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Curriculum, Teaching  & Learning
Jeff Bale

Jeff Bale
Associate Professor


Department: Curriculum, Teaching and Learning

Research Overview

**for 2022 PhD admissions, I will only be accepting one student. I will prioritize applicants whose research focuses on questions related to the projects described below**

My research interests focus on language-education policy and teacher education.

Current project:
Language, Race, and the Regulation of Difference: The Heritage Languages Program in Ontario, 1977--1987 (SSHRC-funded, 2021-2026)
-->This archival and oral-history project uses critical analysis of the HLP (1) to reveal the linguistic dimensions of systemic racism in Ontario's publicly-funded schools; (2) to examine historical efforts by parents, students, teachers, and other community members to challenge the linguistic dimensions of systemic racism at school; and (3) to use these historical experiences to inform current efforts to expand linguistic justice in Ontario schools.

Recent projects:
More Than Just Good Teaching: Mainstream Teacher Education for Supporting English Learners (SSHRC-funded, 2017-2020)
--> I was PI on this project, which wrapped up in summer 2020. This critical policy ethnography documented how teacher candidates come to understand the social, political, theoretical, and pedagogical dimensions of supporting English Learners in their classrooms. We will have a book manuscript complete by September 2021, and the team continues to work on other mobilization of project findings.

Critical Perspectives on Teacher Education and Linguistic Diversity in Migration Societies
--> I was recently awarded a Humboldt Fellowship for Experienced Researchers to work with partners at the University of Bremen in Germany to study teacher-education programs there and how their candidates come to understand the relationship between language, racism, and migration as they learn how to teach. This new project also complements other research I have published about education-policy reforms in Germany and their impact on racialized students there.

In addition to this research, I have collaborated with teachers at Downsview Secondary School to create and lead the Downsview-OISE Literacy Partnership, which places OISE teacher candidate with DSSS

Curriculum Vitae

Academic History

Ph.D., Educational Leadership and Policy Studies, Arizona State University, 2008
M.S. (with distinction), German Literature and Linguistics, Georgetown University, 1997
B.A. (with high honors), German, DePaul University, 1994

From 2008-2014, I was Assistant Professor in the Department of Teacher Education at Michigan State University.

Teaching Overview

For the LLE program:
CTL 3002H Second Language Methodologies
CTL 3024H Language Teacher Education
CTL 3018H Language Planning and Policy
CTL 3810H Second Language Classroom Research (created the course)
CTL 3811H Critical Perspectives on Language, Racism and Settler-Colonialism (created the course)

For the Master of Teaching program:
CTL 3797H Practicum for the Downsview-OISE Literacy Partnership (created the course)
CTL 7019H Supporting English Language Learners

Prior to joining the faculty at OISE, I taught undergraduate- and graduate-level language teaching methods courses for teacher candidates, master's courses for practicing teachers on language diversity, second language learning, and educational technology, and doctoral courses on U.S. educational historiography, educational policy analysis, second language education policy, and qualitative research methods.

Representative Publications

Kubota, R., & Bale, J. (2020). Bilingualism—but not plurilingualism—promoted by immersion education in Canada: Questioning equity for EAL students. TESOL Quarterly, 54, 773–785.

Bale, J., & Kawaguchi, M. (2020). Heritage-language education policies, anti-racist activism and discontinuity in 1970s and 1980s Toronto. Critical Inquiry in Language Studies.

Bale, J. (2019). Racialized resistance to the Heritage Languages Program in Ontario. In T. Ricento (Ed.), Language politics and policies: Perspectives from the United States and Canada (pp. 215–233). Cambridge: Cambridge University Press.

Bale, J. (2019). Neoliberal education policy and the regulation of racial and linguistic difference in Ontario schools. In S. Chitpin & J. Portelli (Eds.), Confronting educational policy in neoliberal times: Issues, challenges and possibilities from an international perspective (pp. 117–131). New York: Routledge.

Kim, H., Burton, J., Ahmed, T., & Bale, J. (2019). Linguistic hierarchisation in education policy development: Ontario’s Heritage Languages Program. Journal of Multilingual and Multicultural Development.

Bale, J. (2016). Spectator democracy: An intersectional analysis of education reform in Hamburg, GermanyEuropean Education48, 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.

Bale, J. (2013). Weg da—Wir wollen lernen! Education reform in Hamburg, Germany in neoliberal times. Teachers College Record, 115, 1-36.

Bale, J. & Knopp, S. (Eds.) (2012). Education and capitalism: Struggles for learning and liberation. Chicago: Haymarket Books.

Bale, J. (2011). Tongue-tied: Imperialism and second language education in the United States. Critical Education, 2(8), 1-25.  

Bale, J. (2010). International comparative perspectives on heritage language education policy research. Annual Review of Applied Linguistics, 30, 42-65.

Research Grants and Contracts

Year (status): 2021-2026 (funded)
Source: SSHRC
Type: Insight Grant
Amount: $255,797
My Role: Applicant
Co-Applicant: Prof. Eve Haque (York)
Title/Purpose: Language, Race, and the Regulation of Difference: The Heritage Languages Program in Ontario, 1977-1987

Year (status): 2021-2022 (funded)
Source: Alexander von Humboldt Foundation
Type: Research Fellowship for Experienced Researchers
Amount: ~$65,000 (funding is in Euros)
My Role: Applicant
Collaboration: Sponsoring partner in Germany: Prof. Dr. Yasemin Karakasoglu, Universitaet Bremen
Title/Purpose: Critical Perspectives on Teacher Education and Linguistic Diversity in Migration Societies

Year (status): 2017-2020
Source: SSHRC Insight Grant
Amount: $154,973
My Role: Applicant
Co-Applicants: Antoinette Gagn, Julie Kerekes (OISE)
Title/Purpose: More Than Just Good Teaching: Mainstream Teacher Education for Supporting English Language Learners and Teacher Education Policy in Ontario

Year (status): 2016-2018
Source: SSHRC Insight Development Grant
Amount: $64,999
My Role: Co-applicant
Collaboration: Applicant: Prof. Peter Ives, University of Winnipeg; co-applicant: Prof. Eve Haque, York University
Title/Purpose: How States Promote Global English: Shifting Priorities in Education Policy

Honours and Awards

Finalist, Founders Emergent Scholars Award, International Society for Language Studies, 2012

Professional Activities

Associate Editor, International Multilingual Research Journal (2017-2020)
Associate Editor, Journal of Teacher Education (2018-2020)

Book Review Editor, International Multilingual Research Journal (2015-2017)

Editorial Board memberships:

Critical Education (2014-present)
Journal of Language, Identity, and Education (2012-2019)
Teachers College Record (2013-2019)
Research in the Teaching of English (2014-2016)
Journal of Literacy Research (2009-2011)

Advisory Board memberships:

Language Policy Research Network (2011-present;
Center for Language Teaching Advancement, College of Arts and Letters, Michigan State University (2011-2014;
World Languages Advisory Committee, Michigan Department of Education (2012-2014)

Other Information

My academic work is rooted in the decade I spent as a second language teacher in urban public schools in the United States. For most of this time, I worked with newcomer immigrant students in middle schools in Washington, DC and Chicago, but also taught newcomer ESL and German in a Tempe, Arizona high school. I was an active union member throughout my tenure as a K-12 teacher, serving as building representative or on the building-level union committee for eight years. I also served on the Executive Board for the Washington Teachers Union, Local 6, American Federation of Teachers.