Graduate Students
Note: I am not accepting any new graduate students for the 2023/2024 academic year.
PhD Thesis Supervision
- TAMMY RATT (PhD in progress)
- STEPHEN DAVIS (PhD in progress)
- SIMONE HENGEN (PhD in progress)
- LUCRÉCIA FUHRMANN (PhD in progress)
- LEONOR DAUZÓN LEDESMA (PhD in progress, co-supervision with Dr. Jesús Izquierdo)
- NOELA SALAZAR-CROWE (PhD in progress, co-supervision with Dr. Angela McGinnis )
- RAYMOND KARIKARI OWUSU (PhD, 2022): “Chew and Pour” learning strategy: A co-participant’s account in a collaborative narrative research to examine learning challenges
- RUBINA KHANAM (PhD, 2020): Language policy in postcolonial Bangladesh
- NEEDAL YASIN GHADI (PhD, 2020): Language learning and social identity development: A narrative study of Syrian refugees in Canada
- MICHELLE BELISLE (PhD, 2012): Maintaining the “achievement gap”: How the discourses of wide-scale assessments marginalize students and preserve the educational status quo (co-supervised with M. Cherland)
MEd Thesis Supervision
- TRESLEY TOUROND-BOUVIER (MEd, in progress)
- MELISSA ARCARI (MEd, in progress)
- NATALYA FILIPPOVA (MEd, 2022). Paradigm shifts and English language learning: A study of LINC student experiences of PBLA
- DENISE RUNNS (MEd, 2021): Baby and his Wah Wah: Language revitalization through lived experiences
- WILLIAM COOK (MEd, 2021): Indigenous language revitalization: Connecting Cree language learners with Cree language speakers using online synchronous video chat technology
- KARI KRUG (MEd, 2020): An action research study of cross-cultural collaborations between Muslim and Non-Muslim teachers in an Islamic School
- KALI BORTIS (MEd, 2018): Maintaining the undercurrent from within: White settler teacher identities in Saskatchewan Schools.
- RAYMOND KARIKARI OWUSU (MEd, 2017). English-only language policy in a multilingual society: The case of two schools in Ghana.
- JENNIFER BURTON (MEd, 2016): South Korean university students’ perceptions of classroom communication in Canada
- RICARDO ARISNABARRETA (MEd, 2015): The hidden price: Lived experiences of ESL Latino students in a Canadian university
- TRUDY THORSON (MEd, 2015): EAL and content teachers collaborating to support the academic success of English language learners in a Saskatchewan secondary school
- HONNI LIZEE (MEd, 2014): Is English really necessary in French immersion classrooms: A case study
- KATERINA NAKUTNYY (MEd, 2013): Sociocultural literacy practices of a Sudanese mother and son in Canada
- CINDY NELSON (MEd, 2013): A description of monolingual English teachers’ appreciations of student language repertoires in Hutterian colony schools
- NICOLE THEAKER (MEd, 2013): On being an ESL teacher in Saskatchewan: Exploring professional identity using metaphor analysis
- CYNTHIA PENNER (MEd, 2013): First languages and identity: multilingual learners in the multilingual learning context
- ANNA VON STADEN (MEd, 2012). The « un-frenching » of French-Canadians: Histoires des Fransaskoises en situation linguistique minoritaire
- D’ARCY BRISCHUK (MEd, 2012): L’emploi de la langue majoritaire par une enseignante en immersion française : Une autoethnographie.
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