We are a collective of educators committed to social justice in our work with students, colleagues, partners, and community members. We are privileged to learn, teach, and conduct our research on the ancestral, traditional, and unceded territory of the hən̓q̓əmin̓əm̓-speaking xʷməθkʷəy̓əm (Musqueam) people.
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Our commitment is enacted through the interrelated areas of interest and expertise:
Our commitment is enacted through the interrelated areas of interest and expertise:
Language and literacy learning and teaching in multilingual, multicultural, and multimodal contexts
Critical and anti-oppressive approaches to literacy and language education
Indigenous Language & Literacy Education
Arts-based, literary, and embodied learning in language and literacy education
Recent Publications
Multimodal language teaching. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. https://doi.org/10.1002/9781118784235.eelt1094
Teaching writing to English language learners through a constructivist approach. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of language teaching. New York, NY: Wiley. https://doi.org/10.1002/9781118784235.eelt1027.pub2
Grappling with cisgender positionality in Applied Linguistics research with trans participants. TESOL Quarterly, 1-13. Http://www.doi.org/10.1002/tesq.70013
Queer breaches and normative devices: Language learners queering gender, sexuality, and the L2 classroom. International Journal of Bilingual Education and Bilingualism. https://www.tandfonline.com/eprint/QCHTJERJBZSUTRNXQ2B3/full?target=10.1080/13670050.2024.2306398
“They hear it from me”: Student voices on critically assessing digital multimodal composing. International Journal of Educational Research, 1 (33), 102737.
Maybe next time I’ll try talking to men (poem). Janus Unbound: Journal of Critical Studies, 9(2), 121-122.
“That poem was pretty wild to me”: On personal safety and precarious moments in teacher candidates’ responses to sexual assault narratives. Research in the Teaching of English, 59(3), 311-339. https://doi.org/10.58680/rte2025593311
"We're not kids!": Aged authority in elementary students' classroom peer interactions. Research on Children and Social Interaction 9(1), 77-103. https://doi.org/10.3138/rcsi-2025-0005
Metacognitive Instruction and Oral Corrective Feedback: Impacts on Metacognitive Awareness and Speaking Accuracy in Learners of English as a Foreign Language. RELC Journal, 0(0). https://doi.org/10.1177/00336882251370760
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