James Corcoran
Department of Languages, Literatures and Linguistics
Associate Professor
Office: Ross Building, S533
Phone: 416-736-2100 Ext: 44518
Email: corcora2@yorku.ca
Primary website: ResearchGate
Secondary website: ORCID
Media Requests Welcome
Accepting New Graduate Students
I am an Associate Professor of English as a Second Language & Applied Linguistics in the Department of Languages, Literatures, and Linguistics at York University. My research interests include language teacher education, (critical) English for specific/academic purposes, and relations of power in global academic knowledge production. My teaching includes work with plurilingual undergraduate students, graduate students, and language teacher candidates. *Additional Languages: Portuguese; Spanish; French. You can find my publications here https://www.researchgate.net/profile/J_N_Corcoran
Degrees
PhD in Language & Literacy Education, OISE/University of TorontoMA in Second Language Education, OISE/University of Toronto
BEd in Teaching English as a Second Language, McGill University
Research Interests
- SSHRC Explore Grant - 2019
- LAPS Travel Grant - 2019
- Renison University College Research Grant - 2018 & 2019
- University of Toronto Senior Doctoral Fellowship - 2014
- SSHRC Doctoral Fellowship - 2012
- CGS SSHRC Master's - 2008
- Glendon College Travel Award - 2017
- University of Toronto SGS Travel Award - 2013
- Ontario Graduate Scholarship - 2007; 2008; 2011; 2013; 2014
Current Research Projects
-
Summary:
- SSHRC Explore Grant - 2019
- LAPS Travel Grant - 2019
- Renison University College Research Grant - 2018 & 2019
- University of Toronto Senior Doctoral Fellowship - 2014
- SSHRC Doctoral Fellowship - 2012
- CGS SSHRC Master's - 2008
- Glendon College Travel Award - 2017
- University of Toronto SGS Travel Award - 2013
- Ontario Graduate Scholarship - 2007; 2008; 2011; 2013; 2014
This mixed methods project investigates the research writing landscape at a bilingual Canadian college, highlighting the collective and individual practices of plurilingual faculty.
Start Date:
- Month: Jan Year: 2022
End Date:
- Month: Dec Year: 2025
Collaborator: Fiona Patterson
-
Summary:
A qualitative investigation of the longer term impact of a particular intensive pedagogical intervention on plurilingual scientists' research writing beliefs, practices, and outcomes.
Start Date:
- Month: Jan Year: 2019
-
Summary:
Mixed methods investigation into the diverse English as an additional language programming taking place at Canadian colleges and universities. This investigation also endeavours to better understand the lived experiences and professional satisfaction of EAP administrators and instructors at Canadian post-secondary institutions.
Start Date:
- Month: Sep Year: 2019
Collaborator: Julia Williams
Collaborator Institution: Renison University College - University of Waterloo
Funders:
SSHRC Explore
This multilingual, multimodal edited collection includes contributions from emerging and established scholars who consider a wide range of issues related to scholarly writing for publication in diverse international contexts. The contributors—writing in Cree, English, French, Guadaloupean Creole, Portuguese, Spanish, and sometimes in multiple languages—report the results of empirical studies, consider the impact of pedagogical initiatives, and reflect upon the politics and practices of academic knowledge production and dissemination. Readers will find themselves adopting a reflexive stance as they consider critical questions underlying publishing across sociolinguistic and geographical contexts.
Esta colección editada, multilingüe y multimodal, incluye contribuciones de académicos emergentes y consolidados que abordan una amplia gama de cuestiones relacionadas con la redacción académica para su publicación en diversos contextos internacionales. Los colaboradores, que escriben en cree, inglés, francés, criollo guadalupeño, portugués, español y, en ocasiones, en varios idiomas, informan sobre los resultados de estudios empíricos, analizan el impacto de las iniciativas pedagógicas y reflexionan sobre la política y las prácticas de la producción y difusión del conocimiento académico. Los lectores adoptarán una postura reflexiva al considerar las cuestiones críticas que subyacen a la publicación en contextos sociolingüísticos y geográficos.
Esta coleção editada multilíngue e multimodal inclui contribuições de estudiosos emergentes e consagrados que abordam uma ampla gama de questões relacionadas à redação acadêmica para publicação em diversos contextos internacionais. Os colaboradores — escrevendo em cree, inglês, francês, crioulo guadalupense, português, espanhol e, às vezes, em vários idiomas — relatam os resultados de estudos empíricos, consideram o impacto de iniciativas pedagógicas e refletem sobre a política e as práticas de produção e disseminação do conhecimento acadêmico. Os leitores se verão adotando uma postura reflexiva ao considerarem questões críticas subjacentes à publicação em contextos sociolinguísticos e geográficos.
Offering a nuanced examination of the complex landscape that international scholars who publish their research in English must navigate, this edited volume details 17 perspectives on scholarly writing for publication across seven geolinguistic regions. This innovative volume includes first-hand accounts and analyses written by local scholars and pedagogues living and working outside Anglophone centres of global knowledge production. The book provides an in-depth look into the deeply contextualized pedagogical activities that support English-language publishing. It also brings much-needed insight to discussions of policies and practices of global scholarly research writing. Bookended by the editors’ introductory overview of this burgeoning field and an envoi by the eminent applied linguist John M. Swales, the diverse contributions in this volume will appeal to scholars who use English as an additional language, as well as to researchers, instructors, and policymakers involved in the production, support, and adjudication of global scholars’ research writing.
Approach to Teaching
I am interested in developing students' academic literacies, including their ability to effectively communicate within their disciplinary communities. My approach includes facilitating development of critical thinking skills, whether it be at the undergraduate, graduate, or post-graduate level. My teaching responds to 21st century student needs and objectives, and strives to be dynamic and responsive to the ever changing nature of these needs in the "knowledge economy". I take a critical, plurilingual pedagogical approach that sees language(s) as "resource" rather than "problem", thus positioning scholars using English as an additional language as pluri-competent as they develop their awareness of how language can be used to create, maintain, and/or challenge relations of power.
I am an Associate Professor of English as a Second Language & Applied Linguistics in the Department of Languages, Literatures, and Linguistics at York University. My research interests include language teacher education, (critical) English for specific/academic purposes, and relations of power in global academic knowledge production. My teaching includes work with plurilingual undergraduate students, graduate students, and language teacher candidates. *Additional Languages: Portuguese; Spanish; French. You can find my publications here https://www.researchgate.net/profile/J_N_Corcoran
Degrees
PhD in Language & Literacy Education, OISE/University of TorontoMA in Second Language Education, OISE/University of Toronto
BEd in Teaching English as a Second Language, McGill University
Research Interests
Awards
Current Research Projects
-
Summary:
This mixed methods project investigates the research writing landscape at a bilingual Canadian college, highlighting the collective and individual practices of plurilingual faculty.
Project Type: FundedRole: Principle Investigator
Start Date:
- Month: Jan Year: 2022
End Date:
- Month: Dec Year: 2025
Collaborator: Fiona Patterson
-
Summary:
A qualitative investigation of the longer term impact of a particular intensive pedagogical intervention on plurilingual scientists' research writing beliefs, practices, and outcomes.
Project Type: FundedRole: Lead Investigator
Start Date:
- Month: Jan Year: 2019
-
Summary:
Mixed methods investigation into the diverse English as an additional language programming taking place at Canadian colleges and universities. This investigation also endeavours to better understand the lived experiences and professional satisfaction of EAP administrators and instructors at Canadian post-secondary institutions.
Project Type: FundedRole: Lead Investigator
Start Date:
- Month: Sep Year: 2019
Collaborator: Julia Williams
Collaborator Institution: Renison University College - University of Waterloo
Funders:
SSHRC Explore
All Publications
This multilingual, multimodal edited collection includes contributions from emerging and established scholars who consider a wide range of issues related to scholarly writing for publication in diverse international contexts. The contributors—writing in Cree, English, French, Guadaloupean Creole, Portuguese, Spanish, and sometimes in multiple languages—report the results of empirical studies, consider the impact of pedagogical initiatives, and reflect upon the politics and practices of academic knowledge production and dissemination. Readers will find themselves adopting a reflexive stance as they consider critical questions underlying publishing across sociolinguistic and geographical contexts.
Esta colección editada, multilingüe y multimodal, incluye contribuciones de académicos emergentes y consolidados que abordan una amplia gama de cuestiones relacionadas con la redacción académica para su publicación en diversos contextos internacionales. Los colaboradores, que escriben en cree, inglés, francés, criollo guadalupeño, portugués, español y, en ocasiones, en varios idiomas, informan sobre los resultados de estudios empíricos, analizan el impacto de las iniciativas pedagógicas y reflexionan sobre la política y las prácticas de la producción y difusión del conocimiento académico. Los lectores adoptarán una postura reflexiva al considerar las cuestiones críticas que subyacen a la publicación en contextos sociolingüísticos y geográficos.
Esta coleção editada multilíngue e multimodal inclui contribuições de estudiosos emergentes e consagrados que abordam uma ampla gama de questões relacionadas à redação acadêmica para publicação em diversos contextos internacionais. Os colaboradores — escrevendo em cree, inglês, francês, crioulo guadalupense, português, espanhol e, às vezes, em vários idiomas — relatam os resultados de estudos empíricos, consideram o impacto de iniciativas pedagógicas e refletem sobre a política e as práticas de produção e disseminação do conhecimento acadêmico. Os leitores se verão adotando uma postura reflexiva ao considerarem questões críticas subjacentes à publicação em contextos sociolinguísticos e geográficos.
Offering a nuanced examination of the complex landscape that international scholars who publish their research in English must navigate, this edited volume details 17 perspectives on scholarly writing for publication across seven geolinguistic regions. This innovative volume includes first-hand accounts and analyses written by local scholars and pedagogues living and working outside Anglophone centres of global knowledge production. The book provides an in-depth look into the deeply contextualized pedagogical activities that support English-language publishing. It also brings much-needed insight to discussions of policies and practices of global scholarly research writing. Bookended by the editors’ introductory overview of this burgeoning field and an envoi by the eminent applied linguist John M. Swales, the diverse contributions in this volume will appeal to scholars who use English as an additional language, as well as to researchers, instructors, and policymakers involved in the production, support, and adjudication of global scholars’ research writing.
Approach to Teaching
I am interested in developing students' academic literacies, including their ability to effectively communicate within their disciplinary communities. My approach includes facilitating development of critical thinking skills, whether it be at the undergraduate, graduate, or post-graduate level. My teaching responds to 21st century student needs and objectives, and strives to be dynamic and responsive to the ever changing nature of these needs in the "knowledge economy". I take a critical, plurilingual pedagogical approach that sees language(s) as "resource" rather than "problem", thus positioning scholars using English as an additional language as pluri-competent as they develop their awareness of how language can be used to create, maintain, and/or challenge relations of power.
