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Refereed Publications

Owusu, R. & Sterzuk, A. (accepted). ELT policy in multilingual Ghana: The case of two schools in Ghana. In Eric Enongene Ekembe, Lauren Nicole Harvey and Eric Dwyer (Eds). ELT Policies and Practice: A Global Perspective.

Brice, M. G., King, A-L, Sterzuk, A., & Weenie, A.(Eds) (2022). Special Issue “Language and Landscape”. in education, 27(2b),

Daniels, B., & Sterzuk, A. (2022). Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields. Canadian Journal of Applied Linguistics, 25(1), 1–18.

Brogden, L. M.,  Sterzuk,A., & Daschuk, J. (Eds.) (2021).  L’enseignement des Traités. Quebec: Presses de l’Université Laval.

Daniels, B., Sterzuk, A., Turner, P., Cook, W.R., Thunder, D., & Morin, R. (2021). ē-ka-pimohteyāhk nīkānehk ōte nīkān: nēhiyawēwin (Cree language) revitalization and Indigenous knowledge (re)generation. In K. Heugh, C. Stroud, K. Taylor-Keech and P. De Costa (Eds) A Sociolinguistics of the South. Routledge.

Khanam, R., Fayant, R. & Sterzuk, A. (2021). What can southern multilingualisms bring to the question of how to prepare teachers for linguistic diversity in Canadian schools? In K. Heugh, C. Stroud, K. Taylor-Keech and P. De Costa (Eds) A Sociolinguistics of the South. Routledge.

Sterzuk, A. (2021). Pre-service teachers’ critical dispositions towards language: Transforming taken-for-granted assumptions about racially, culturally, and linguistically diverse learners through teacher education. In G. Li, J. Anderson, J. Hare, & McTavish, M. (Eds). Superdiversity and Teacher Education: Supporting Teachers in Working with Culturally, Linguistically, and Racially Diverse Students, Families, and Communities. Routledge.

Sterzuk, A., & Shin, H. (2021). English Monolingualism in Canada: A Critical Analysis of Language Ideologies. In U. Lavers, A.S. Thompson, & M.East (Eds) Language Learning in Anglophone Countries (pp. 53-70). Palgrave Macmillan, Cham.

Sterzuk, A. (2020). Building language teacher awareness of colonial histories and imperialistic oppression through the linguistic landscape. In S. Dubreil; D. Malinowski & H. Maxim (Eds). Language teaching in the linguistic landscape. Springer.

McIvor, O., Sterzuk, A., & Cook, W. (2020). i-kiyohkātoyāhk (we visit): adapting nēhiyawēwin/nīhithawīwin (Cree) language learning to the COVID-19 reality. AlterNative: An International Journal of Indigenous Peoples, 16(4), 413-416.

Shin, H., & Sterzuk, A. (2019). Discourses, practices, and realities of multilingualism in higher education. TESL Canada Journal36(1), 147-159.

Sterzuk, A., & Hengen, S. (2019). “When I came to Canada like I heard lots of bad stuff about Aboriginal people”:  Disrupting Settler colonial discourses through English language teaching. In M. López Gopar  (Ed), International Perspectives on Critical Pedagogies in ELT (19-37). Basingstroke, UK : Palgrave MacMillan.

Nakutnyy, K. & Sterzuk, A. (2018). Sociocultural history of a Sudanese mother and son in Canada. In S. Shapiro, R. Farrelly & M. Curry (Eds), Educating Refugee-Background Students: Critical Issues and Dynamic Contexts (pp. 82-91), Bristol: Multilingual Matters.

Sterzuk, A., & Fayant, R. (2017). Towards reconciliation through language planning for Indigenous languages in Canadian universities. In A.J. Liddicoat (Ed), Language Policy and Planning in Universities: Teaching, Research and Administration (pp. 113-131). Taylor & Francis.

von Staden, A. & Sterzuk, A. (2017).«Un-frenching» des Canadiennes-françaises: Histoires des Fransaskoises en situation linguistique minoritaire. La revue Canadienne de linguistique appliquée, 20(1), 98-114.

Ballinger, S., Lyster, R., Sterzuk, A., & Genesee, F. (2017). Context-appropriate    translanguaging: The critical role of French in French immersion. Journal of Immersion and Content-Based Language Education, 5(1), 30-57

Sterzuk, A. & Nelson, C. (2016). “Nobody told me they didn’t speak English!”: Teacher language views and student linguistic repertoires in Hutterite colony schools in Canada. Journal of Language, Identity & Education, 15(6), 376-388.

Sterzuk, A. & Fayant, R. (2016).Towards reconciliation through language planning for Indigenous languages in Canadian universities. Current Issues in Language Planning, 17(3-4), 332-350.

Sterzuk, A. (2015). ‘The standard remains the same’: language standardisation, race and othering in higher education. Journal of Multilingual and Multicultural Development, 36(1), 53-66.

Sterzuk, A. (2011).  The struggle for legitimacy: Indigenized Englishes in settler schools. Bristol, UK: Multilingual Matters.

Sterzuk, A.  & Mulholland, V. (2011). Creepy white gaze: Rethinking the diorama as a pedagogical activity.The Alberta Journal of Educational Research, 57, 1, 16-27.

Sterzuk, A. (2010). Indigenous English and Standard Language Ideology: Towards a Postcolonial View of English in Teacher education. Canadian Journal of Native Education, 32, 100-113

Sterzuk, A. (2009). Language as an agent of division in Saskatchewan schools. In C. Schick & J. McNinch (Eds.), “I Thought Pocahontas Was a Movie”: Perspectives on Race/Culture Binaries in Education and Service Professions (pp. 1-14). Regina, SK: Canadian Plains Research Center.

Sterzuk, A. (2008). From buffalo plains to wheatfields: Critical thinking in the Canadian Prairies.  In A. Churchill (Ed.),  Rotterdam, The Netherlands: Sense Publishers. Rocking your world: The emotional journey into the critical discourses.

Sterzuk, A. (2008). Whose English counts? Indigenous English in Saskatchewan Schools, McGill Journal of Education, 43, 1, 9-19.

Non-refereed publications

Sterzuk, A. (2022). Ukrainian language schools in Western Canada were shaped by shifting settler colonial policies. The Conversation Canada.

Fayant, R., & Sterzuk, A. (2018) Michif language revitalization within in a post-secondary context. Canadian Diversity, 15(1). 18-22.

Sterzuk, A. (2016). Editorial. in education, 22(2),1-2.

Salm, T. Sterzuk, A., & Mulholland, V. (2012). Promising practices: Understanding curriculum development in Saskatchewan. A research report for the Saskatchewan Ministry of Education

Salter, D., & Sterzuk, A. (2009). Book Review: Technology and English Studies: Innovative Professional Paths. E-learning, 2, 6.

Sterzuk, A. (2009). Book Review: Equal rights to the curriculum: Many languages, one message. Teachers College Record,

Sterzuk, A.  (2008). Theoretical foundations for classroom teachers working with English as an additional language (EAL) students in Saskatchewan schools. Literature review for the Saskatchewan Ministry of Education.

Sterzuk, A.  (2006). Theories of learning.  A literature review for the Aboriginal Education Research Centre.  Unpublished manuscript for research assistance.  University of Saskatchewan.

Research Videos

Outreach & Media Relations

Interview with L’eau vive: Le journal fransaskois (February 2020)

Interview with Radio Canada, Point du Jour (January 2020_ Indigenous language revitalization

Invited Guest Discussant, Societal attitudes and non-English names (January 2019) Blue Sky, CBC Radio, Saskatchewan

Interview with Refined Regina, Congress 2018 (May 2018)

Interview with University of Regina External Relations, Congress 2018 (June 2018)

Interview with Leader Post (December 2017)

Invited Guest Discussant (March 2016), Refugee Students in SK Schools, Blue Sky, CBC Radio, Saskatchewan

Guest post, Belonging, Identity, Language Diversity Research Group

Interview with CBC News Saskatchewan (March 2014)

Guest post for the Strathy Language Unit (March 2012)