Language and Literacy Education
Language and Literacy Education focuses on critical and contemporary issues at the intersections of literacy learning and cultural and societal transformation. It covers topics such as identity and literacy, cultural literacy practices, Indigenous literacies, family literacy, literature and new media, digital literacies, poetry, literacy in developing contexts, literacy development across the lifespan, educational linguistics, discourse and multimodal analysis, critical perspectives on children’s and young adult literature, EAL (English as an additional language) literacy, assessment, teacher education and creative/arts-based approaches to literacy learning.
Students engage with critical societal issues that impact these topics, such as equity and inclusion, immigration and globalization, gender, youth culture, relationships among communities and educational institutions, and public policy.
Faculty Members in Language and Literacy Education
| Name | Research Interests |
|---|---|
| Asselin, Marlene | Children's literatures; Other languages and literature; Cultural Institutions (Museums, Libraries, etc.); early literacy; International development; Language Acquisition and Development; libraries and education; literacy and international development |
| Belliveau, George | Theatre; Arts-based research; Drama Education; Research-based Theatre; Interdisciplinary Arts |
| Bryson, Mary | technology, media, cultural studies, gender, queer theory, deviance studies, post-colonial pedagogies, Sociology, Women's Studies, Education, media and gender, media and education |
| Corella Morales, Meghan | Other languages and literature; Academic Discourse; Children and youth; Discourse Analysis; Language ideology; Sociolinguistics |
| Dobson, Teresa | Media and communications; Literary Education; Digital Literacy; Digital Humanities; Text Visualization |
| Early, Margaret | Adolescent issues, English as a second Language, language education, literacy, teacher research |
| Galla, Candace | what types of technology initiatives (low-, mid-, or high) Indigenous language communities are using to revitalize, maintain, and promote their language |
| Gladwin, Derek | Other languages and literature; Cultural Studies; Digital & Media Literacy; Environmental & Energy Literacy; Environmental Humanities; Food Literacy; Literary Education; Sustainability Education; Writing & Rhetoric |
| Gunderson, Lee Paul | ESL, multiculturalism |
| Hare, Jan | Aboriginal youth mobility, Aboriginal family and community perspectives on early literacy, literature, identity construction and urban Aboriginal youth, Cultural studies, early childhood, first nations education |
| Henry, Annette | race, language, culture in education; equity and diversity, Cross-cultural education, feminist studies, gender, international perspectives, multiculturalism, policy studies |
| Jenson, Jennifer | Other languages and literature; Digital Cultures and Education; Digital Games; Game-based Learning; Gender; Online Learning; technology; Technology Implementation and integration |
| Kendrick, Maureen | literacy, digital literacy, Children and youth, ESL, international perspectives |
| Li, Guofang | longitudinal studies of immigrant children |
| Norton, Bonny | education, ESL, international perspectives, literacy, teacher research |
| Rogers, Theresa | Children's literatures; Other languages and literature; Children's and Adolescent Literature; Digital Literacies; Education; Educational Approaches; Literacy; Youth Studies |
| Zappa, Sandra | academic discourse socialization of (international) English language learners in higher education, examining the literacy socialization trajectories and the role their individual networks of practice (INoPs, a concept I coined) in becoming aware of the host culture values and expectations; projects examining the intercultural competence development of foreign language teachers studying abroad; foreign language-learning through peer exchange programs; academic English coaching for university-level English language learners; collaboration between language and subject specialists; and student perceptions of academic English language development in CBI courses. |
