Adatia Shelina

Shelina Adatia is a Ph.D. candidate at the University of Ottawa’s Faculty of Education. Her concentration is in Societies, Cultures and Languages and her research will examine the inclusion of Culturally and Linguistically Diverse learners in French Immersion. Shelina obtained an Honours Bachelor of Arts in the French Teaching Specialization (FTS) program at the University of Waterloo. As the FTS program was a concurrent education program, Shelina also obtained her Bachelor of Education and is a qualified Ontario teacher at the intermediate and secondary levels. She then went on to complete her Masters in Education at the University of Ottawa after which Shelina worked as a secondary-level French International Baccalaureate teacher in Ottawa. She then completed the Secondary Teacher Education Program (STEP) in London, England at the Institute of Ismaili Studies and the Institute of Education where she obtained her Master of Arts in Muslim Societies and Civilizations and her Master of Teaching. Upon completion of STEP, Shelina worked as a secondary Religious Education teacher with the Ismaili Tariqah and Religious Education Board for Quebec and the Maritimes. She is currently on a leave of absence as she pursues her Ph.D.

Recent Publications

• Mitha, K., Jaspal, R., Adatia, S., & Tarik, M. (under revision). Perceptions of mental health and illness amongst Australian Isma’ili Muslim youth.
• Mitha, K., Jaspal, R, Adatia, S. (under review). Negotiating national and religious identity amongst Australian Ismaili Muslims.
• Adatia, S. (2018, April 17). Equity through Pluralism [Web log post]. Retrieved from https://csse-scee.ca/blog/equity-through-pluralism/
  Adatia, S. (2017, July 14). Welcome to Canada [Web log post]. Retrieved from https://csse-scee.ca/blog/welcome-to-canada/
• Adatia, S. (2017). ‘Unwrapping’ Rahim’s story: Giftedness and Ismaili religious education.
• In K. H. Karim (Ed.), Proceedings of the 2nd International Ismaili Studies Conference “Mapping a Pluralist Space in Ismaili Studies” (pp. 110-113). Ottawa, Canada: Carleton University.
• Mitha, K., Adatia, S., & Jaspal, R. (2017). Two cultures, one identity: Formulations of Australian Isma’ili Muslim identity. Contemporary Islam, 11(1), 41-60. doi:10.1007/s11562-017-0382-
• Mitha, K., & Adatia, S. (2016). The faith community and mental health resilience amongst Australian Ismaili Muslim youth. Mental Health, Religion, and Culture, 19(2), 192-207. doi:10.1080/13674676.2016.1144732

Bastien Marie-Pier

Marie-Pier holds two bachelor degrees, including one in physical activity and one in education. Having decided to pursue a research career in social sciences, she just finished her master in education and started her PhD in the same field. In the continuity of her master’s work, her PhD thesis will focus on young Hispanic students.

Her master’s thesis focused on writing socialization and on the influence of family literacy practices of Hispanic students in first year of elementary school in the Outaouais region. In other words, she sought to describe the initial knowledge of 10 Hispanic participants and to explore their family literacy practices in order to gain a better understanding of their apprehension of written French. Because very little research in Quebec, and more precisely in the Outaouais region, has focused on this group despite its fragility regarding academic success, Marie-Pier considers her research to be important, namely because of its social impact. A better exploration of the writing socialization of Hispanic students schooled in French allowed her to come up with didactic and pedagogic strategies that will foster their apprehension of the language of education.

Publications

Articles avec comité de lecture

• Bastien, M-P., Fleuret, C. (soumis). Exploration des compétences initiales en français de scolarisation chez des élèves hispanophones de 1^e année scolarisés en Outaouais. Journal of Modern Education Review.
• Bastien, M-P., Fleuret, C. (sous presse). Exploration des pratiques de littératie familiales chez des élèves hispanophones de 1^re année scolarisés en Outaouais. Journal of Belonging, Identity, Language, and Diversity.
• Samson, A. et Bastien, M-P. (2017). L'orientation scolaire et professionnelle dans les écoles secondaires de langue française de l'Ontario : un état des lieux. Revue d'éducation de l'Université d'Ottawa, 1-10.

Articles professionnels avec comité de lecture

• Bastien, M-P. (soumis). Pistes didactiques pour favoriser l'entrée dans l'écrit en français chez les élèves hispanophones. Vive le primaire.

Crépeau Nancy

Nancy Crépeau holds a bachelor degree in preschool and primary school education, and a master degree in education. He master’s thesis focused on reading strategies by First Nation students at the beginning of their university training. Nancy has worked in the education field during over ten years at the Université du Québec en Abitibi-Témiscamingue as an educational counsellor, research agent, lecturer, service coordinator and First Nation student recruitment officer. She is currently pursuing a PhD in education at the University of Ottawa, where her research focuses on how First Nation children schooled in French within Algonquin communities learn to read when their heritage language is valued.

Publications

Articles avec comité de lecture

• Crépeau, N. et Fleuret, C. (2018). L’enseignement du français chez les Premières Nations d’hier à aujourd’hui : défis didactiques, pratiques pédagogiques et compétence plurilingue. Revue de langage, d’identité, de diversité et d’appartenance, 2(1), 101‑122. Repéré à http://bild-lida.ca/journal/wp-content/uploads/2018/05/volume_2_1_2018_Crepeau_Fleuret.pdf
• Crépeau, N. et Fleuret, C. (accepté). Conception et mise à l’essai d’un programme de métaphonologie bilingue (français-anicinabemowin ) en milieu scolaire anicinabe auprès d’élèves du premier cycle du primaire. Revue de la persévérance et de la réussite scolaire chez les Premiers Peuples, 3(1).
• Crépeau, N. et Fleuret, C. (2017). Une étude descriptive et exploratoire des stratégies de lecture d’étudiants autochtones en début de formation universitaire au premier cycle. Cahier du CIÉRA, (15), 35‑63. Repéré à https://www.ciera.ulaval.ca/sites/ciera.ulaval.ca/files/4_-_crepeau_et_fleuret.pdf

de Lira e Silva Taciana

Taciana is a Doctoral Candidate at the Faculty of Education with a concentration in Societies, Languages and Cultures, at the University of Ottawa. She holds a M.Ed. in intercultural education, from Queen’s University, a M.S.T from SUNY Potsdam, and a LL.D from the Universidade Federal de Pernambuco (Brazil). She has been an elementary Core French teacher for eight years and has incorporated a cultural approach to her practice.

In January 2017, she presented at the ICSEI conference and talked about Global Education in the FSL classroom. During the school year 2016-2017, with the support of ETFO, she did a research with her Grade 5/6 students to investigate ways in which awareness and acceptance of multiculturalism could be developed amongst junior students in the Core French classroom.

Her research interest is Newcomers and Global citizenship in the Second Language Classroom.

Domínguez Mariana

Mariana Domínguez holds a M.A. in Applied Linguistics and a B.A. in Communication. She has taught English as a Foreign Language and Spanish for Foreigners for more than ten years. She has worked as a freelance workshop designer for the Programa de Desarrollo Cultural Maya  [Maya Cultural Development Program] in the Yucatan, creating and coordinating a series of workshops aimed at training new generations of bilingual Maya-Spanish speakers in the use of new technology and mass media. More recently, she has collaborated with the Consortium in Latin American and Caribbean Studies of the University of North Carolina at Chapel Hill and Duke University, coordinating an intensive Yucatec Maya Summer Program for graduate students.

Her research interests are bilingual education, indigenous language pedagogy, language teacher training, and academic literacy development. She is currently starting her PhD in Education at the University of Ottawa, in the Societies, Cultures and Languages concentration

Goodarzi Zinat

Zinat holds Master’s degrees in English Education and Applied Linguistics. She has over fifteen years of experience in teaching English for Academic Purposes at post-secondary institutions in Canada and abroad.

Since 2014, she has been teaching as a part-time language instructor in the English Intensive Program at the University of Ottawa. She is also a certified Canadian Language Benchmarks assessor.

Zinat is currently a PhD candidate in the Faculty of Education at the University of Ottawa. Her doctoral research focuses on academic writing and developing researcher identity in higher education.

Kelly Holmes

Kelly Holmes is a first year Doctoral student who hopes to research adult English language learners in Canada. In particular, Kelly would like to explore the programming available and administrative avenues to facilitate students' transition from informal language learning into formal secondary and post-secondary studies. This will include discussions of citizenship, language policy, administration, and critical pedagogy in ESL programming. Kelly has extensive administrative experience within post-secondary institutions and hopes to provide practical research frameworks for current administration issues.

Joncy Juliet Angela

Angela Asir Daniel is a Doctoral candidate in the Faculty of Education at the University of Ottawa.  She holds an MA in English Literature and an M.Phil. in English Language Teaching. She has over 5 years of ESL teaching experience in Canada and abroad.

Her doctoral research focuses on teacher knowledge and integration of technology in English language classrooms in a developing country context.

Mathieu Marie-Phillip

Marie-Philip holds a B.A. in translation and an M.A. in Spanish from University of Ottawa. Her PhD research, under the supervision of Professor Carole Fleuret, focuses on the role of transfer in the acquisition of French as a second language by Spanish speakers. Marie-Philip also teaches Spanish at Universidad autótoma de México in Hull.

Mongrain Catherine

Catherine teaches beginner to advanced French as a second language, Phonetics and Canadian Culture courses at the University level. She also teaches English as a second language and Music.

She holds a Master's degree in Bilingualism studies as well as a Bachelor's degree in Second Language Teaching and a minor in Music from the University of Ottawa. She is also a Ph.D student in education in the field of second language teaching.

Peyghami Elmira

Elmira is a Ph.D. student in education, societies, cultures and languages at the University of Ottawa. She holds a master's degree in French language teaching and a bachelor’s degree in French language translation, also a certificate of the English learning short program. She also obtained her teaching permit from the Quebec Ministry of Education.

She has more than 10 years of experience in teaching French as a foreign/second language in institutes and schools, as well as a university in Iran. She also taught in the FSL immersion program at a language school in Montreal for a year and half and has been teaching French language support courses in various elementary schools in Montreal and has been a research assistant at the University of Ottawa for three years She has a good knowledge of the six levels of the CEFR’s communicative language activities, due to her master's thesis, as well as a good teaching experience in the preparatory courses for the TEF, TCF, TFI, DELF and DALF examinations.

Her research interests focus on the integration of information and communication technologies, more specifically the effect of video games in teaching and learning French as a second language among newcomers to Canada.

Publication

Peyghami,E. (2012). Étude des deux activités communicatives langagières du Cadre européen commun de référence dans les cours du FLE en Iran, Journal de Roshd FLT103, V.26, p.56-64

Qin Lanqing

Lanqing Qin is a first year Ph.D. student at the Faculty of Education. Lanqing's research interest is located at the intersection of English language teaching (ELT) and racialized discourses.

Her major-research paper examined the representations of 'native speakers' on an ELT website in China's context through critical discourse analysis (CDA). In continuity of her master's work, her Ph.D. thesis will expand to a larger number of ELT websites.

Salehi Kahrizsangi Farzaneh

Farzaneh Salehi is a PhD student in Teaching and Learning at the Faculty of Education, University of Ottawa. She has seven years of teaching experience at various universities and language institutes in Iran. She holds a bachelor degree in English literature and Masters in English language teaching.  

Her research interests are TEFL/TESL, metaphor understanding and hermeneutics.

Sobhnanmanesh Alireza

Alireza Sobhanmanesh is a Ph.D Candidate in the Faculty of Education at the University of Ottawa, and a Sessional Faculty Member in the English Language Learning Program (ELL) at Centennial College in Toronto (Ontario).

His thesis research focuses on the motivation of international students in the ELL program at Centennial College, and his research interests include learner and teacher engagement in language learning programs, emotions in language learning, the role of learning environments in language learning, complexity theory and participatory action research.

Vasilopoulos Gene

Gene is a Doctoral Candidate at the Faculty of Education, University of Ottawa. She has over a decade of experience in English Language Education/English for Academic Purposes instruction at post-secondary institutions in Canada and abroad. Most recently, her teaching and research centres on international education in Canada.

Current projects include international students and academic writing pedagogy in academic bridging programs, and international study abroad for English as a foreign language teacher professional development.

Her publications appear in The Journal of Language, Identity and Education, Journal of International Students, and the Canadian Journal of New Scholars in Education.