Academic socialization of bi/multilingual students: A multi-site case study at three Canadian
universities.

The Multilingual University Student Experience (MUSE) Project (2021-2024) is a multi-site research study designed to better understand multilingual students’ experience and social adaptation in three Canadian universities: Concordia University (QC), the University of British Columbia (BC), and York University (ON). Particularly, we will examine and compare the approaches of three English for Academic Purposes (EAP) programs to supporting first-year multilingual students. We will also look into how these programs address systemic challenges and the impact of COVID-19 on multilingual students’ academic achievement and journey to graduation. Findings from the study will be used to improve the international student experience at Canadian universities.

Examining (1) the predictive validity of DET as evidenced in the relationship between students’ DET scores and their GPAs at the end of the first year of study and (2) test takers’ and score users’ perceptions of the DET and its test tasks.

The closure of testing centers administering English language proficiency (ELP) tests in early 2020 because of the COVID19 pandemic required many Canadian universities to consider using scores on remote ELP tests like the at-home Duolingo English Test (DET) as evidence of ELP for university admissions. While the DET is currently used by many English-medium universities and colleges, at the time this study was conducted, it was a relatively new alternative and, as a result, further evidence was needed to determine whether the extrapolation inference for its use for university admissions is warranted. To address this need, this concurrent, exploratory mixed-methods study examined the association between the DET scores and academic achievement of 719 students admitted on DET scores as well as stakeholders’ perceptions of the content and use of the DET for university admissions at two Canadian universities.

This project investigates approaches to multilingual assessment in the secondary educational context in order to address varied teaching and learning needs of bi/multilingual students from immigrant and refugee backgrounds enrolled in Ontario schools. Reflecting the complex, dynamic language practices of bi/multilingual speakers and communities, this approach recognizes the rich linguistic resources of bi/multilingual students, providing them with an opportunity to demonstrate their academic knowledge and literacy skills using the full range of their linguistic repertoire. SSHRC Insight Development Grant.

The study addresses three urgent needs: (a) to help education systems and community groups understand how to support youth refugees to catch up to their same-age peers in school as quickly as possible; (b) to support youth refugees, for whom limited prior schooling, limited first language literacy and challenges of academic language learning (compounded by socio-emotional challenges) often present a barrier to learning, social adjustment and academic success; and (c) to develop innovative policies and pedagogical practices that engage with the digital, multimodal literacy practices of today's youth. SSHRC Insight Grant. Joint project with: Maureen Kendrick, UBC (PI); Margaret Early, UBC; Shelley Taylor, Western University.

Working from a multilingual paradigm, wherein students’ linguistic resources are seen as part of a singular, dynamic and integrated linguistic system, this study examines the reading processes and strategy use of bi/multilingual adolescent readers (ages 17-21 years) at the post-secondary level. Knowledge in this arena is critically important both to support the disciplinary teaching and learning needs of these youth, and to generate theories and models of reading that reflect current understandings of bi/multilingualism as translanguaging/translingual practice. York University LAPS Minor Research Grant.

The BC Ministry of Education has recently developed English Language Learning (ELL) Standards for use in BC Education. This project examines the effectiveness of these standards, identifies language assessment practices among ELL teachers, and promotes effective use of the ELL Standards. Joint project with: Margaret Early, UBC; Valia Spiliotopoulos, UBC.