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Curriculum, Teaching  & Learning



Emmanuelle Le Pichon-Vorstman
Assistant Professor

email: e.lepichon@utoronto.ca  
website: https://edinaplatform.eu

Department: Curriculum, Teaching and Learning



Research Overview

Dr. Emmanuelle Le Pichon-Vorstman is Assistant Professor at the University of Toronto, OISE. Previously, from 2006 onwards, she has worked at the Department of Languages, Literature and Communication and at the Utrecht Institute of Linguistics, in the Netherlands (since 2010 tenured track). Since 2009, she has led several projects on the inclusion of minority pupils in education. Dr Le Pichon - Vorstman has worked as a consultant, researcher, evaluator and reviewer for several international organisations and international journals. She has participated in policy analyses, notably for the European Commission (NESET II, Sirius, Erasmus +) and the Migration Policy Institute (Washington DC, May 2015). Her keen interest in migration policy has led her to conduct research studies on issues related to multilingual education, particularly on the education of newly arrived migrant pupils in Europe (TRAM project, Taalschool project, EDINA) and indigenous pupils in Suriname (Meertaligheid in Suriname in collaboration with the Rutu Foundation). In 2015, her research report (Le Pichon-Vorstman & Baauw, 2015) was at the center of a debate on migrant issues and education in the Dutch parliament. In the last years, Dr. Le Pichon- Vorstman has served on boards of the Dutch Association of Applied Linguistics (2012-2017), of the Ethical committee of the Utrecht Institute of Linguistics (2016-2017) and of the Education Commission for undergraduate (2015-2016) and graduate students (2016-2017) of the Department of Languages, Literature and Communication in Utrecht.

Teaching Overview

2017-2018 (University of Toronto)
Fall 2017:
CTL3000H Foundations of Bilingual and Multicultural Education
CTL3011H Cognitive Sociolinguistic and Sociopolitical Orientations in Bilingual Education
Research
Winter 2018:
CTL3808H The Role of Instruction in Second Language Learning
CTL3015H Language and Literacies Education in Multilingual Contexts

Representative Publications

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. doi: 10.2766/71255. 

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. 

Boogaard, M., Van den Bogaerde, B., Bacchini, S., Curcic, M., de Jong, N., Le Pichon, E., Rasier, L. (Editors) (2015). Artikelen van de 8e Anla Conferentie Toegepaste Taalwetenschap. [Papers of the 8th Anla Conference Applied Linguistics]. Delft: Uitgeverij Eburon, 124 p. 

Le Pichon, E., de Swart, H.E.; Vorstman, J.A.S.; van den Bergh, H. (2013). Emergence of patterns of strategic competence in young plurilingual children involved in French international schools. In: International Journal of Bilingual Education and Bilingualism, 16, (1), 42-63. 

Le Pichon, E. (2012). Monsieur Alexandre: vers un partage du patrimoine mondial. Documents pour l'histoire du franais langue trangre ou seconde, (49), 219.

Le Pichon, E. (2012). Gense de la comptence de communication des enfants plurilingues: au commencement tait l'enseignement des langues. CORELA (Cognition, Reprsentation, Language), 11, 1-20.

Le Pichon, E. (2011). Should Young (Bilingual) Children Learn a New Language at School? Child Health and Education, Vol. 3, 2011, p. 91-105.

Le Pichon, E.; de Swart, H.E.; Vorstman, J.A.S.; van den Bergh, H.H. (2010). Influence of the context of learning a language on the strategic competence of children. International Journal of Bilingualism, Vol. 14, No. 4, p. 447-465.

Le Pichon, E.; de Swart, H.; Vorstman, J.A.S.; van den Bergh, H. (2009). Effect of learning a new language on the children's willingness to communicate. Toegepaste Taalwetenschap in Artikelen, Vol. 1, No. 81, 2009, 31-40.

Le Pichon, E.; de Swart, H.; Ceginskas, V.; van den Bergh, H. (2009). Language Learning Experience in school context and metacognitive awareness of multilingual children. International Journal of Multilingualism, Vol. 6, No. 3, 256-280. 

BOOK CHAPTERS

Le Pichon, E. & Kambel, E-R. (2016). Challenges of mathematics education in a multilingual post-colonial context: The case of Suriname. Human rights in language and STEM education. Edited by Z. Babaci- Wilhite. Rotterdam: Sense Publishers, 221-240. 

Le Pichon, E. (2013). Handling plurilingualism in kindergarten and primary school. Transition to School and Multilingualism – A Curriculum for Educational Professionals, edited by W. Griebel; R. Heinisch; C. Kieferle; E. Rbe; A. Seifert. Hamburg, Germany: Verlag Dr. Kovač.

Le Pichon, E. (2008). Conscience meta-communicative et comptence plurilingue Perspectives francophones autour de la notion de comptence plurilingue. in Moore and Castellotti. Fribourg/Berne: Peter Lang Verlag, 129-146. 

TECHNICAL REPORTS

Tudjman, T., van den Heerik, A., Le Pichon, E., Baauw, S. (2017). Refugee education in The Netherlands. Multi-country partnership to enhance the education of refugee and asylum-seeking youth in Europe, SIRIUS Report.

Le Pichon, E., Baauw, S., Van Erning, R. (2016). Country report: The Netherlands. EDINA. 

Le Pichon, E. (Principal Investigator) (2015). Baauw, S. Onderzoeksrapport Taalschool Utrecht. [research report Language school Utrecht]. Utrecht : Utrecht University. 57 p. 

 

Research Grants and Contracts

Active grants:
Le Pichon, E. (09.2016- 08.2018). Peer feedback for the stimulation of writing skills, Utrecht Stimuleringsfonds Onderwijs, (117 000 euro). Main Applicant

Le Pichon, E. (07. 2015- 12. 2017). Dynamics of Youth, When language fails: Communication skills as a predictor of behavioral problems in children and adolescents, co-applicant.

Le Pichon, E. (09.2015-08.2018). Education of International Newly Arrived migrant pupils at primary and secondary school level. European Union grant (ERASMUS +, 450 000 euro), Strategic partnership in the field of education, training and youth; Main Applicant & PI

COMPLETED GRANTS
Le Pichon, E. (09.2009-08.2012). Transitions and Multilingualism, Comenius program European Union grant (150 000 euro Dutch part), PI for Utrecht University in cooperation with Germany, Sweden, Latvia and Romania.

Le Pichon, E. (09.2014-08.2016). Using native speaker students for the stimulation of writing skills, PI & Main Applicant (230 hours)

Le Pichon, E. (09.2013-08.2015). Education of Newly Arrived Migrant Pupils in the Netherlands Language school project, (80 000 euro), Commissioned by the municipality of Utrecht, PI

Le Pichon, E. (08.2015- 07.2016). Managing diversity at primary school level in Suriname: promoting expertise in the Master of teaching Twinning facilities (75 109 euro), co-applicant, PI for Utrecht University, in cooperation with the Teacher Institute of Paramaribo, Suriname and with the Rutu Foundation.

Professional Activities

MEMBERSHIPS AND SERVICE
- 1 Apr 2016- 30 June 2017. Ethical committee Utrecht Institute of Linguistics (Member)
- 1 Sept. 2016- 30 June 2017. Departmental Commission, Master Multilingualism and language
development. (Member)
- Jan. 2014- June 2017. ANELA, Nederlandse Vereniging voor Toegepaste Wetenschap, Board
member of the Dutch association for Applied Linguistics, Secretary.
- 22 May 2015- 23 May 2015. ANELA conference, Organization committee.
- 2014- 2016. Levende Talen, Dutch Association of Language teachers. Board member of the
French section.
- 2015- present. RUTU foundation, Board member and scientific counselor .
- Scientific counselor 2015- present. G4 netwerk onderwijs, Reflection group of policy makers,
members of the ministry of Education & Sciences, members of the Education Inspection.
- 2012- 2015. PREFics-DYNADIV, sociolinguistic group, Tours, France Associate member.