My philosophy of teaching is based on my critical sociocultural theoretical stance that learning is mediated through collaborative dialogue and interactions. I believe in creating classroom environments where students are positioned as experts and agents of their own learning, and where collective learning occurs through collaborative activities that draw on the full range of learners' linguistic and cultural repertoires. In all the courses I teach, my starting point is to encourage critical awareness about the intersectionality between learners’ diverse languages, cultures, and identities, and their learning. The tasks that I assign my learners provide them with opportunities to critically and creatively reflect on the moments and events in their lives that have shaped their plurilingual and pluricultural identities, and at the same time, to interrogate and challenge existing language hierarchies and linguistic inequalities. This is a collaborative process because learners are encouraged to work together within a community of practice. At the same time, it is an agentive process because each learner is empowered to draw on the full affordances of their linguistic repertoires, and to become the experts of their own learning.
CTL7019 Supporting English Language Learners
This course focuses on the inclusion of English Language Learners (ELLs) across the school curriculum. It is intended to support teacher candidates’ development of a pedagogical approach and a repertoire of instructional and assessment strategies to engage ELLs in developing language and content knowledge simultaneously. Using an asset-based perspective to language diversity, the course is structured around the broad domains of (1) theories of language learning and teaching, (2) language awareness, analysis, and assessment, (3) ESL strategies in the content areas, and (4) family, school, community, and policy contexts. Upon successful completion of this course, candidates should be able to identify and use ELLs’ individual strengths and interests to promote their learning and development, to work with families and other professionals to support ELLs, and to understand their roles and responsibilities as teachers with respect to ELLs and their academic, social, and personal success.
CTL3002H Second Language Teaching Methodologies
This course offers a historical survey of second language teaching methodologies and provides students with theoretical knowledge of innovative current practices, including the movement to a post-method era, new ways of teaching traditional second language skills, and other key issues current in the field. All learner groups are considered in minority and majority settings in Canada and internationally, though English and French are emphasized.
CTL5305 Academic English for Language & Literacies Educators
This course is designed primarily for graduate students whose first language or dominant language is not Standard English. In this course students will learn about the research, theories, and practices which inform our understanding of academic language skills necessary for success in graduate studies, and how they are acquired by learners of English as a Second Language. This will be achieved through a combination of critically reviewing scholarly articles/lectures on the acquisition of academic English proficiency and the subskills this comprises; and an action research approach to analyzing your own progress in actively acquiring such proficiency.
CTLA02 Exploring Intercultural Perspectives in Academic Contexts
In this course we will work together to explore diverse aspects of culture and academic culture(s). Through assignments, readings, and in-class activities, we investigate the complex and dynamic relationship between language, culture, and context. Students will also have the opportunity to develop their core academic communication and critical thinking skills as they connect their previous learning and experience with course ideas, working together to generate new knowledge and multiple perspectives.