Diane Beelen Woody
Professor Emerita
Email: dwoody@yorku.ca
My research activities focus on French literature of the 18th century and on teaching and learning in higher education. I have been a member (since 1983) of the team of specialists preparing the critical edition of the Correspondance de Madame de Graffigny, a 16 volume collection. I am the primary editor of volume 13, published in May 2010. In teaching and learning, I have conducted research in various areas: transition pedagogy to support first year students, second language acquisition, the development of writing skills, and the use of learning portfolios. I have served in various administrative roles (Associate Dean, Teaching and Learning in the Faculty of Liberal Arts & Professional Studies, Chair of the Department of French Studies and Academic Coordinator of York's Multimedia Language Centre.
Degrees
M.Ed., Department of Theory and Policy Studies, Higher Education Group, Ontario Institute for Studies in Education at the University of TorontoPh.D., French Language and Literature, University of Toronto
Études de perfectionnement, Université de Dijon
M.A., French Language and Literature, University of Toronto
B.A., (Honours), St. Michael's College, University of Toronto
Professional Leadership
Memberships
CSECS (Canadian Society for Eighteenth Century Studies)
IALLT (International Association for Language Learning Technology)
STLHE (Society for Teaching and Learning in Higher Education)
Research Interests
Second language acquisition: learner motivation, metaphors of language learning, interplay of learning and acquisition, technology-enhanced language learning, process of improving written expression in the second language, language-learning for specific purposes.
May 2010 La Correspondance de Madame de Graffigny, (Oxford: Voltaire Foundation), publication of volume 13 of which I am principal editor with earlier assistance from Aubrey Rosenberg. The general editor of the project is J.A. Dainard, University of Toronto. Of the sixteen volumes of letters, thirteen volumes have been published to date between 1985 and 2010. The Graffigny Project website is available at http://www.chass.utoronto.ca/french/graffigny
2001 Contributor to Françoise de Graffigny, choix de lettres, edition presented by English Showalter (Oxford, Voltaire Foundation, 2001). This volume offers a selection of letters from the entire Correspondance.
2004 Language Program Articulation from the Perspective of the Learner: Constructing Coherence through the Use of a Language-Learning Portfolio.? AAUSC volume entitled Language Program Articulation: Developing a Theoretical Foundation, edited by Cathy Barrette and Kate Paesani, Heinle and Heinle, 2004, 131-148. Paper first presented ACTFL 2003 Conference (American Council on the Teaching of Foreign Languages), held in Philadelphia, Pennsylvania, November 2003.
2010 Critical review of Sensibility, Reading and Illustration: Spectacles and Signs in Graffigny, Marivaux and Rousseau by Ann Lewis (Leeds: Legenda, Modern Humanities Research Association and Maney Publishing, 2009, xviii + 292 pp), published in the journal Eighteenth-Century Fiction.
2003 Critical review of Claire d'Albe, epistolary novel of 1799 by Sophie Cottin, new edition with critical introduction and companion translation by Margaret Cohen (New York: Modern Language Association of America, 2002, Series "Texts and Translations," 164 pp. and 155 pp.), Littéréalité XV, 2 (automne/hiver 2003): 74-77.
1999 Critical Review of Computer-Assisted Language Learning: Context and Conceptualization, by Michael Levy (Oxford: Clarendon Press, 1997, 298 pp.), Word 50,3 (December 1999): 460-464.
2006 « L'apprenant du français langue seconde face aux outils et ressources de l'Internet: le cas de l'étudiant au niveau avancé dans le contexte universitaire » La Revue de l?AQEFLS (Revue de l?Association québécoise de l?enseignement du français langue seconde), numéro special «Internet et multimédia en classe de français langue seconde. Bilans et perspectives» sous la direction de la rédactrice invitée : Marilyn Lambert-Drache, vol. 26, numéro 1(mai 2006) : 9-23.
2003 ?An Academic Coordinator's Dream for the Language Lab: Ideals of Pedagogical /Technological Literacy in L2 Instructors.? The IALLT Journal of Language Learning Technologies (International Association for Language Learning Technology), 35, 2 (2003): 31-64. Paper first presented at IALLT 2003 conference (International Association of Language Learning and Technology), held at the University of Michigan, Ann Arbour, Michigan, June 2003 (presentation was selected as a Henderson Award finalist at the Conference).
2000 ?Language for Special Purposes: Rewards and Frustrations.? In Perspectives in Foreign Language Teaching: Proceedings of the 23rd Annual Conference on the Teaching of Foreign Languages and Literatures, Youngstown, Ohio: Youngstown State Press, 2000: 77-87. Conference held at Youngstown State University, Ohio, October 1999
Approach to Teaching
I have taught Eighteenth century French literature, and courses in French language and culture, and, to both native speakers and second language learners at all levels (beginner to advanced) at various institutions. I have had the opportunity to propose new courses, prepare course materials, direct multi-section courses, and work closely with colleagues to incorporate new technologies into language learning. I have also participated in activities of the Centre for the Support of Teaching, and have been a member of the Senate Committee on Teaching and Learning, and thus have gained the opportunity to reflect in a broader context on models of teaching and learning as well as the assessment of learning. I have won the Dean's award for excellence in teaching and have been awarded funding that allows me to conduct research projects that explore the teaching and the learning of languages. Most recently, I have been involved with language colleagues in an exploration of service learning in DFS and in an initiative to offer a third-year language course with an experience abroad (e.g. in France) as a component of the course.
My research activities focus on French literature of the 18th century and on teaching and learning in higher education. I have been a member (since 1983) of the team of specialists preparing the critical edition of the Correspondance de Madame de Graffigny, a 16 volume collection. I am the primary editor of volume 13, published in May 2010. In teaching and learning, I have conducted research in various areas: transition pedagogy to support first year students, second language acquisition, the development of writing skills, and the use of learning portfolios. I have served in various administrative roles (Associate Dean, Teaching and Learning in the Faculty of Liberal Arts & Professional Studies, Chair of the Department of French Studies and Academic Coordinator of York's Multimedia Language Centre.
Degrees
M.Ed., Department of Theory and Policy Studies, Higher Education Group, Ontario Institute for Studies in Education at the University of TorontoPh.D., French Language and Literature, University of Toronto
Études de perfectionnement, Université de Dijon
M.A., French Language and Literature, University of Toronto
B.A., (Honours), St. Michael's College, University of Toronto
Professional Leadership
Memberships
CSECS (Canadian Society for Eighteenth Century Studies)
IALLT (International Association for Language Learning Technology)
STLHE (Society for Teaching and Learning in Higher Education)
Research Interests
Second language acquisition: learner motivation, metaphors of language learning, interplay of learning and acquisition, technology-enhanced language learning, process of improving written expression in the second language, language-learning for specific purposes.
All Publications
2004 Language Program Articulation from the Perspective of the Learner: Constructing Coherence through the Use of a Language-Learning Portfolio.? AAUSC volume entitled Language Program Articulation: Developing a Theoretical Foundation, edited by Cathy Barrette and Kate Paesani, Heinle and Heinle, 2004, 131-148. Paper first presented ACTFL 2003 Conference (American Council on the Teaching of Foreign Languages), held in Philadelphia, Pennsylvania, November 2003.
2010 Critical review of Sensibility, Reading and Illustration: Spectacles and Signs in Graffigny, Marivaux and Rousseau by Ann Lewis (Leeds: Legenda, Modern Humanities Research Association and Maney Publishing, 2009, xviii + 292 pp), published in the journal Eighteenth-Century Fiction.
2003 Critical review of Claire d'Albe, epistolary novel of 1799 by Sophie Cottin, new edition with critical introduction and companion translation by Margaret Cohen (New York: Modern Language Association of America, 2002, Series "Texts and Translations," 164 pp. and 155 pp.), Littéréalité XV, 2 (automne/hiver 2003): 74-77.
1999 Critical Review of Computer-Assisted Language Learning: Context and Conceptualization, by Michael Levy (Oxford: Clarendon Press, 1997, 298 pp.), Word 50,3 (December 1999): 460-464.
May 2010 La Correspondance de Madame de Graffigny, (Oxford: Voltaire Foundation), publication of volume 13 of which I am principal editor with earlier assistance from Aubrey Rosenberg. The general editor of the project is J.A. Dainard, University of Toronto. Of the sixteen volumes of letters, thirteen volumes have been published to date between 1985 and 2010. The Graffigny Project website is available at http://www.chass.utoronto.ca/french/graffigny
2001 Contributor to Françoise de Graffigny, choix de lettres, edition presented by English Showalter (Oxford, Voltaire Foundation, 2001). This volume offers a selection of letters from the entire Correspondance.
2006 « L'apprenant du français langue seconde face aux outils et ressources de l'Internet: le cas de l'étudiant au niveau avancé dans le contexte universitaire » La Revue de l?AQEFLS (Revue de l?Association québécoise de l?enseignement du français langue seconde), numéro special «Internet et multimédia en classe de français langue seconde. Bilans et perspectives» sous la direction de la rédactrice invitée : Marilyn Lambert-Drache, vol. 26, numéro 1(mai 2006) : 9-23.
2003 ?An Academic Coordinator's Dream for the Language Lab: Ideals of Pedagogical /Technological Literacy in L2 Instructors.? The IALLT Journal of Language Learning Technologies (International Association for Language Learning Technology), 35, 2 (2003): 31-64. Paper first presented at IALLT 2003 conference (International Association of Language Learning and Technology), held at the University of Michigan, Ann Arbour, Michigan, June 2003 (presentation was selected as a Henderson Award finalist at the Conference).
2000 ?Language for Special Purposes: Rewards and Frustrations.? In Perspectives in Foreign Language Teaching: Proceedings of the 23rd Annual Conference on the Teaching of Foreign Languages and Literatures, Youngstown, Ohio: Youngstown State Press, 2000: 77-87. Conference held at Youngstown State University, Ohio, October 1999
Approach to Teaching
I have taught Eighteenth century French literature, and courses in French language and culture, and, to both native speakers and second language learners at all levels (beginner to advanced) at various institutions. I have had the opportunity to propose new courses, prepare course materials, direct multi-section courses, and work closely with colleagues to incorporate new technologies into language learning. I have also participated in activities of the Centre for the Support of Teaching, and have been a member of the Senate Committee on Teaching and Learning, and thus have gained the opportunity to reflect in a broader context on models of teaching and learning as well as the assessment of learning. I have won the Dean's award for excellence in teaching and have been awarded funding that allows me to conduct research projects that explore the teaching and the learning of languages. Most recently, I have been involved with language colleagues in an exploration of service learning in DFS and in an initiative to offer a third-year language course with an experience abroad (e.g. in France) as a component of the course.
