Kelleen Toohey | Simon Fraser University (original) (raw)

Papers by Kelleen Toohey

Research paper thumbnail of My Linguistic Biography

Cambridge University Press eBooks, Jun 9, 2022

Research paper thumbnail of Posthumanism and applied linguistics

Routledge eBooks, Jul 12, 2023

Research paper thumbnail of Les théories de l’investissement et la prise en compte de la matérialité dans les situations d’apprentissage des langues

Langage et société, Aug 19, 2016

Research paper thumbnail of Transforming Language and Literacy Education

Routledge eBooks, Jun 3, 2020

Research paper thumbnail of Tangled up with everything else: Toward new conceptions of language, teachers, and identities

Routledge eBooks, Nov 10, 2016

Research paper thumbnail of Learning English at School: Identity, Socio-material Relations and Classroom Practice

Research paper thumbnail of Critical Pedagogies and Language Learning

Canadian Journal of Education, 2005

Chapter 2 Two takes on the critical 21 Allan Luke Chapter 3 Critical multiculturalism and second ... more Chapter 2 Two takes on the critical 21 Allan Luke Chapter 3 Critical multiculturalism and second language education 30 Ryuko Kubota Chapter 4 Gender and sexuality in foreign and second language education: Critical and feminist approaches 53 Aneta Pavlenko Chapter 5 Assessment in multicultural societies: Applying democratic principles and practices to language testing 72 Elana Shohamy II CHALLENGING IDENTITIES 93 Chapter 6 Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom 95 Pippa Stein vn viii Contents Chapter 7 Subversive identities, pedagogical safe houses, and critical learning 116 Suresh Canagarajah Chapter 8 "Why does this feel empowering?": Thesis writing, concordancing, and the corporatizing university 138 Sue Starfield Chapter 9 Modals and memories: A grammar lesson on the Quebec referendum on sovereignty 158

Research paper thumbnail of Teacher Collaboration and Talk in Multilingual Classrooms: Angela Creese

International Journal of Bilingual Education and Bilingualism, 2006

Research paper thumbnail of English Language and Orientation: The SFU Indonesian Project

Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, Oct 1, 1989

Research paper thumbnail of Editorial / Éditorial

Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, Sep 1, 2002

Research paper thumbnail of Chapter 8. Working for Social Justice in a Collaborative Action Research Group

Research paper thumbnail of Negotiating expertise in an action research community

Cambridge University Press eBooks, Jan 12, 2004

Research paper thumbnail of Communities of Participation in Learning ESL

An ongoing four-year ethnographic study of two cohorts of English-as-a-Second-Language (ESL) lear... more An ongoing four-year ethnographic study of two cohorts of English-as-a-Second-Language (ESL) learners enrolled in mainstream Canadian primary school classrooms is described. The two cohorts are: (1) a group of six children observed from the beginning of kindergarten through the end of grade 2, and (2) five children observed from early kindergarten through grade 1. The language backgrounds of the children include Chinese, Polish, and Punjabi. Classroom observation of the children focused on classroom practices that appear to facilitate or inhibit learners' acquisition of the language used within this community. Practices facilitating access were found to include daily use of choral speech (poems, chants, series of items), songs, and rhymes. Practices blocking access included teacher-led "discussion" using the inquiry-response-evaluation method and small-group discussions in which classroom hierarchy and talk conventions are strictly enforced and which appear to inhibit interaction. Excerpts of classroom conversation are offered as illustration. (MSE)

Research paper thumbnail of TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses or rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly. Changing Perspectives on Good Language Learners

THE FORUM TESOL Quarterly invites commentary on current trends or practices in the TESOL professi... more THE FORUM TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses or rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly.

Research paper thumbnail of ESL Learners in the Early School Years

Springer eBooks, Dec 31, 2007

Numerous investigations on the impact of individual difference factors on second language learnin... more Numerous investigations on the impact of individual difference factors on second language learning are being carried out to improve the effectiveness and productivity of the language learningteaching process. Therefore, with the recent categorization of ESL learners at Indian colleges and universities into early, middle and late immersion students, this study examines the effect of individual difference factors (self-efficacy, anxiety, willingness to communicate, culture, human (peers', teachers' and parents' motivational influence) and their interrelatedness with the learners' motivational intensity as well as English proficiency on each group of immersion learners. A structured, self-report questionnaire was administered to over three hundred and fifty-eight students in different colleges. Participants were classified into different immersion groups based on the number of years they had studied either in English or in Vernacular medium high school. Apart from low motivational intensity recorded among early immersion students, the inferential statistics show a moderate positive correlation between motivational intensity and other motivational variable factors such as self-confidence and human (teachers', parents' and peers' motivational influence). The correlational analysis also suggests the positive impact of self-confidence and intrinsic motivation on learners' English proficiency enhancement. I discuss several potential interpretations for findings and implications for L2 language pedagogy and research.

Research paper thumbnail of A Socio-cultural Perspective on School-based Literacy Research: Some Emerging Considerations

Language and Education, Nov 15, 2005

Research paper thumbnail of State-of-the-Art Article

In this review article on identity, language learning, and social change, we argue that contempor... more In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of INVESTMENT and IMAGINED COMMUNITIES/IMAGINED IDENTITIES (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

Research paper thumbnail of Critical Pedagogies and Language Learning

Cambridge University Press eBooks, Jan 12, 2004

Chapter 2 Two takes on the critical 21 Allan Luke Chapter 3 Critical multiculturalism and second ... more Chapter 2 Two takes on the critical 21 Allan Luke Chapter 3 Critical multiculturalism and second language education 30 Ryuko Kubota Chapter 4 Gender and sexuality in foreign and second language education: Critical and feminist approaches 53 Aneta Pavlenko Chapter 5 Assessment in multicultural societies: Applying democratic principles and practices to language testing 72 Elana Shohamy II CHALLENGING IDENTITIES 93 Chapter 6 Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom 95 Pippa Stein vn viii Contents Chapter 7 Subversive identities, pedagogical safe houses, and critical learning 116 Suresh Canagarajah Chapter 8 "Why does this feel empowering?": Thesis writing, concordancing, and the corporatizing university 138 Sue Starfield Chapter 9 Modals and memories: A grammar lesson on the Quebec referendum on sovereignty 158

Research paper thumbnail of Collaborative Research in Multilingual Classrooms

... of her younger brothers who have started school have already had problems with aggressive beh... more ... of her younger brothers who have started school have already had problems with aggressive behavior. ... who cite the numbers of ESL, disabled, single parent, transient, low income ... Kelleen's then newly published book, Learning English at School: Identity, Social Relations and ...

Research paper thumbnail of A Secondary School Career Education Program for ESL Students

Curriculum Inquiry, 2001

Using Bourdieu's theory of different types of capital and social "fields," this paper analyzes on... more Using Bourdieu's theory of different types of capital and social "fields," this paper analyzes one curriculum model, the ESL Coop program, which is designed to meet the needs of immigrant adolescents who are primarily dependent on their first language. The program couples instruction in English as a second language (ESL) with work experience. ESL Coop is offered in two secondary schools in a suburban Vancouver school district that is the most rapidly growing district in British Columbia. More than 30 percent of the approximately 50,000 students enrolled in the district speak a language other than, or in addition to, English in the home. A collaborative team of university researchers and district curriculum consultants inquired into the program's success in helping recent immigrant students become aware of possible future career and job opportunities and any other aspects of the program's operation deemed salient by the interviewees. We wondered if the folk theory of success embedded in federal, provincial, and district policy discourse, which emphasizes work experience, was in fact setting the stage for educational and occupational success of these young people. Interviews with 44 parents, 43 students, and six staff members from a total of 10 different language backgrounds revealed that staff perceive the program as a unique opportunity for students to gain exposure to Canadian work environments and to develop survival, language, and job-related skills or, in Bourdieu's terms, embodied capital. Students' and parents' overriding concern is that the program precludes the possibility of graduation with the grade-12 diploma (institutional capital) available from the mainstream program. Everything ends at the statement that you can't graduate. At first the program seemed really good to us, but when they tell us that we can't graduate, it is not a good program. (Student, ESL Coop program)

Research paper thumbnail of My Linguistic Biography

Cambridge University Press eBooks, Jun 9, 2022

Research paper thumbnail of Posthumanism and applied linguistics

Routledge eBooks, Jul 12, 2023

Research paper thumbnail of Les théories de l’investissement et la prise en compte de la matérialité dans les situations d’apprentissage des langues

Langage et société, Aug 19, 2016

Research paper thumbnail of Transforming Language and Literacy Education

Routledge eBooks, Jun 3, 2020

Research paper thumbnail of Tangled up with everything else: Toward new conceptions of language, teachers, and identities

Routledge eBooks, Nov 10, 2016

Research paper thumbnail of Learning English at School: Identity, Socio-material Relations and Classroom Practice

Research paper thumbnail of Critical Pedagogies and Language Learning

Canadian Journal of Education, 2005

Chapter 2 Two takes on the critical 21 Allan Luke Chapter 3 Critical multiculturalism and second ... more Chapter 2 Two takes on the critical 21 Allan Luke Chapter 3 Critical multiculturalism and second language education 30 Ryuko Kubota Chapter 4 Gender and sexuality in foreign and second language education: Critical and feminist approaches 53 Aneta Pavlenko Chapter 5 Assessment in multicultural societies: Applying democratic principles and practices to language testing 72 Elana Shohamy II CHALLENGING IDENTITIES 93 Chapter 6 Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom 95 Pippa Stein vn viii Contents Chapter 7 Subversive identities, pedagogical safe houses, and critical learning 116 Suresh Canagarajah Chapter 8 "Why does this feel empowering?": Thesis writing, concordancing, and the corporatizing university 138 Sue Starfield Chapter 9 Modals and memories: A grammar lesson on the Quebec referendum on sovereignty 158

Research paper thumbnail of Teacher Collaboration and Talk in Multilingual Classrooms: Angela Creese

International Journal of Bilingual Education and Bilingualism, 2006

Research paper thumbnail of English Language and Orientation: The SFU Indonesian Project

Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, Oct 1, 1989

Research paper thumbnail of Editorial / Éditorial

Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, Sep 1, 2002

Research paper thumbnail of Chapter 8. Working for Social Justice in a Collaborative Action Research Group

Research paper thumbnail of Negotiating expertise in an action research community

Cambridge University Press eBooks, Jan 12, 2004

Research paper thumbnail of Communities of Participation in Learning ESL

An ongoing four-year ethnographic study of two cohorts of English-as-a-Second-Language (ESL) lear... more An ongoing four-year ethnographic study of two cohorts of English-as-a-Second-Language (ESL) learners enrolled in mainstream Canadian primary school classrooms is described. The two cohorts are: (1) a group of six children observed from the beginning of kindergarten through the end of grade 2, and (2) five children observed from early kindergarten through grade 1. The language backgrounds of the children include Chinese, Polish, and Punjabi. Classroom observation of the children focused on classroom practices that appear to facilitate or inhibit learners' acquisition of the language used within this community. Practices facilitating access were found to include daily use of choral speech (poems, chants, series of items), songs, and rhymes. Practices blocking access included teacher-led "discussion" using the inquiry-response-evaluation method and small-group discussions in which classroom hierarchy and talk conventions are strictly enforced and which appear to inhibit interaction. Excerpts of classroom conversation are offered as illustration. (MSE)

Research paper thumbnail of TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses or rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly. Changing Perspectives on Good Language Learners

THE FORUM TESOL Quarterly invites commentary on current trends or practices in the TESOL professi... more THE FORUM TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses or rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly.

Research paper thumbnail of ESL Learners in the Early School Years

Springer eBooks, Dec 31, 2007

Numerous investigations on the impact of individual difference factors on second language learnin... more Numerous investigations on the impact of individual difference factors on second language learning are being carried out to improve the effectiveness and productivity of the language learningteaching process. Therefore, with the recent categorization of ESL learners at Indian colleges and universities into early, middle and late immersion students, this study examines the effect of individual difference factors (self-efficacy, anxiety, willingness to communicate, culture, human (peers', teachers' and parents' motivational influence) and their interrelatedness with the learners' motivational intensity as well as English proficiency on each group of immersion learners. A structured, self-report questionnaire was administered to over three hundred and fifty-eight students in different colleges. Participants were classified into different immersion groups based on the number of years they had studied either in English or in Vernacular medium high school. Apart from low motivational intensity recorded among early immersion students, the inferential statistics show a moderate positive correlation between motivational intensity and other motivational variable factors such as self-confidence and human (teachers', parents' and peers' motivational influence). The correlational analysis also suggests the positive impact of self-confidence and intrinsic motivation on learners' English proficiency enhancement. I discuss several potential interpretations for findings and implications for L2 language pedagogy and research.

Research paper thumbnail of A Socio-cultural Perspective on School-based Literacy Research: Some Emerging Considerations

Language and Education, Nov 15, 2005

Research paper thumbnail of State-of-the-Art Article

In this review article on identity, language learning, and social change, we argue that contempor... more In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of INVESTMENT and IMAGINED COMMUNITIES/IMAGINED IDENTITIES (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

Research paper thumbnail of Critical Pedagogies and Language Learning

Cambridge University Press eBooks, Jan 12, 2004

Chapter 2 Two takes on the critical 21 Allan Luke Chapter 3 Critical multiculturalism and second ... more Chapter 2 Two takes on the critical 21 Allan Luke Chapter 3 Critical multiculturalism and second language education 30 Ryuko Kubota Chapter 4 Gender and sexuality in foreign and second language education: Critical and feminist approaches 53 Aneta Pavlenko Chapter 5 Assessment in multicultural societies: Applying democratic principles and practices to language testing 72 Elana Shohamy II CHALLENGING IDENTITIES 93 Chapter 6 Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom 95 Pippa Stein vn viii Contents Chapter 7 Subversive identities, pedagogical safe houses, and critical learning 116 Suresh Canagarajah Chapter 8 "Why does this feel empowering?": Thesis writing, concordancing, and the corporatizing university 138 Sue Starfield Chapter 9 Modals and memories: A grammar lesson on the Quebec referendum on sovereignty 158

Research paper thumbnail of Collaborative Research in Multilingual Classrooms

... of her younger brothers who have started school have already had problems with aggressive beh... more ... of her younger brothers who have started school have already had problems with aggressive behavior. ... who cite the numbers of ESL, disabled, single parent, transient, low income ... Kelleen's then newly published book, Learning English at School: Identity, Social Relations and ...

Research paper thumbnail of A Secondary School Career Education Program for ESL Students

Curriculum Inquiry, 2001

Using Bourdieu's theory of different types of capital and social "fields," this paper analyzes on... more Using Bourdieu's theory of different types of capital and social "fields," this paper analyzes one curriculum model, the ESL Coop program, which is designed to meet the needs of immigrant adolescents who are primarily dependent on their first language. The program couples instruction in English as a second language (ESL) with work experience. ESL Coop is offered in two secondary schools in a suburban Vancouver school district that is the most rapidly growing district in British Columbia. More than 30 percent of the approximately 50,000 students enrolled in the district speak a language other than, or in addition to, English in the home. A collaborative team of university researchers and district curriculum consultants inquired into the program's success in helping recent immigrant students become aware of possible future career and job opportunities and any other aspects of the program's operation deemed salient by the interviewees. We wondered if the folk theory of success embedded in federal, provincial, and district policy discourse, which emphasizes work experience, was in fact setting the stage for educational and occupational success of these young people. Interviews with 44 parents, 43 students, and six staff members from a total of 10 different language backgrounds revealed that staff perceive the program as a unique opportunity for students to gain exposure to Canadian work environments and to develop survival, language, and job-related skills or, in Bourdieu's terms, embodied capital. Students' and parents' overriding concern is that the program precludes the possibility of graduation with the grade-12 diploma (institutional capital) available from the mainstream program. Everything ends at the statement that you can't graduate. At first the program seemed really good to us, but when they tell us that we can't graduate, it is not a good program. (Student, ESL Coop program)