Challenges, Changes, and Chances: The Future of Languages and Literacies Education

The Symposium 2021 is being presented by the Centre for Educational Research in Languages and Literacies (CERLL) at the Ā鶹“«Ć½, University of Toronto. This event is a collaboration with the Department of Language Studies at the University of Toronto Mississauga, the Faculty of Education at Western University, the Department of Languages, Literatures and Linguistics and the Faculty of Education at York University, as well as the Department of Germanic and Slavic Studies at the University of Waterloo.

This symposium was held virtually on June 11-12, 2021 and featured the latest research and findings in Languages and Literacies Education.

Plenary Speakers

Professor Farahnaz Faez

Farahnaz Faez is a Professor in Applied Linguistics in the Faculty of Education at Western University. Her research interests include second language pedagogy, language teacher education, language teacher self-efficacy, language teacher proficiency and non-native English-speaking teachers. She is the Co- Editor of TESL Canada Journal.


Presentation: Teacher language proficiency and teacher efficacy: Exploring relationships and impacting factors  

By providing a snapshot of three research studies, I will discuss the significance of teacher language proficiency in relation to teachersā€™ self-efficacy beliefs (i.e., beliefs about their pedagogical capabilities). First, through a meta-analysis of correlational studies, I will present the relationship between teacher language proficiency and teacher self-efficacy. Then, I will discuss how teaching qualifications, linguistic identity, and teaching experience impact teachersā€™ self-efficacy beliefs. Finally, I report on the significance of teachersā€™ general language proficiency versus their classroom language proficiency in relation to their self-efficacy beliefs. Implications of these findings for pre-service and in-service teachers as well as for teacher education programs will be provided.

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Professor Farahnaz Faez
Professor Ajit Mohanty

Ajit Mohanty is a former Professor and ICSSR National Fellow, Jawaharlal Nehru University, India. He was a Killam Scholar, University of Alberta, Fulbright Professor at Columbia University and Visiting Professor in Western University. The Multilingual Reality: Living with Languages (2019, Multilingual Matters) is his latest book. He is a Fellow of the Association of Psychological Science, USA and a Fellow and Past-President of the National Academy of Psychology, India. Mohanty developed Multilingual Education Policy for Nepal and Odisha (India).


Presentation: Changing contours of multilingualism: challenges and chances for multilingual education

With large scale international migration, societies across the globe are becoming more fluid showing increasing surface level linguistic diversity. However, presence of larger number of languages does not make societies multilingual (Mohanty & Skutnabb-Kangas, In press). The global presence of dominant languages like English and the ā€œmonolingual habitusā€ (Gogolin, 1997) in host societies are changing the very meaning of multilingualism and limiting the scope of multilingual approach to language and literacies education. The role of languages in education and the homogenising impact of dominant language(s) show that the hierarchical power structure of languages and the linguistic double divide are reflected in how languages are placed in education in different societies (Mohanty, 2019). The national compulsions to develop competence in the dominant languages at the earliest stage of formal education affect the nature and consequences of mother tongue (MT)-based multilingual education programmes across the world; development of literacy and academic skills in the MT as a ā€˜bridgeā€™ to learning dominant languages reflects monoglossic ideology, subtractive learning and monolingual outcomes.

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Professor Ajit Mohanty

Friday Sessions

Mitra Rabiee

Title: Productive Learning Environment: Studentsā€™ Engagement Leads to Transformative Learning Output

Reza Shalizar & Amir Rezaei

Title: Examining the differential effects of focused vs. unfocused ZPD and explicit feedback on the accuracy and the development of second language writing

Rebeca Capanema

Title: Peer Scaffolding in EAP Classrooms and their Socio-material Relations

Ju Huang & Haojun Guo

Title: The Identity Construction of Language Teachers in Online Teaching in Ontario

Katherine E. Entigar

Title: To Choose to not be Included is to Belong: A Dialogue About Representation and Agency in Research With Adult Immigrants

Gahyun Son

Title: Gentrification on YouTube: How English Comments wields Power over Non-English-Speaking Users

Songchen Zhang

Title: How Tiktok is Used as an English Language Learner Education Tool

Anna Bartosik

Title: The Power of Weak Links and Why Ties Matter: A Social Network Analysis of Two English Language Teachersā€™ Twitter Chats

Ana GarcĆ­a-Allen & Dewi Sekar Sariningrum Heru

Title: The Impact of Teacher Presence in Online Foreign Language Courses

Noah Khan, Zoe Kourtis & Saskia Van Viegen

Title: Reflecting Diversity in Multilingual Assessment

Stefan Merchant, Laura Hermans-Nymark & David Jack

Title: French-Language Proficiency Assessment ā€“ Practices of Faculties of Education and School Districts When Preparing and Hiring FSL Teachers

Hamidreza Moeiniasl & Laura Taylor

Title: Assessing the Critical Thinking Skills of English Language Learners in a First-Year Psychology Course

Michael Koslowski & Rebecca Schmor

Title: Language Integration Through E-portfolio (LITE): A Plurilingual, Action-Oriented and Pedagogically Innovative Online Tool for Language Learning and Reflection

Le Chen & Enrica Piccardo

Title: Connecting the dots: An empirical inquiry on plurilingual pedagogy in language teacher education

Paul J. Meighan

Title: The Worldviewer: Heritage Language Pedagogy as a Means to Embrace Linguistic and Epistemic Diversity in English Language Learning

Adriana Ortiz & Juan Carlos Rocha Osornio

Title: Integrating Digitally Mediated Action-Oriented Projects as a Pathway to Community-Engaged Spanish Language Learning

Sharuare Siddick & Saskia Van Viegen

Title: Translingual reading processes and strategy use among post-secondary students

Jennifer Walsh Marr

Title: Course Design Alignment for Academic Literacy and Collaboration

AndrƩannne Langevin

Title: Quebecā€™s Educational Language Policies: Parentsā€™ Opinions and Experiences

Rajab Esfandiari & Mohammad Ahmadi

Title: Phrasal Complexification in Academic Texts: A Corpus-informed Analysis of Disciplinary Writing Variations

Katherine Rehner, John Ippolito, Mohamed Dahir, Gabrielle Forget, Ivan Lasan & Carmela Mattina

Title: Adult Migrantsā€™ (In)formal Language Learning Experiences: Collecting Data while in Pandemic Lockdown

Leanne Rempel, Laurine Dalle, Emmanuelle Le Pichon, Nathalie Auger, JƩrƩmi Sauvage, Carole Fleuret & Antoinette GagnƩ

Title: Teaching, Research, and a Pandemic: Some Teachers and Studentsā€™ Perspectives on the Issue

Yasmeen Hakooz

Title: An Investigation of Identity Negotiations of Second Generation Canadian-Born Muslim Students at the Post-Secondary Level

Iskhak Said & Mursid Saleh

Title: Readersā€™ Promoting Self Identity through Responding to Local Literary Works: EFL Teacher Traineesā€™ Perspectives

Saturday Session

Elizabeth Bolton

Title: How to Use Writing for Empowerment Without Revisiting Trauma

Irene Correa Neri

Title: Critical Literacy in Children and Adolescents in Shelter Situations in Mexicali B.C

Yuliya Desyatova

Title: Standardizing Language Teaching and Learning in the Settlement Context in Canada: Aspirations and Empirical Findings

Danielle Freitas

Title: Teaching doesnā€™t mean learning? Reconceptualizing the activities of teaching and learning in Language Teacher Education

Kate Roussel & Susan Orchard

Title: Intercultural Rhetoric

Mai Naji, Dania Wattar, Emmanuelle Le Pichon & Jim Cummins

Title: Supporting English Language Learners in STEM Subjects: Towards a Way of Adjusting Curricula to Promote Inclusion

Mandy Lau

Title: STEPs to English Proficiency for Secondary English Language Learners: Classroom Strategies Towards a Plurilingual, Multimodal, and Responsive Learning Environment

Wales Wong & Yecid Ortega

Title: Anti-Racist Approaches to ESL: Challenges and Opportunities

Mili Saha

Title: Power politics in teaching English through English (TETE): Transforming pedagogy to achieve global goals

Angelica Galante, Lana Zeaiter, John Wayne dela Cruz, Nour Mass, Joel Aronson, Ludmila Lee, Debora Sales Almeida de Oliveira & Jose Andre Teodoro-Torres

Title: Plurilingual Education in ā€œForeign Languageā€ Programs: Decolonizing Mindsets and Empowering Plurilingual Speakers

Wenmin Liang, Emerald Schreier, Raina Ritchie, Bapujee Biswabandan & Shelley K. Taylor

Title: Showcasing Youth Refugeesā€™ Authorial Voice Through Creative Products

Emi Iwaizumi

Title: To What Extent Does Productive Derivational Knowledge of Adult L1 Speakers and L2 Learners at Two Educational Levels Differ?

Poster Sessions

Emi Iwaizumi

Title: Examining vocabulary breadth and receptive knowledge of derivational affixes: A confirmatory factor analysis

Zahra Aryaee & Mahshad Tasnimi

Title: Investigating Barriers in Virtual Learning among Iranian EFL Learners

Somayeh Damirchi

Title: The Effect of Jigsaw Reading Texts on the Use of Cohesive Devices in Intermediate EFL Learnersā€™ Writing

Chitra Karki

Title: Problems of Mono-linguistic Domination: Code Meshing as a Decolonizing Strategy

Leila Karamian & Mahshid Tasnimi

Title: The Relationship Between Early Maladaptive Schemas and Willingness to Communicate (WTC) in Iranian EFL Learners

Andre Scholze

Title: Plurilingualism in Practice: Second Language Teachersā€™ Backgrounds, Beliefs, and Practices towards Language Diversity in Classrooms

Queenie-Xiaoyun Huang

Title: Lesson Plan on EFL Speaking