PhD candidate in Teaching English as a Second Language at the University of British Columbia. He has worked with students and teachers from diverse linguistic and cultural backgrounds in Qazaqstan and Canada.

As a critical applied linguist, he examines intersections of translanguaging pedagogy, language ideologies, intersectional identities, affect, and critical multilingual education within TESOL.

A graduate student in the MA Second Language Education program in the Department of Integrated Studies in Education at McGill University. Driven by her own personal experiences as a Chinese international adoptee and her love for languages, Kiana’s current research focuses on international adoptees’ experiences with learning their heritage languages and explores how these experiences contribute to their sense of identity. Kiana hopes that her work helps people to understand more about international adoptees’ lived experiences.

Étudiante au doctorat en sciences de l’éducation à l’Université de Montréal. Son projet de recherche s’inscrit dans l’acquisition du français langue seconde, plus précisément dans l’éducation des élèves autistes et immigrants. 

Son projet doctoral vise à mieux comprendre comment les élèves autistes issus de l’immigration vivent leur apprentissage du FLS, en mobilisant la théorie de l’autodétermination et la théorie socioculturelle du langage.

PhD candidate in the Social Practice and Transformational Change program at the University of Guelph. She is Métis (MNO citizen), Anishinaabe and English settler descent on her mother’s side, Scottish settler on her father’s.  Her current research focuses on the work of Indigenous adults as learners and teachers within cultural and language revitalization. Specifically, her PhD dissertation examines adult Anishinaabemowin learners’ daily praxis of Anishinaabemowin revitalization in the context of their and their communities’ short- and long-term movement.