- Teaching English as an Additional Language - 2017
- Teaching English as an Additional Language - 2016
- Literacy Across Contexts - 2016
- Perspectives pédagogiques en langues secondes - 2017
- Teaching English as a Second Language - 2017
- Teaching and Learning Languages - 2017
- Perspectives pédagogiques en langues secondes - 2016
- Teaching English as a Second Language - Fully online format - 2016
- TESL in Local and Global Contexts - 2016
We will provide opportunities for all graduate students to:
Appreciate the complexities of the interactions between language, culture, and literacy in both research and pedagogy.
Engage with, critique, and build upon scholarly and practical research and contemporary discourses around literacy and language.
Actively participate in local, national and international dialogue and collaboration around language and literacy issues in order to build increased social justice in education and across societies.
Engage in research-informed and thoughtful pedagogical practices that support the success of diverse learners.
Belong and contribute to a community of scholars who share concerns with research, innovative approaches, meaningful questions that contribute to the scholarship and pedagogy of literacy and language.
People interested in applying to Language and Literacy might study in the following fields: Teaching English as second or additional language, Literacy, Cultural studies, French education, Bilingual education, Intercultural communication studies, English Language Arts and Media Education.
To create a space for interested individuals to engage in an open and ongoing dialogue in relation to the complex roles languages and literacy play as they interconnect in all aspects of life, be it through formal education of everyday life.
The following questions may serve as a starting place for potential graduate students to launch critical inquiry:
How might we critically approach the fields of language acquisition and assessment in light of the cultural and linguistic complexities of modern societies?
How is meaning encoded in multiple sign systems, including print, visual, oral, audiovisual and digital texts?
Literacy or literacies?
How can young people's everyday literacies be meaningfully addressed in language arts and content-area classrooms?
How are young people engaging in literacy practices in their families and communities?
How do issues related to languages, cultures, identities arise for new Canadian students and for students from established Canadian families? What do teachers need to understand about these issues?
How do race, language, and gender interact in multilingual contexts?
How do language and power function in Canadian societies and schools?
How can strong intercultural competencies lead to increased social justice for students in all aspects of their schooling?
In what ways does language carry cultural meanings?
In what ways does the learning of additional languages affect our identity as citizens?
Is societal multilingualism a threat, or a benefit, to national identity?