Associate Professor
Department of Language and Literacy Education (LLED)
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.
Contributions:
Cummins, J. & Early, M. (2014). Big ideas for expanding minds: Teaching English language learners in the mainstream classroom. Oakville, ON.: Rubicon Publishing.
Cummins, J., & Early, M. (Eds.). (2011). Identity texts: The collaborative creation of power in multilingual schools. Stoke on Trent, UK: Trentham Books.
Early, M. & Norton, B. (2014). Revisiting English as medium of instruction in rural African classrooms. Journal of Multilingual and Multicultural Development, 37, 374-391.
Abiria, D., Early, M., & Kendrick, M. (2013). Plurilingual pedagogical practices in a policy constrained context: A rural Ugandan case study. TESOL Quarterly, 47, 567-590.
Kendrick, M., Early, M., & Chemjor, W. (2013). New literacies in a rural Kenyan girls’ secondary school journalism club. Research in the Teaching of English, 47, 391-419.
Keywords:
K-12 English language learner education; International perspectives; Multiple literacies; Research design and method.
margaret.early@ubc.ca
Departmental profile page
Departmental profile page