Mia Perry completed her dissertation, Theatre as a Place of Learning: The Forces and Effects of Devised Theatre Processes in Education, in 2010. She looked at contemporary cultural practices, specifically professional devised theatre, in relation to the pedagogical affordances therein for inquiry, critique, and representation in secondary arts education. Funding at UBC (SSHRC Doctoral Fellowship, […]
Chelsey received her Ph.D. in LLED from UBC in 2015. Chelsey received a Vanier Fellowship for her research on the digital storytelling practices of rural Nicaraguan youth enrolled in a civic engagement program. The Vanier enabled her to spend long periods of time in Latin America and immerse herself in research on youth media production. […]
Dr. Onowa McIvor is nehiyaw from Norway House and Cross Lake Cree Nations in Northern Manitoba and has been a visitor on Coast and Straits Salish territories for nearly 20 years. Onowa completed her Ph.D at the University of British Columbia in the Department of Language and Literacy Education focused on adult Indigenous language learning. […]
immigrant/transnational children’s bicultural and biliteracy development, home and community literacy, Asian model minority and identity development, teacher education and professional development for culturally and linguistically diverse children, race, class, and ethnicity issues concerning immigrant children and youth, technology and ESL/EFL instruction, immigrant children’s new literacies development in and out of school
Li’s work focuses on the role of culture and social class in immigrant children’s biliteracy development from the points of view of the minority children and parents, and mainstream teachers. She also examines the impact of model minority myths on both overachieving and underachieving Asian immigrant children and youth. Her scholarship has made major theoretical and pedagogical contributions to minority children’s literacy instruction in multicultural communities and classrooms.
Integrating technology in language and literacy contexts;
Reginald D’Silva has a multidisciplinary background in engineering, computer science and the social sciences. His PhD research focused on the use of voice recognition software programs in developing literacy skills in post-secondary English as an Additional Language (EAL) learners. He currently is the Academic Director of the UBC Ritsumeikan Academic Exchange programs where he is involved in the scholarship of teaching and learning of language and content courses.
Family literacy; Early literacy; Educational inequality; Early childhood; Literacy; Marginalized communities; Digital literacy; Immigrant and refugee families.
His research focuses on the role of the family in young children’s literacy development in an increasingly global and multicultural society. Dr. Anderson has investigated parents’ perceptions of early literacy acquisition, young children’s in-and-out-of-school literacy development, families’ use of digital technology, and the role of storybook reading in young children’s literacy learning. He co-developed Parents As Literacy Supporters (PALS) culturally responsive family literacy program.
K-12 English language learner education; International perspectives; Multiple literacies; Research design and method.
Her research focuses on English Language Learners in K-12 multilingual public school settings and the potential benefits and limits of multilingual and multimodal pedagogies in promoting language and content learning. Dr. Early’s scholarship has contributed to the teaching of language/s and other modes across the curriculum and has had an impact in the advancement of policies and pedagogies that promote using diversity as a resource.
Academic English; Second language socialization; TESOL; Language and content integration; Social network theory; Qualitative research; Intercultural competence; International education.
Her research focuses on the academic English discourse socialization of non-Anglophone students in English-medium higher education contexts. Dr. Zappa-Hollman examines strategies for integrating language and content instruction in sheltered university programs for English language learners. The main goal of this research is to contribute with enhanced understandings of effective models that expedite academic English development and familiarity with values and expectations in the target context.
Literacy; Global developments; Research; Evaluation; Societies and cultures.
Dr. Tierney’s scholarship has focused upon literacy education, teacher education, cross-national education, educational assessment and equity. His engagements include issues related to the nature of meaning-making especially tied to literacy research and development and extended to technology and media. His recent projects have ranged from teacher development and assessment projects in China schools to addressing matters of equity and indigenous developments in Australia to studies of scholarly tradition.