University of Calgary

Sylvie Roy

  • Professor
  • Associate Dean - Research
  • Associate Dean - Research in Education

Currently Teaching

Not currently teaching any courses.


Dr. Sylvie Roy received her PhD at the University of Toronto (Ontario Institute of Studies in Education). She completed her MA at the Université du Québec à Montréal in Didactique des langues secondes. Her areas of expertise are : sociolinguistics, teaching and learning a second language, discourse analysis, French immersion, bilingualism. She is the Past President of the Canadian Applied Linguistics Association. She was the Chair of Languages and Literacy until 2015. In 2018, she became the Associate Dean Research in Werklund School of Education. 

Research & Scholarly Activity

Dr. Sylvie Roy’s research focuses on discourses and practices of learning and teaching French as a second language. Related to this work is looking at macro and micro understanding of language issues, ideologies, discursive practices in francophone or French immersion contexts in Canada. She also looks at what people say about bilingualism and multilingualism from a sociolinguistic for change point of view. Sociolinguistic for change look at language practices from a critical lenses and situated in historical context, in time and space. Sociolinguistic of change allow researchers and participants to understand that they are part of constructing discourses and linguistic ideologies. Social dynamics are explicitly discussed and utilized for change in schools and other public institutions.

Current Projects:

2018-2023 SSHRC Insight Grant. 435-2018-1459 PI: Dr Julie Byrd Clark, Co-PI, Sylvie Roy. French immersion for new social realities in contemporary, transnational times. $209,882



PhD University of Toronto-OISE

MA Université du Québec à Montréal

BEd Université de Sherbrooke

Professional & Community Affiliations



Roy, S. & Byrd Clark, J. (2021). Ideologies of French and commodification: What does meaning making imply for multilinguals in transnational times? In J. E. Petrovic & B. Yazan (Eds.), The Commodification of language. Conceptual concerns and empirical manifestations. New York: 

Roy, S. (2020). French Immersion Ideologies in Canada. Lanham: Lexington Books.

Association canadienne des professionnels de l’immersion. (2017). L’immersion en français au Canada. Guide pratique d’enseignement, sous la direction de Sylvie Roy, 3e edition. Ottawa: La Chenelière. 

Brown, B. & Roy, S. (2020). How do school re-entry plans impact research in schools? Knowledge Engagement Spotlight. Knowledge Engagement (Research Services) Newletter. September.

Roy, S. (2020). Bravo, vous êtes bilingues ! Journal de l’immersion. Ottawa: Les Presses de l’université d’Ottawa. Spring.

Da Silva, N., S. Roy, R. Dressler & K. Mueller. (2020). Pre-Service Teachers Reflect On Their Journey to Becoming French Immersion Teachers: Looking Back and Thinking Forward. Réflexions. Canadian Association of Second Language Teachers. 

Woodend, J., Fedoruk, L, Beek, A., Roy, S., Wu, X., Groen, J. & Li, X. (2019). The Privileging of English Language Use in Academia: Critical Reflections from an International Doctoral Seminar. Journal of Emerging Trends in Education. Tabasco, Mexico. Vol. 2, No. 3. Pp. 1-22. December.

Mei, C. & S. Roy. (2019). Chinese student newcomers in a Canadian postsecondary EAP programme: The role of gender. The Asian Journal of Applied Linguistics. Vol 6, No. 2. Pp. 197-209. November. 

Becker, S., G. Ko, J. Groen, K. Czuy, M. Kim & S. Roy. (2018). “Like Bubbles Floating on Top:” Reflections on Transcultural Doctoral Seminar Participation. Journal of Educational Thought. Vol. 51 (3), pp. 297-316.

Roy, S. & J. Byrd-Clark. (2018). Les identités multiples des jeunes Canadiens. Journal of Belonging, Identity, Language, and Diversity (J-BILD). Vol.2 (2), pp. 103-117.

Bhowmik, SK., B. Hilman & S. Roy. (2018). Peer collaborative writing in the EAP classroom: Insights from a Canadian postsecondary context. TESOL Journal.

Fedoruk, L., Woodend, J., Groen, J., Beek, A., Roy, S., Wu, X., & Li, X. (2018). Critical Reflections in International Contexts: PolyEthnographic Accounts of an International Doctoral Research Seminar. The Qualitative Report, 23(5), 1256-1269. Retrieved from

Roy, S. (2012) Qui a le meilleur français? Représentations des variétés linguistiques du français en immersion. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée.

Roy, S., & Galiev, A. (2011). Discourses on Bilingualism in the Canadian French Immersion Program, Canadian Modern Language Review/Revue canadienne des langues vivantes. 67 (3), pp. 351-376.

Roy, S. (2010). Not Truly, Not Entirely. . . . Pas comme les francophones. Canadian Journal of Education. Special Issue on Language, Identity and Educational Policies. 33(3). pp. 541-563.

Roy, S. (2009). Enseigner et apprendre le français en Alberta. Education Canada, vol. 49, no 1, p. 8-12.

Auger, N. et S. Roy. (2011). Quelles constructions identitaires des élèves en classes d’immersion ? Perspectives comparées : Canada / France. Chap. Perspectives linguistiques et culturelles", coll. Enfances et Langage, Paris, L'Harmattan.

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