Symposium 2021
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 Ontario Institute for Studies in Education, 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
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 teachers’ 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 teachers’ self-efficacy beliefs. Finally, I report on the significance of teachers’ 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.
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 “monolingual habitus” (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 ‘bridge’ to learning dominant languages reflects monoglossic ideology, subtractive learning and monolingual outcomes.
Friday Sessions
Title: Productive Learning Environment: Students’ Engagement Leads to Transformative Learning Output
Title: Examining the differential effects of focused vs. unfocused ZPD and explicit feedback on the accuracy and the development of second language writing
Title: Peer Scaffolding in EAP Classrooms and their Socio-material Relations
Title: The Identity Construction of Language Teachers in Online Teaching in Ontario
Title: To Choose to not be Included is to Belong: A Dialogue About Representation and Agency in Research With Adult Immigrants
Title: Gentrification on YouTube: How English Comments wields Power over Non-English-Speaking Users
Title: How Tiktok is Used as an English Language Learner Education Tool
Title: The Power of Weak Links and Why Ties Matter: A Social Network Analysis of Two English Language Teachers’ Twitter Chats
Title: The Impact of Teacher Presence in Online Foreign Language Courses
Title: Reflecting Diversity in Multilingual Assessment
Title: French-Language Proficiency Assessment – Practices of Faculties of Education and School Districts When Preparing and Hiring FSL Teachers
Title: Assessing the Critical Thinking Skills of English Language Learners in a First-Year Psychology Course
Title: Language Integration Through E-portfolio (LITE): A Plurilingual, Action-Oriented and Pedagogically Innovative Online Tool for Language Learning and Reflection
Title: Connecting the dots: An empirical inquiry on plurilingual pedagogy in language teacher education
Title: The Worldviewer: Heritage Language Pedagogy as a Means to Embrace Linguistic and Epistemic Diversity in English Language Learning
Title: Integrating Digitally Mediated Action-Oriented Projects as a Pathway to Community-Engaged Spanish Language Learning
Title: Translingual reading processes and strategy use among post-secondary students
Title: Course Design Alignment for Academic Literacy and Collaboration
Title: Quebec’s Educational Language Policies: Parents’ Opinions and Experiences
Title: Phrasal Complexification in Academic Texts: A Corpus-informed Analysis of Disciplinary Writing Variations
Title: Adult Migrants’ (In)formal Language Learning Experiences: Collecting Data while in Pandemic Lockdown
Title: Teaching, Research, and a Pandemic: Some Teachers and Students’ Perspectives on the Issue
Title: An Investigation of Identity Negotiations of Second Generation Canadian-Born Muslim Students at the Post-Secondary Level
Title: Readers’ Promoting Self Identity through Responding to Local Literary Works: EFL Teacher Trainees’ Perspectives
Saturday Session
Title: How to Use Writing for Empowerment Without Revisiting Trauma
Title: Critical Literacy in Children and Adolescents in Shelter Situations in Mexicali B.C
Title: Standardizing Language Teaching and Learning in the Settlement Context in Canada: Aspirations and Empirical Findings
Title: Teaching doesn’t mean learning? Reconceptualizing the activities of teaching and learning in Language Teacher Education
Title: Intercultural Rhetoric
Title: Supporting English Language Learners in STEM Subjects: Towards a Way of Adjusting Curricula to Promote Inclusion
Title: STEPs to English Proficiency for Secondary English Language Learners: Classroom Strategies Towards a Plurilingual, Multimodal, and Responsive Learning Environment
Title: Anti-Racist Approaches to ESL: Challenges and Opportunities
Title: Power politics in teaching English through English (TETE): Transforming pedagogy to achieve global goals
Title: Plurilingual Education in “Foreign Language” Programs: Decolonizing Mindsets and Empowering Plurilingual Speakers
Title: Showcasing Youth Refugees’ Authorial Voice Through Creative Products
Title: To What Extent Does Productive Derivational Knowledge of Adult L1 Speakers and L2 Learners at Two Educational Levels Differ?
Poster Sessions
Title: Examining vocabulary breadth and receptive knowledge of derivational affixes: A confirmatory factor analysis
Title: Investigating Barriers in Virtual Learning among Iranian EFL Learners
Title: The Effect of Jigsaw Reading Texts on the Use of Cohesive Devices in Intermediate EFL Learners’ Writing
Title: Problems of Mono-linguistic Domination: Code Meshing as a Decolonizing Strategy
Title: The Relationship Between Early Maladaptive Schemas and Willingness to Communicate (WTC) in Iranian EFL Learners
Title: Plurilingualism in Practice: Second Language Teachers’ Backgrounds, Beliefs, and Practices towards Language Diversity in Classrooms
Title: Lesson Plan on EFL Speaking