CERLL Member Publications

Below provides a space for introducing the recently published articles and books  by faculty and graduate students on a variety of current issues related  to language and literacies.  Also, state of the art articles written by scholars outside OISE on each of the following issues are posted here.

Language and Culture, Community, and Identity

Brownell, C.J. (2017). Language Identity in the Elementary English Language Arts Classroom. The Reading Teacher, 71(2), 225–228.

Chan, E. Y. (2017). Narrative Inquiry: A Dynamic Relationship between Culture, Language and Education. Australian Journal of Teacher Education, 42(6). Retrieved from http://ro.ecu.edu.au/ajte/vol42/iss6/2

Piccardo E (2017) Plurilingualism as a Catalyst for Creativity in Superdiverse Societies: A Systemic Analysis. Front. Psychol. 8(2169). doi: 10.3389/fpsyg.2017.02169

Tulloch, S. & Kusugak, A. & Chenier, C. & Pilakapsi, Q. & Uluqsi, G. & Walton, F. (2017). Transformational Bilingual Learning: Re-Engaging Marginalized Learners through Language, Culture, Community, and Identity. The Canadian Modern Language Review / La revue canadienne des langues vivantes. 73(4), 438-462. University of Toronto Press.

Language and Literacy Education

Arnott, S., Brogden, M. J., Faez, F., Peguret, M., Piccardo, E., Rehner, K., Taylor, S. K., & Wernicke, M. (2017). The Common European Framework of Reference (CERF) in Canada: A research agenda. Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 20(1), 31-54. 

Herzog-Punzenberger, B., Le Pichon, E., & Siarova, H. (2017). Multilingual education in the light of diversity: Lessons learned. NESET II report, Luxembourg: Publications Office of the European Union, 2017.

Kerekes, Julie (2018). Language preparation for internationally educated professionals. In B. Vine (Ed.), The Routledge handbook of language in the workplace (pp. 413-424). New York: Routledge.

Kerekes, Julie A. (2017). Language mentoring and employment ideology: Internationally educated professionals in search of work. In J. Angouri, J. Holmes, and M. Marra (Eds.), Negotiating boundaries at work (pp. 11-28). Edinburgh University Press.

Lasan, I., & Rehner, K. (2018). Expressing and perceiving identity and intentions in a second language: a preliminary exploratory study of the effect of (extra)curricular contact on sociolinguistic development. International Journal of Bilingual Education and Bilingualism, 21(6), 632–646.

Le Pichon, E. & De Jonge, M. (2015). Linguistic and psychological perspectives on prolonged periods of silence in dual language learners. International Journal of Bilingual Education and Bilingualism, 19, (4), 426-441.

Peterson, S.S., & Greenberg, J. (2017). Teacher intervention to support oral language and literacy in dramatic play contexts. Texas Reading Association Journal, 5(1), 10-23.

Singh, M. (2016). Intercultural language and literacy education: Professional standards for post-monolingual school-embedded teacher-researcher education. TESOL in Context, 25(2), 20–43.

Piccardo, E. (2018). Plurilingualism: Vision, Conceptualization, and Practices. In Trifonas, P, Aravossitas, T. (Eds). (pp. 207-226). Handbook of Research and Practice in Heritage Language Education. New York, NY: Springer.

Piccardo, E. (2019). “We are all (potential) plurilinguals”: plurilingualism as an overarching, holistic concept. Cahiers de l’ILOB/OLBI Working Papers 10, 183-204.

Piccardo, E., Germain Rutherford A. & Lawrence, G. (2021). The Routledge Handbook of Plurilingual language Education. London: Routledge.

Piccardo, E., Lawrence, G. & Germain Rutherford A, Galante A. (2021). Activating Linguistic and Cultural Diversity in the Language Classroom. New York, NY: Springer International Publishing.

Piccardo, E. & North, B. (2019). The Action-oriented Approach: a dynamic vision of language education. Bristol: Multilingual Matters.

Piccardo, E., North, B., & Maldina, E. (2019). Promoting innovation and reform in language education through a Quality Assurance template for CEFR implementation. Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, Special Issue 22(1), 103-128.

Simon, R., & Kalan, A. (2017). Adolescent literacy and collaborative inquiry. In D. Appleman & K. Hinchman (Eds.), Adolescent Literacy: A Handbook of Practice-based Research. NY: Routledge.

Thanyathamrongkul, R., Singhasiri, W., & Keyuravong, S. (2018). Language literacy, language education policy and classroom practices in a Thai primary school context. Issues in Educational Research28(4), 1060–1079.

Language Planning and Policy

Bale, J. (2016). Spectator democracy: An intersectional analysis of education reform in Hamburg, Germany. European Education, 48, 23-42.

Bale, J. (2015). Language planning and policy and global political economy. In T. Ricento (Ed.), Language policy, political economy, and English in a global context (pp. 72-96) Oxford: Oxford University Press.

Bale,  J. (2015). English-only to the core: Bilingual education and the Common Core State Standards. Rethinking Schools.

Bale, J. (2014). Heritage language education policy and the “national interest.” Review of Research in Education, 38, 166-188.

Language Assessment

Love, S. V. (2015). Language testing, ‘integration’ and subtractive multilingualism in italy: Challenges for adult immigrant second language and literacy education. Current Issues in Language Planning, 16(1-2), 26-42.

Peterson, S.S. (2017). Developing a play-based communication assessment through collaborative action research with teachers in northern Canadian Indigenous communities. Literacy, 51(1), 36-43.

Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal, 100(S1), 190-208.

Piccardo, E. (2013). (Re) conceptualiser l’enseignement d’une langue seconde à l’aide d’outils d’évaluations : comment les enseignants canadiens perçoivent le CECR. The Canadian Modern Language Review / La revue canadienne des langues vivantes 69(4), 386-414. University of Toronto Press.

Piccardo, E. (2020). The Common European Framework of Reference (CEFR) in Language Education: Past, Present, and Future. TIRF Language Education in Review (LEiR) Series https://www.tirfonline.org/2020/03/leir-cefr-past-present-future/

North, B., & Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the common european framework of reference (CEFR): A council of europe project. Language Teaching, 49(3), 455-459. 

Language Pedagogy

Eisazadeh, N., Rajendram, S., Portier, C., & Peterson, S.S. (2017). Indigenous children’s use of language during play in rural northern Canadian kindergarten classrooms. Literacy Research: Theory, Method, and Practice, 22, 1-16.

Gagné, A., Schmidt, C., & Markus, P. (2017). Teaching about refugees: Developing culturally responsive educators in contexts of politicised transnationalism. Intercultural Education, 28(5), 429-446.

Gagné, A., & Soto Gordon, S. (2015). Leadership education for english language learners as transformative pedagogy. Intercultural Education, 26(6), 530-546.

Language Curriculum

Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly, 47(3), 600-614.

Portier, C., & Peterson, S.S. (2017). Creative collaborative curriculum activities: Playful learning pre-kindergarten to grade two. Toronto, ON: NOW Play Press.

 

Teacher Education

Brownell, C. J. (2017). Starting where you are, revisiting what you know: A letter to a first-year teacher addressing the hidden curriculum. Journal of Curriculum and Pedagogy, 14(3), 205-217.

Kosnik, C., Rowsell, J., Williamson, P., Simon, R. & Beck, C. (Eds.). (2013). Literacy Teacher Educators: Preparing Teachers for a Changing World. Rotterdam: Sense Publishers.

Mougeon R., & Rehner K. (2019). Patterns of sociolinguistic variation in teacher classroom speech. Journal of Sociolinguistics, 2019(00), 1–23.