OLBI Research Forums


Wednesday, April 27, 2022 - Supporting inclusion through innovation: Faculty perceptions of a content and language integrated model of support in a Canadian, anglophone university

The aim of the forums is to provide a platform for an exchange between the University of Ottawa's researchers and the guest international and national speakers in the domains of second language teaching and language policy.

The forums are open to all and admission is free. Registration is required by email at ccerbal@uOttawa.ca.

Please note that abstracts are published in the language in which the forum is presented.

2021-2022 Schedule

Supporting inclusion through innovation: Faculty perceptions of a content and language integrated model of support in a Canadian, anglophone university

Speaker: Valia Spiliotopoulos, PhD (University of Ottawa)

Date: Wednesday, April 27th, 2022

Time: 12 p.m.- 1:15 p.m.

Location: We will provide the Zoom link by email upon registration confirmation.

For any accommodation requests regarding this CCERBAL forum, please email us.

Language of presentation: Bilingual (English and French)



This presentation shares research findings that reveal the challenges and opportunities of implementing a language and content integrated approach at the institutional level in a Canadian anglophone university with increasing numbers of multilingual students (i.e. international, recent immigrant, or exchange students). In addition to gathering insights from language faculty on implementing such an approach, the study focuses on issues, questions, and professional learning opportunities perceived by content faculty in supporting multilingual students across the disciplines. Qualitative data were gathered through interviews and professional learning focus group meetings with faculty members in the fields of Education, Engineering, Business, and Health Sciences who had engaged in a variety of collaborative activities in support of students’ discipline-specific academic language and literacy development: The end goal was to facilitate an institutional change management process by engaging faculty members across these disciplines to re-examine ‘drop-in’ and ‘adjunct weak’ models of language support, and to rethink their teaching practices given increased internationalization and diversity in higher education.


Dr. Valia Spiliotopoulos is an Assistant Professor at the Official Languages and Bilingualism Institute at the University of Ottawa. Her research focuses on content and language integrated approaches in English and French as a second language education and teacher education. She has also published research related to academic writing, intercultural education, faculty development, and language learning with technology.  She currently teaches in the university’s English Immersion program and the graduate program in Bilingualism Studies. Valia also has over 15 years’ experience leading initiatives in support of both English and French language and literacy education at the university level, as well as assessment of learning for accreditation, and technology-based education.


Unpacking Validation Approaches for Applied Linguistics: Current Challenges and Potential Solutions to Enhance Accessibility and Uptake

Speaker: Angel Arias, PhD (Carleton University)

Date: Friday March 25, 2022

Time: 12 p.m.- 1:15 p.m.

Location: Online (Zoom)

Language of presentation: Bilingual (English and French)

To receive the Zoom link, please register !

For any accommodation requests regarding this talk, please contact us.



Applied linguistics relies on various constructs (e.g., motivation, language aptitude, resilience, teacher cognition, etc.) to study language learning issues and obtain valuable information about context, language learners, and teachers to ultimately improve teaching practices and learning experiences. Theories that underlie the constructs of motivation (Tremblay & Gardner, 1995), resilience (Wang, 2021), language aptitude (Skehan, 2016; Wen et al., 2016), teacher cognition (Borg, 2010), and language proficiency (Bachman, 2007; Bachman & Palmer, 2010) have informed the development of questionnaires, surveys and tests that operationalize such constructs. With the exception of a handful of high-stakes language tests, it is common in our field to develop questionnaires, surveys, and other forms of data collection instruments without subjecting them to procedures of thorough analysis and quality control (i.e., validation) prior to use. Although applied linguistics is considered a collaborative discipline that works on language-based problems within and between fields (Farsano et al., 2021), validation approaches are not readily embraced to gather the required evidence to support score-based interpretations and uses of these instruments. Current and dominant validation approaches include the Standards for Educational and Psychological Testing (American Psychological Research Association [AERA], American Psychological Association [APA] & National Council on Measurement in Education [NCME], 2014) and argument-based validation (Bachman & Palmer, 2010; Chapelle, 2020; Kane, 2013). However, these approaches are rather complex and exclusionary (i.e., accessible to scholars in assessment-centred communities) and require a reasonable amount of resources to apply. This talk outlines the challenges associated with current validation frameworks, discussing implementation difficulties and potential solutions that could enhance uptake across applied linguistics. This talk will be delivered in French and English.


Angel Arias is an Assistant Professor in the School of Linguistics and Language Studies at Carleton University. He holds a Ph.D. in Educational Measurement from the Université de Montréal. His Master’s degree is in Applied Linguistics and Discourse Studies, and his bachelor’s degree is in Education and Modern Languages from Universidad Dominicana Organización y Métodos (O&M), Dominican Republic. His research interests focus on the application of psychometric models and mixed methods approaches in language testing and assessment to evaluate validity evidence of test score meaning and justification of test use in high stakes and classroom contexts. He has served as an external consultant for the Ministry of Quebec’s Education and Chair of the Test Validity Research and Evaluation special interest group of the American Educational Research Association (AERA).



The Racialized Somatic Norm in the ELT Workplace

Speaker: Vijay Ramjattan, PhD (University of Toronto)

Date: Tuesday November 30, 2021

Time: 12 p.m.- 1:15 p.m.

Location: Online presentation on Zoom 

Language of presentation: English

To attend this even please register !


Puwar (2001) defines the racialized somatic norm as a figure that sustains racism within certain professions. In the context of English language teaching (ELT), the racialized somatic norm is the white “native English speaker,” who, because of colonial histories, is deemed the ideal user and teacher of the language. The purpose of this talk is to briefly explore the material and interpersonal consequences of upholding this somatic norm in the ELT workplace. For teaching professionals who do not physically and/or aurally resemble the white native speaker, there are increased hardships in finding employment and frequent challenges to their professional authority in the classroom. Moreover, they may be perceived as “strangers” in their own workplaces and feel compelled to engage in various forms of identity work to highlight their worth as instructors. Preliminary ideas on how to denaturalize the connection between professional competence in ELT and the racialized somatic norm will be offered.


Puwar, N. (2001). The Racialised Somatic Norm and the Senior Civil Service. Sociology, 35(3), 651–670.



Vijay Ramjattan is an Academic Listening and Speaking instructor at the University of Toronto. His research interests pertain to the intersections of language, race, and work. Vijay received his PhD in Adult Education and Community Development from the University of Toronto and is a member of the Language, Culture and Justice Hub at Brandeis University. His Twitter handle is @Vijay_Ramjattan.


Photo de PhD Vijay Ramjattan

Past events

2020-2021 Schedule

2020-2021 Schedule

Linguistic insecurity: A complicated reality

Speaker: Meike Wernicke, PhD (UBC)

Date: Tuesday, March 16, 2021

Time: 1 p.m. - 2 p.m.

Location: Online presentation, on Zoom 

Language of presentation: Bilingual

To attend this event, please register!


According to Calvet (1993), linguistic security occurs when social conditions allow individuals to feel at ease in their way of speaking, when they consider their linguistic varieties valued and accepted in society. Linguistic insecurity, on the other hand, is defined by a lack of confidence in one's linguistic abilities, which is grounded in the idea that there is a superior, more authentic standard against which one's own language variety should be measured. In French-as-a-second-language education in Canada, linguistic insecurity often leaves teachers and teacher candidates questioning their sense of belonging in the teaching profession, especially those who speak French as a second language themselves. This insecurity can be attributed to a persisting orientation to the European standard of French as well as the tendency for teachers to aspire to the idealized standard of the native speaker. In this presentation, I draw on data extracts from my research with FSL teachers to discuss various manifestations of this insecurity. The discussion centers on so-called “non-francophone” teachers and the ways they navigate these language ideologies in constructing a legitimate professional identity.


Meike Wernicke, Ph.D.

I am Assistant Professor in the Department of Language and Literacy Education at the University of British Columbia. My research in French-as-a-second language (FSL) teacher education includes teacher professional development and teacher identity, and builds on an extensive background in modern language teaching (German and French), German heritage language education, and French Linguistics. These research interests extend to English as an additional language teaching, bi-/multilingual language policy and pedagogies, and translingual practices in higher education. A related area of research focuses on critical intercultural learning and decolonial approaches in language education, with an emphasis on discourse analytic research methodologies.

Collaboration in international research includes projects that have focused on the Common European Framework of Reference for Languages at the Centre for Modern Language in Graz, Austria, as well as an international project on “Multilingualism and Teacher Education” with the Coordination Office for Multilingualism and Language Education (KoMBi) at the Universität Hamburg, Germany.

Within the Canadian context, projects include initiatives supporting the integration of Indigenous knowledges and ways of learning in K-12 and postsecondary education, decolonizing approaches in French language curriculum implementation, second language teacher professional development, and intercultural learning among FSL teachers in British Columbia, Canada.


Meike Wernicke


Language Attitudes, Intergenerational Language Transmission, and Family Language Policy in Quebec

Speaker: Ruth Kircher, Ph.D., Mercator European Research Centre on Multilingualism and Language Learning

Date: Friday, February 26, 2021

Time: Noon - 1:30 p.m.

Location: Online presentation, on Zoom 

Language of presentation: English

To attend this event, please register!


In Quebec, thousands of children are being raised multilingually – with French and/or English as well as a multitude of different heritage languages (Statistics Canada 2021). In this talk, I will present three studies (two completed and one in progress) that investigate the links between language attitudes on the one hand, and intergenerational language transmission and family language policy on the other hand.

In the first study (Kircher 2019), I made use of a questionnaire to gather quantitative data from 274 parents of different linguistic backgrounds throughout the province. The aim was to find out what language(s) these parents transmit to their children, and what factors affect this intergenerational language transmission. The results reveal clearly distinct transmission patterns for the different linguistic groups, but they show that attitudes towards the language(s) are significant predictors for all. Specifically, attitudes on the solidarity dimension were found to play a significant role – that is, the parents’ sense that the language(s) represent(s) the social group(s) to which they belong.

Yet, the entirety of the factors that influence family language policies remains poorly understood. In the second study, we (Ballinger et al. 2020) thus conducted interviews and focus groups to elicit qualitative data from 27 Montreal-based parents of different linguistic backgrounds. All were raising their children multilingually, and we sought to determine their language ideologies and practices as well as their concerns about raising their children with more than one language. The findings indicate a complex co-existence of family and official language policy, revealing many similarities among the different linguistic groups while also highlighting the particular difficulties faced by parents who are raising their children with a heritage language.

We used the findings from the interviews and focus groups to construct a questionnaire. By means of this, we aim to gain an even more comprehensive understanding of parents’ attitudes towards raising their children multilingually, and about the role that such attitudes play in family language policies. This questionnaire is currently being used to gather both quantitative and qualitative data from Quebec-based parents (>800) throughout the province.

In this talk, I will discuss the three studies with a focus on the link between language attitudes, intergenerational language transmission, and family language policy in Quebec, and I will elaborate on the potential implications that the findings can be seen to have in practice.


Ballinger, S., Brouillard, M., Ahooja, A., Kircher, R., Polka, L. and Byers-Heinlein, K. (2020) Intersections of official and family language policy in Quebec. Journal of Multilingual and Multicultural Development, online ahead of print: https://doi.org/10.1080/01434632.2020.1752699  

Kircher, R. (2019) Intergenerational language transmission in Quebec: Patterns and predictors in the light of provincial language planning. International Journal of Bilingual Education and Bilingualism, online ahead of print:  https://doi.org/10.1080/13670050.2019.1691499   

Statistics Canada (2021) English, French and non-official languages spoken at home by geography, 2001 to 2016. Available at: https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=1510000901&pickMembers%5B0%5D=1.6&cubeTimeFrame.startYear=2001&cubeTimeFrame.endYear=2016&referencePeriods=20010101%2C20160101


Ruth Kircher (PhD, University of London) is a researcher at the Mercator European Research Centre on Multilingualism and Language Learning, which is part of the Fryske Akademy in Leeuwarden, Netherlands. Her work focuses on societal multilingualism and language contact situations. She is particularly interested in language attitudes, language ideologies, and their links to language practices; language policy and planning to promote language maintenance and revitalisation; and autochthonous and migrant minority language speakers as well as new speakers of minority languages.

Ruth Kircher Photo



The need for evidence-based strategies to navigate the changed linguistic landscapes in education


Speaker:  Emmanuelle Le Pichon-Vorstman, University of Toronto

Date: Thursday, December 10, 2020

Time: Noon

Location: Online presentation, on Zoom.

Language of presentation: Bilingual



In today’s society, increased mobility has blurred previously existing linguistic and cultural borders, particularly in the educational context. Therefore, the topic of mobility in education is particularly relevant to the study of intercultural communication. It is also linguistically as well as culturally highly sensitive, as it touches upon social exclusion, segregation and discrimination. Schools across many western countries have experienced a dramatic rise in numbers of newcomer students. In contrast to earlier migration patterns, the present population of migrants is extremely diverse and the group is not well defined (European Commission, 2013). This inherent heterogeneity has forced academic scholars from different disciplines to reconsider their perspectives on education, taking into account this new situation. In this presentation, I will focus on one specific category of migrants, i.e. students with a refugee background. On the basis of an ethnographic study of this group, I will show how intercultural communication has imposed itself as a requirement with regard to the integration of these students in schools. Incited by an increasing appeal for support by many schools, documents from ministries of education around the world endorse social inclusion and propose local mediation between the refugee families and the schools. These efforts are both necessary and laudable. However, the question here is whether these policies are sufficiently informed on what is required to achieve optimal integration and social inclusion of refugee students in the local school (and social) environment. In the light of data gathered during my two latest research projects, I will argue for the need to re-problematize the notions of inclusion, exclusion, integration or segregation in education.


Emmanuelle Le Pichon-Vorstman is Assistant Professor at the University of Toronto, OISE, head of the Centre de Recherches en Éducation Franco-Ontarienne (CRÉFO) and as of April 2019, Adjunct member of the Université de l’Ontario Français. Previously, she has worked at the Department of Languages, Literature and Communication (tenured) and at the Utrecht Institute of Linguistics, in the Netherlands. Since 2009, she has led several projects on the inclusion of minority students in education. Her keen interest in migration policy has led her to conduct research studies on issues related to multilingual education, particularly on the education of newly arrived migrant students in Europe and in Canada and indigenous students in Suriname (South America).



Emmanuelle Le Pichon


If you would like to attend this event, please register.

2019-2020 Schedule

Language immersion at the tertiary level: An option for Irish and Welsh?

Speaker: Sheila Scott, Professor, OLBI/uOttawa

Date: Tuesday, March 3rd, 2020

Time: 1 p.m. - 2:30 p.m.

Location: Julien Couture Resource Centre - 70 Laurier Avenue East, Room 02 (map)

Language of presentation: English


Language immersion programs have shown themselves to be viable options for minority languages in different contexts. In Canada, French Immersion has been available for over a generation at the primary and secondary levels. At the University of Ottawa, our Immersion program offers students the opportunity to continue developing their French language skills in a variety of disciplines at the post-secondary level. I believe that the model that we have developed here at the University of Ottawa, Canada's only bilingual university, could be applied to other countries where an official minority language is offered in an immersion context at the primary and secondary level, but not yet at the tertiary level. Universities should be exploring together the possibility of offering this type of program to students who are keen to continue developing their language skills so as to become future bilingual employees in their respective fields. In my presentation, I describe initial steps towards making this a viable option for Irish Gaelic, a minority language which would benefit from developing a professional workforce with greater fluency in the Irish language.

Sheila Scott has a PH.D. in Psycholinguistics.  She has been teaching second languages at the University of Ottawa for most of her career, initially teaching ESL but now teaching mostly FSL.  She has also taught in the unique and successful French Immersion program at the University of Ottawa as well as in the Second Language Teaching program. Sheila is currently interested in promoting immersion teaching at the tertiary level in countries such as Ireland and Wales where there are flourishing official minority languages. 

Sheila Scott

About the speaker.  


If you would like to attend this event, please register.

Les « Approches plurielles des langues et des cultures » : un concept et des outils pour la prise en compte du plurilinguisme de chacun dans les apprentissages.

Speaker: Michel Candelier, Emeritus Professor, Le Mans-Université

Date: Friday, November 22, 2019

Time: 1pm - 2:30pm

Location: 157 Séraphin-Marion, Alex Trebek Alumni Hall

Please note that this presentation will be given in French.


Les approches plurilingues de la didactique des langues, dans leur grande diversité actuelle, ont en commun de proposer des démarches didactiques qui prennent en compte le plurilinguisme existant de l’apprenant. En Europe, sous l’influence du Cadre européen commun de référence pour les langues, cette prise en compte s’appuie volontiers sur une conception de la compétence plurilingue et interculturelle selon laquelle cette dernière constitue un ensemble complexe, dans lequel les compétences relatives aux diverses langues du répertoire en devenir des individus ne sont pas isolées les unes des autres, mais au contraire en interaction constante. Le répertoire linguistique de chaque apprenant, à une étape donnée de son développement, constitue alors à la fois la concrétisation de sa faculté de langage dont il faut encourager l’usage et un point d’appui capital pour toute autre acquisition langagière.

Élaboré au tournant du siècle, le concept d’« Approches plurielles des langues et des cultures » a permis de fédérer des approches qui, avant même les théorisations relatives à la compétence plurilingue et interculturelle, établissaient des liens entre les langues et entre les univers culturels et ont donné lieu à de nombreuses réalisations didactiques. Il s’agit en particulier de « l’éveil aux langues », « l’intercompréhension entre les langues parentes », la « didactique intégrée des langues » et « l’éducation interculturelle ». Un cadre de référence commun à ces approches a été élaboré au Centre européen pour les langues vivantes de Graz (Conseil de l’Europe – cf. http://carap.ecml.at/).     

L’exposé soulignera le caractère transversal des approches plurielles, qui permettent d’établir des ponts entre les divers apprentissages linguistiques, y compris ceux relatifs à la langue de scolarisation principale et à ses usages dans l’enseignement des disciplines. Il fera le point sur la diffusion actuelle de ces approches dans divers pays, et fournira quelques pistes orientant vers les réalisations variées auxquelles elles ont donné lieu, en termes de curriculum, de formation des enseignants et de matériaux pour la classe.


Michel Candelier

About the speaker: Michel Candelier


Apprentissage en milieu communautaire (AEC) à l’université

Speaker: Laura Ambrosio

Date: Thursday, October 31, 2019

Time: 1pm - 2:30pm

Location: 70 Laurier Avenue East, Hamelin Hall, Room 509

Language: French


Apprentissage en milieu communautaire (AEC) à l’université : un modèle utile pour développer les compétences langagières des migrants sur le lieu du et pour le travail.

La réflexion proposée est basée sur la pédagogie de l’intégration de l’apprentissage en milieu communautaire (AEC) qui s’aligne, par ses valeurs et ses retombées, aux suggestions et pratiques des experts du Centre européen des langues vivantes (CELV) dans leurs projets visant à répondre ou correspondre aux besoins, situations, pratiques et ressources potentielles pour l’intégration et formation linguistique des travailleurs et surtout des migrants dans différents pays de l’Europe.

Nous présenterons un petit guide, ainsi que le travail effectué en groupe d’experts pour enrichir un « compendium » permettant de mieux identifier et cibler les compétences linguistiques à développer pour une éducation professionnelle de qualité, inclusive et plurilingue, ciblée sur les connaissances, les habiletés et les attitudes, linguistiques et culturelles, souhaitables pour une cohésion et intégration sociale des travailleurs, dans un monde de mobilité et migration accrues.


Laura Ambrosio

About the speaker: Laura Ambrosio

Translanguaging and Trans-semiotizing in Content-based Education

Speaker: Angel Lin

Date: Thursday, September 19, 2019

Time: 1pm - 2:30pm

Location: 100 Laurier Avenue East, Room 114

Language: English 


From the 1960s to the new millennium, different terms have arisen in diverse research traditions and educational contexts where teachers and researchers are interested in exploring and researching ways of helping learners to learn language and content at the same time. These terms include content-based instruction (CBI), immersion, sheltered instruction, language across the curriculum (LAC), writing across the curriculum (WAC), content and language integrated learning (CLIL). Common to all these traditions, however, is the monoglossic and monolingual assumption about language and literacy. In this presentation, I will provide a review of these traditions and assumptions and outline recent work that leads towards translanguaging and trans-semiotizing as a breakthrough from these monoglossic/ monolingual assumptions. I will describe the philosophical shifts underpinning this intellectual movement and its educational implications.


angel lin recent picture

About the speaker Angel Lin


Corpus approaches to issues in second language acquisition

Speaker: Randy Appel

Date: Thursday, September 12, 2019

Time: 1 pm-2:30 pm

Location: 70 Laurier Avene East, Hamelin Hall, Room 509

Language: English


Dr. Appel’s research talk explores corpus approaches to linguistic inquiry and the usefulness of corpora in various areas of Second Language Acquisition (SLA) research. Methodological issues in corpus studies will be discussed, as well as related methods that can be used to push the field forward and improve methodological rigor, particularly through increased corpus comparability in studies adopting Contrastive Interlanguage Analysis (CIA; Ganger, 2015). Through a review of his recent publications, Dr. Appel will highlight how corpora can be used to address various issues second language (L2) English learners face when attempting to gain proficiency in the target language. Main areas of focus in this research talk include the role of formulaic sequences (i.e., repeated multiword structures, such as on the other hand and the fact that) in L2 English writing, methods of improving the identification of psycholinguistically valid and pedagogically useful formulaic sequences, lexical assessments of L2 English speech, and the role of the first language in L2 acquisition and use.


Randy Appel

About the speaker Randy Appel

2018-2019 Schedule

Théâtre et FLS : l’art de l’interaction

Date: May 3, 2019

Time: 1 pm - 2:30 pm

Location: 60 University, Simard Hall, Room 125

Language: French


La perspective actionnelle de l’enseignement du FLS identifie l’apprenant comme un acteur social qui cherche à interagir avec des locuteurs de la langue cible dans des contextes de vie réelle. Ainsi, les objectifs linguistiques sont intimement liés à des objectifs paralinguistiques d’ordre fonctionnel, culturel et inter-relationnel au service d’un vivre ensemble.
Le théâtre est quant à lui un art de la parole en action qui offre de nombreuses pistes d’apprentissage de la langue, de la culture et de l’expression artistique elle même.

Au cours de ce forum-atelier, nous examinerons ensemble comment l’enseignement du FLS peut s’harmoniser aux techniques théâtrales. Nous explorerons l’apport de l’expérience théâtrale en FLS selon trois approches: le théâtre (lu, joué, regardé), l’art dramatique (drama) et le théâtre de l’opprimé de Augusto Boal (théâtre invisible, théâtre forum).

Source use in academic writing: Challenges for students and assessors

Date: April 16, 2019

Time: 12:30 pm – 2 pm

Location: 70 Laurier Avenue, E., Hamelin Hall, Room 509

Language: English


Integrating information from outside sources is a key requirement for academic writing in many disciplines, and for this reason we have seen a rise in the use of integrated writing tasks, which require test takers to refer to at least one written or aural outside source in the production of their own texts. Such test tasks require students to understand the source text, analyze the assigned writing topic, select appropriate information from the source text, and organize source ideas and their own opinions into a cohesive text. These task requirements pose significant challenges for second language (L2) writers, and previous research has shown that L2 writers are more likely than first language (L1) writers to use source information inappropriately by not citing sources or relying too much on the language of the source text. In this talk, I will share findings from a research project designed to explore the specific challenges students faced in an EAP program in order to develop specific pedagogical materials to help address those challenges. In Phase 1 of the project, we collected students’ source-based essay exams and analyzed the following aspects in these essays: (1) language used to refer to source information, (2) accuracy of source information presented in the essay, and (3) purpose for the inclusion of source information. We also interviewed EAP students and their instructors to get a better understanding of their perception of students’ challenges in integrating source information appropriately. In Phase 2 of the project, we examined the effectiveness of the pedagogical materials we designed to address the challenges identified in Phase 1. From an instructor perspective, I will discuss the implications of the findings for EAP programs. From an assessor perspective, I will discuss the challenges that integrated writing tasks pose and how they might be addressed.

The Kurdish Language: From Linguicide to Standardization

Date: March 29, 2019

Time: 1 pm - 2:30 pm

Location: 70 Laurier Avenue, E., Hamelin Hall, Room 509

Language: English


In this talk, we will provide an overview of the history and development of Kurdish language varieties in four countries: Iran, Iraq, Syria and Turkey. Then, language policies of these nation-states, particularly with respect to Kurdish, will be critically evaluated. We will illustrate that although Kurdish speakers continue to demand positive language rights the nation-state ideology of one nation equals one language perpetuates assimilating language management practices throughout Kurdistan.

How to examine anxiety, perceived competence and willingness to communicate in real time and what doing so means

Date:January 25, 2019

Time:1 p.m. to 2:30 p.m.

Location:70 Laurier Ave. E.,Room 509 - Hamelin Building



For the past decade, the complex dynamic systems theory (CDST) approach to describing second language learning has presented our field with one conundrum after another. On the one hand, a dynamic systems approach offers a compelling story of development, rooted in messy variability that seems true to the nature of learning as people experience it.On the other hand, there is a gap between the promise of CDST and its research products so far.Why? The difficulty lies not just in conceiving the world in dynamic terms is itself complex, but also that methodology to study dynamic systems in the second language arena is in need of further development. This presentation will review a series of problems and solutions to the methodological challenges presented by a dynamic approach.The focus will be on changing the view of how individual difference concepts, including language anxiety, perceived competence and willingness to communicate, work together in real time. This work is challenging not only the way research is done, but also the nature of the research questions allowed in the field. At the moment, however, thinking about dynamic systems in second language development is well ahead of rigorous, empirical descriptions of those systems. However, as this problem is being solved, new and informative insights in both teaching and research are emerging.


Peter D. MacIntyre

Peter D. MacIntyre

La formation continue des enseignants de langues aujourd’hui : enjeux, impacts et outils pour impliquer les enseignants

Date: December 2nd, 2018

Time:10 a.m. to 11:30 a.m.

Location:Johnson Room in the Alex Trebek Hall



Dans un domaine en constante évolution, entre MOOC, ateliers courts, échanges de pratiques, formations diplômantes ou autoformation, comment la formation continue peut-elle être envisagée? Comment envisager son développement professionnel en tant qu’enseignant ? En tant que responsable de centre comment accompagner et impliquer nos collègues dans leur parcours et assurer un enseignement de qualité ?


Christine Busson-Camara,

Christine Busson-Camara

Automated Corrective Feedback in the Context of ASR-supported Pronunciation Training: how effective can it be?

Date:October 19, 2018

Time:13:00– 14:30

Location:129 Louis Pasteur, RoomLPR 286



Recently, Web 2.0 and mobile applications have become an endless source of new technological tools that integrate Automatic Speech Recognition (ASR). Their use in learning environments has led to a growing interest by researchers whose studies demonstrate the effectiveness of these new tools in relation to acquiring L2 pronunciation, to developing oral proficiency in general, and to providing instantaneous individualized feedback (Strik et al. 2009, 2012; Cucchiarini & Strik, 2013, Liakin et al. 2015, 2017).

In this presentation, we will first examine different types of implicit and explicit corrective feedback that ASR-based applications can provide and will discuss their impact on the acquisition of L2 pronunciation in light of SLA findings (Lyster 1998, 2004; Ellis et al., 2006; Lee & Lyster, 2016 among others). Second, we will report the results of our action research on the use of three different ASR-based tools in two university-level French pronunciation courses, with specific reference to learners’ perceptions of the utility of different types of automatic corrective feedback provided by these applications.To conclude, we will offer avenues of discussion and practical suggestions for the effective and sensible integration of ASR-based applications in the teaching and learning of L2 pronunciation, in and beyond the classroom.

2017-2018 Schedule
2016-2017 Schedule
2015-2016 Schedule
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