Friday, Oct 25, 2019

8:00 - 9:00 am - Registration, Burke Atrium (coffee and tea available)

9:00 - 9:30 am - Opening Welcome, Burke Theatre B

9:30 - 11:00 am - Keynote, Burke Theatre B


Dr. Stephanie Bell, Associate Professor, Liberal Arts & Professional Studies and and past Director of the Writing Centre at York University, Burke Theatre B

Understanding the contours of learning in digital writing projects

Digital writing projects—everything from blogs and web essays to podcasts and digital archives—are commonplace in Higher Education. While they are often framed as fun alternatives to traditional genres of classroom writing, they present significant challenges to learners. They call upon students to experiment with creative, even artistic and design-ful, multimodal thinking, languaging, and communicating. They require students to become registered users of corporately owned digital writing tools. And they are often public-facing assignments that circulate student work in inequitable and sometimes hostile digital environments. Emerging research about the experience of learning with and through digital writing projects in HE suggests that they can cause students as much anxiety and self-doubt as enthusiasm, and that multilingual learners have a uniquely developed set of multimodal languaging resources valuable for traversing their challenges. In this session, we explore these contours of learning in digital writing projects, from design thinking and plurilingual resourcefulness to sociodigital justice. 

If you can, bring a device! We’ll be doing some writing.

11:00 - 11:30 am - Break (coffee and tea provided)

11:30 - 12:30 pm - Session, Sobey building

Room 415

Individual: What research on International service Learning (ISL) tells us about best pedagogical practices for international students in Canada. Jean-Jacques Defert & John Plews, Saint Mary's University

Individual: Generation 1.5 Immigrant Students in the Mixed Peer Response Group: Power, Ownership, and the Contact Zone. Patricia Kusumaningtyas, Columbia University

12:30 - 1:30 pm - Presentation, Sobey Building

Room 415

Presentation: Integrating modelling into writing teaching and instruction.
Muhammad Elhabibi, Academic Learning Specialist: English for International Students, Saint Mary's University

1:30 - 2:30 pm - Lunch (provided) Sobey Lounge

2:30 - 3:30 pm - Concurrent sessions, Sobey Building

Room 415

Individual: Approaches to rejecting the deficit model for the benefit of English Language Learners. Alyssa Foerstner and Agnieszka Herra, Queen's University

Individual: Teaching a Service-Learning Course for International College Students. Levin Arnsperger, Emory University (Remote session)

3:30 - 4:00 pm - Break (coffee and tea provided)

4:00 - 5:00 pm - Concurrent sessions, Sobey Building

Room 415

Individual: Teaching students with dyslexia in ESL classrooms. Melissa Taylor, Dalhousie University

Individual: Implementation of Active Learning Strategies through the Flipped Model of Learning in Academic Writing Courses. Pary Fassihi, Boston University


Saturday, Oct 26, 2019

8:00 - 9:00 am - Registration, Burke Atrium (coffee and tea available)

9:00 - 10:30 am - Keynote, Burke Theatre B


Dr. Suresh Canagarajah, Edwin Erle Sparks Professor of Applied Linguistics, English, and Asian Studies; Director, Migration Studies Project, Pennsylvania State University

Translingual practice: Its politics and pedagogy

In this lecture, I introduce the translingual orientation and its implications for the way we look at language competence. I define translingualism as communicative practice that goes beyond the autonomous status of separately labelled languages. Though some scholars argue that translingualism serves neoliberal marketization purposes by exoticizing fluid codes and repertoires, I draw from postcolonial scholars to show its resistant potential. I then illustrate how translingual approaches can empower teachers and students in language learning. I analyze data from a classroom experience where a multilingual student uses a grammatical item that deviates from the norm in her English academic writing to demonstrate its implications for developing rhetorical awareness. The analysis will also help explore how teachers can develop their own professional expertise through reflecting on classroom interactions by undertaking methods such as teacher research and action research. I conclude by outlining the shifts we have to adopt from traditional pedagogies of language teaching in order to accommodate a translingual orientation.

10:30 - 11:00 am - Break (coffee and tea provided)

11:00 - 12:00 pm - Sessions, Sobey Building

Room 415

Work-in-progress: (Re)Visioning Expressive Writing: A translingual writing pedagogy for confidence, skill, and negotiated meaning. Michéle Irwin, OISE/University of Toronto

Work-in-progress: Embedding ESL into a Writing Center. Nisha Agha van Laar, Aquinas College

12:00 - 1:00 pm - Sessions, Sobey building

Room 415

Individual: Artist Research Workbooks & Multimodal Composing in the Second Language Writing Classroom. Francis Larson, University of Arizona

Individual: ELLI and the WDI: Integrating Writing and ELL Support Through Two Initiatives, Michael Kaler & Laura Taylor, University of Toronto

1:00 - 2:00 pm - Lunch (provided) Sobey Lounge

2:00 - 3:00 pm - Presentation, Sobey Building

Room 415

Presentation: Promoting plurilingual & pluricultural competences in the EAP Classroom.
Julian L'Enfant, Education Developer, Saint Mary's University

3:00 - 3:30 pm - Break (coffee and tea provided)

3:30 - 4:30 pm - Session, Sobey Building

Sobey Lounge

Workshop: Dr. Suresh Canagarajah, Changing Literacy Practices

5:30 - Conference dinner (Location: Antojo, 1667 Argyle St.)

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