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Publications

Names of graduate student supervisees appear in bold.

Books and Edited Volumes

  • The Unbooking Project. (in press). This isn’t a book: Reimagining ideas about language and knowledge through a Southern epistemic lens. Multilingual Matters. Link
  • Brogden, L., Sterzuk, A., & Daschuk, J. (Eds.). (2021). L’enseignement des Traités à l’ère de la réconciliation dans l’Ouest canadien. Presses de l’Université Laval. Link
  • Sterzuk, A. (2011). The struggle for legitimacy: Indigenized Englishes in settler schools. Multilingual Matters. Link

Refereed Journal Articles

  • Sterzuk, A., & Daniels, B. K. (2026). Reclaiming multilingualism in Saskatchewan schools: Historical thinking, policy discontinuities, and language futures. Language Policy, 25, Article 49. https://doi.org/10.1007/s10993-026-09791-9
  • Owusu, R. K., & Sterzuk, A. (2026). “We focused on mathematics because our English was not good”: A critical constructivist analysis of the experiences of two English-as-an-additional-language speakers under English medium instruction (EMI) in Ghana. Journal of Belonging, Identity, Language, and Diversity, 10(1), 52–68. Link
  • Sterzuk, A., & Sarkar, M. (2026). Belonging, conflict and loss: Learning Ukrainian online during COVID-19. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2024.2306923
  • Daniels, B., Sterzuk, A., Morin, R., Cook, W. R., Thunder, D., & Turner, P. (2025). “ē-nitomikoyahkik kakīwēyahk [They’re calling us home]”: Kinship, land, and wellness in Indigenous language revitalization. The Canadian Modern Language Review, 81(3), 214–235. https://doi.org/10.3138/cmlr-2024-0074
  • Daniels, B., Ratt, T., Custer, A., Sterzuk, A., Griffith Brice, M., & Fayant, R. (2025). ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin: Non-Indigenous learners in Indigenous language-learning spaces. Critical Inquiry in Language Studies. https://doi.org/10.1080/15427587.2024.2308902
  • Adedeji, O., Davis, S., Roy, S., & Sterzuk, A. (2024). La sociolinguistique pour le changement en immersion française : un examen transdisciplinaire d’idéologies linguistiques dans les prairies canadiennes. Revue canadienne de linguistique appliquée. Link
  • 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. https://doi.org/10.37213/cjal.2022.31841
  • 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. https://doi.org/10.1177/1177180120970938
  • Shin, H., & Sterzuk, A. (2019). Discourses, practices, and realities of multilingualism in higher education. TESL Canada Journal, 36(1), 147–159. https://doi.org/10.18806/tesl.v36i1.1307
  • von Staden, A., & Sterzuk, A. (2017). « Un-frenching » des Canadiennes-françaises : Histoires des Fransaskoises en situation linguistique minoritaire. Canadian Journal of Applied Linguistics, 20(1), 98–114. Link
  • 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. https://doi.org/10.1075/jicb.5.1.02bal
  • 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. Link
  • 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. https://doi.org/10.1080/14664208.2016.1201239
  • 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. Link
  • 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. https://doi.org/10.11575/ajer.v57i1.55452
  • 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. https://doi.org/10.14288/cjne.v32i.196509
  • Sterzuk, A. (2008). Whose English counts? Indigenous English in Saskatchewan schools. McGill Journal of Education, 43(1), 9–19. https://doi.org/10.7202/019570ar

Refereed Book Chapters

  • Daniels, B. K., McIvor, O., & Sterzuk, A. (in press). Indigenous language revitalization as a practice of Indigenous futurity and well-being. In A. De Houwer & M. Driver (Eds.), Social justice and well-being perspectives on language learning and bilingualism. Routledge.
  • Custer, A., Sterzuk, A., Daniels, B., Khanam, R., & Fayant, R. (2026). ni-nohtī-nihithaw-masinahikan: Writing in Indigenous languages at Canadian universities. In J. N. Corcoran et al. (Eds.), Plurilingual perspectives on scholarly writing for publication: Within, através y au-delà des frontières “nas Américas” (pp. 163–178). The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/INT-B.2026.2821.2.08
  • Kennedy, D., & Sterzuk, A. (2024). Co-creating and claiming spaces: Indigenous language activists, partners/accomplices/allies and higher education. In A. King, K. O’Reilly, & P. Lewis (Eds.), Indigenization, decolonization, and unsettling: Stories from the land. Canadian Scholars. Link
  • Griffith Brice, M., Fayant, R., Sterzuk, A., & Lewis, P. (2024). Wena ka tapaymish ekwa kakway ka dipayhtamun? (Who claims you and what do you claim?). In A. King, K. O’Reilly, & P. Lewis (Eds.), Indigenization, decolonization, and unsettling: Stories from the land. Canadian Scholars. Link
  • Ratt, T., Daniels, B., Stevenson, R., & Sterzuk, A. (2024). “When I chose to become a teacher, I was agreeing to perpetuating colonialism”: Experiences of colonialism in Saskatchewan educational systems. In N. Limerick, J. Schissel, M. López-Gopar, & V. Huerta (Eds.), Multilingual nations, monolingual schools. Teachers College Press. Link
  • Owusu, R., & Sterzuk, A. (2023). ELT policy in multilingual Ghana: The case of two schools in Ghana. In E. E. Ekembe, L. N. Harvey, & E. Dwyer (Eds.), ELT policies and practice: A global perspective. Springer. Link
  • 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, & 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, & 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, & M. McTavish (Eds.), Superdiversity and teacher education. Routledge.
  • Sterzuk, A., & Shin, H. (2021). English monolingualism in Canada: A critical analysis of language ideologies. In U. Lanvers, A. S. Thompson, & M. East (Eds.), Language learning in Anglophone countries (pp. 53–70). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56654-8_4
  • 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.
  • 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 (pp. 19–37). 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). 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.
  • 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). Canadian Plains Research Center.
  • Sterzuk, A. (2009). From buffalo plains to wheat fields: Critical thinking in the Canadian Prairies. In A. Churchill (Ed.), Rocking your world: The emotional journey into the critical discourses. Sense Publishers.

Edited Special Issues

  • Sterzuk, A., & Daniels, T. (Eds.). (2025). Relational research in adult Indigenous language reclamation [Special issue]. Journal of Belonging, Identity, Language, and Diversity, 9(2). Editorial introduction
  • Griffith Brice, M., King, A.-L., Sterzuk, A., & Weenie, A. (Eds.). (2022). Language and landscape [Special issue]. in education, 27(2b). https://doi.org/10.37119/ojs2022.v27i2b
  • Sterzuk, A. (Guest Ed.). (2016). Power and identity [Special issue featuring graduate student research, University of Regina Faculty of Education]. in education, 22(2). Editorial introduction

Non-Refereed Publications