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Graduate Students

Note: I am not accepting any new graduate students for the 2026/2027 academic year.

PhD Thesis Supervision

  1. CONSTANCE STARBLANKET (PhD in progress)
  2. RUSS FAYANT (PhD in progress): Ashaykeewan weekouwahk: Going back home-Reclaiming Michif as an adult learner: Implications for teaching and learning Indigenous languages
  3. DENISE KENNEDY (PhD in progress): A study of reclaiming language domains to revitalize Anihšināpēmowin
  4. TAMMY RATT (PhD in progress): Within the space of a birch tree: Arts-based approaches to inter-generational Indigenous language visiting – A study of nêhiyawêwin-learning woman, their children, and their relationships with land, language and culture 
  5. SIMONE HENGEN (PhD in progress): Exploring the Responses of English for Academic Purposes Instructors to the Truth and Reconciliation Commission Calls to Action with Participatory Action Research
  6. RICARDO ARISNABARRETA (PHD in progress): The Accent One Sees and the Race One Hears: What Is It Like to Be a Newcomer in Saskatchewan?
  7. NOELA SALAZAR-CROWE (PhD in progress, co-supervision with Dr. Angela McGinnis): Visiting the traditional Nehiyawak, Anishinapek, and Metis Life Cycle Teachings with Cowessess First Nation
  8. LUCRÉCIA FUHRMANN (PhD, 2026): A case study of Brazilians in Regina, Saskatchewan: Wayfinding and attunement in English
  9. LEONOR DAUZÓN LEDESMA, Universidad Juárez Autónoma de Tabasco, (PhD, 2024, co-supervision with Dr. Jesús Izquierdo): EFL learning attitudes and investment in higher education: the case of pre-service teachers for learners with special needs. https://ri.ujat.mx/handle/200.500.12107/4799
  10. STEPHEN DAVIS (PhD, 2024): Refugee-background students in French immersion programs: Exploring the perspectives and ideologies of educators across the Canadian Prairies https://hdl.handle.net/10294/16360
  11. RAYMOND KARIKARI OWUSU (PhD, 2022): “Chew and Pour” learning strategy: A co-participant’s account in a collaborative narrative research to examine learning challenges. https://hdl.handle.net/10294/16016
  12. RUBINA KHANAM (PhD, 2021): Language policy in postcolonial Bangladesh https://hdl.handle.net/10294/14384
  13. NEEDAL YASIN GHADI (PhD, 2020): Language learning and social identity development: A narrative study of Syrian refugees in Canada. https://hdl.handle.net/10294/14332
  14. MICHELLE BELISLE (PhD, 2012, co-supervision with Dr. Meredith Cherland)):  Maintaining the “achievement gap”:  How the discourses of wide-scale assessments marginalize students and preserve the educational status quo. https://hdl.handle.net/10294/3776

MEd Thesis Supervision

  1. TRESLEY TOUROND-BOUVIER (MEd, in progress)
  2. MELISSA ARCARI (MEd, in progress): Exploring the Experiences of Emergent Multilingual Learners with the Transition from Secondary to Post-Secondary Education in Canadian Schools and Their Academic Preparedness: A Narrative Inquiry
  3. NATALYA FILIPPOVA (MEd, 2022). Paradigm shifts and English language learning: A study of LINC student experiences of PBLA. https://hdl.handle.net/10294/16019
  4. DENISE KENNEDY (MEd, 2021): Baby and his Wah Wah: Language revitalization through lived experiences. https://hdl.handle.net/10294/14496
  5. WILLIAM COOK (MEd, 2021): Indigenous language revitalization: Connecting Cree language learners with Cree language speakers using online synchronous video chat technology. https://hdl.handle.net/10294/14998
  6. KARI KRUG (MEd, 2020): An action research study of cross-cultural collaborations between Muslim and Non-Muslim teachers in an Islamic School. https://hdl.handle.net/10294/9334
  7. KALI BORTIS (MEd, 2018): Maintaining the undercurrent from within: White settler teacher identities in Saskatchewan Schools. https://hdl.handle.net/10294/8825
  8. RAYMOND KARIKARI OWUSU (MEd, 2017). English-only language policy in a multilingual society: The case of two schools in Ghana. https://hdl.handle.net/10294/7759
  9. JENNIFER BURTON (MEd, 2016): South Korean university students’ perceptions of classroom communication in Canada. https://hdl.handle.net/10294/7686
  10. RICARDO ARISNABARRETA (MEd, 2015): The hidden price: Lived experiences of ESL Latino students in a Canadian university. https://hdl.handle.net/10294/6554
  11. TRUDY KEIL  (MEd, 2015): EAL and content teachers collaborating to support the academic success of English language learners in a Saskatchewan secondary school. https://hdl.handle.net/10294/6555
  12. HONNI LIZEE (MEd, 2014): Is English really necessary in French immersion classrooms: A case study. https://hdl.handle.net/10294/5771
  13. KATERINA NAKUTNYY (MEd, 2013): Sociocultural literacy practices of a Sudanese mother and son in Canada. https://hdl.handle.net/10294/5441
  14. CINDY NELSON (MEd, 2013): A description of monolingual English teachers’ appreciations of student language repertoires in Hutterian colony schools. https://hdl.handle.net/10294/5471
  15. NICOLE THEAKER (MEd, 2013): On being an ESL teacher in Saskatchewan: Exploring professional identity using metaphor analysis. https://hdl.handle.net/10294/5295
  16. CYNTHIA PENNER (MEd, 2013): First languages and identity: multilingual learners in the multilingual learning context. https://hdl.handle.net/10294/5294
  17. ANNA VON STADEN (MEd, 2012). The « un-frenching » of French-Canadians: Histoires des Fransaskoises en situation linguistique minoritaire. https://hdl.handle.net/10294/3825
  18. D’ARCY BRISCHUK (MEd, 2012): L’emploi de la langue majoritaire par une enseignante en immersion française : Une autoethnographie. https://hdl.handle.net/10294/3750

 

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