types.

The Poetics of Children’s Picture Books. Using a social semiotic perspective for the analysis of images and language (e.g., Kress and van Leeuwen 1996; Halliday 1978, 1994) this study is examining how the ‘design’ of picture books contributes to children’s literacy development. One key issue is how this ‘design’ contributes to children’s understanding of point-of-view, narrative time and ‘voice’ through the interplay of visual and verbal meanings.

Socio-Semantic Variation and Literacy Development. This is an on-going project in several phases, involving both practical work on difficulties some children experience when beginning school literacy work and theoretical work on semantic variation (e.g., Hasan, 1996). The first phase examined various orientations to literacy developed through caregivers’ talk with four-year-old children during joint book-reading, and relations between these language variants and the variant typically used by teachers in the first months of children’s formal schooling. The semantic variants were found to be systematically related to family social positioning, and therefore likely to be significant for children’s initial literacy development. A new phase of this work is exploring how caregivers construct initial orientations to ‘commonsense’ and ‘disciplinary’ knowledge through talk about children’s memory of events during joint book-reading.

Williams, G. (ed.). (in press). Linguistics and the human sciences. Special Issue on Language, Brain, Culture. Issue 2.

Williams, G. (2005). Semantic variation. In J. Webster, C. Matthiessen, & R. Hasan (eds.), Continuing discourse on language, Vol. 1 (pp. 457-480). London: Equinox.

Williams, G. (2005). Grammatics in schools. In J. Webster, C. Matthiessen, & R. Hasan (eds.), Continuing discourse on language, Vol. 1 (pp. 281-310). London: Equinox.

Hasan, R., Cloran, C., Williams, G., & Lukin, A. (2005). Semantic networks. In J. Webster, C. Matthiessen, & R. Hasan (eds.), Continuing discourse on language, Vol. 2. London: Equinox.

Martin, J., & Williams, G. (2004). Functional sociolinguistics. In U. Ammon, N. Dittmar, K. Mattheier & P. Trudgill (eds.), Sociolinguistics: An international handbook of the science of language and society. Berlin: Walter de Gruyter.

Williams, G., & Lukin, A. (eds.). (2004). The development of language: Functional perspectives on species and individuals. London and New York: Continuum.

Williams, G. (2004). Ontogenesis and grammatics: Functions of metalanguage in pedagogical discourse. In G. Williams, & A. Lukin (eds.), The Development of language: Functional perspectives on species and individuals (pp. 241-267). London and New York: Continuum.

Lukin, A., & Williams, G. (2004). Emergent language. In G. Williams & A. Lukin (eds.), The development of language: Functional perspectives on species and individuals (pp. 1-14). London and New York: Continuum.

Williams, G. (2001). Literacy pedagogy prior to schooling: Relations between social positioning and semantic variation. In A. Morais, I. Neves, B. Davies, & H. Baillie (eds.), Towards a sociology of pedagogy: The contribution of Basil Bernstein to research (pp. 17-45). New York and Oxford: Peter Lang.

Research Keywords: Early Childhood, Language Education, Literacy, Media, Semiotics, Text Studies, Writing and Reading, Children’s Literature, Educational Linguistics

Scholarly Communication
Technology in Education
Curriculum History and Theory
Socio-Cultural Aspects of Language Literacy and Literature
Anti-Racism and Postcolonialism
Post-Structuralist Theory

Public Knowledge Project (http://pkp.ubc.ca). Exploring ways of using new technologies, including the development of open source publishing systems, to improve the public value of social science research, while inquiring into the public dimensions of knowledge on an interdisciplinary basis (SSHRC, MacArthur Foundation, Max Bell Foundation; Soros Foundation, IDRC).

Willinsky, J. (2006). The access principle: The case for open access to research and scholarship. Cambridge, MA: MIT Press.

Willinsky, J. (2005). Just say know? Schooling the knowledge society. Educational Theory, 55(1), 97-111.

Willinsky, J. (2005). Fostering scientific culture within a public and democratic culture: Or what's a social science for? Teachers College Record, 107(1), 38-51.

Willinsky, J. (2005). Postcolonial access to knowledge: What are our responsibilities? In D. C. Mulenga (ed.), Postcolonialism and education: Challenging canons and disrupting traditions. New York: Palgrave.

Willinsky, J. (2005). Altering the material conditions of access to the humanities. In P. Trifonas & M. Peters (eds.), Deconstruction Derrida: Tasks for the new humanities: Professing with Derrida. London: Palgrave Macmillan.

Research Keywords: Cultural Studies, Curriculum Studies, Sociological Issues, Technology