Faculty of Education

Dr Shelley Taylor

Associate Professor

Profile

She teaches the following graduate courses in the Faculty of Education and the Department of French: "1st & 2nd language acquisition,” "2nd language teaching & learning,” "Bilinguisme,” "Langues minoritaires,” & "Minority language issues in education.”

She is an English/French/Danish trilingual with strong interests in language learning and teaching. She learned Spanish, Russian, German,Hebrew & Turkish in natural and classroom environments, and draws on these experiences in her research and graduate teaching. Her research is primarily qualitative with a penchant for ethnographic research involving school-aged minority language students in programs designed with different student populations in mind; hence, the title of her PhD thesis: "Trilingualism by design? An investigation into the educational experience of Kurdish children schooled in Denmark.” Her broader research interests include issues of language, identity & power, bilingual education, content-based instruction, minority studies, ESL, & FSL.

Expertise Areas

Recent Publications

Arnott, S., Brogden, L., Faez, F., Piccardo, E., Rehner, K., Peguret, M., Taylor, S. K., & Wernicke, M., (submitted). Implementing the Common European Framework of Reference for Languages in Canada: A research agenda. Canadian Journal of Applied Linguistics.

Taylor, S. K. (2014). Network: Adapting mainstream learning environments to and for learners from migrant backgrounds: AILA Matters. International Journal of Applied Linguistics, 24(1), 143-144.

Russette, A., & Taylor, S. K. (2014). Pedagogy and learning environment in a Franco-Ontarian child care centre. Language & Literacy: A Canadian e-Journal, 16(2), 131-147.

Little, D., & Taylor, S. K. (2013). Introduction: Implementing the Common European Framework of Reference for Languages and the European Language Portfolio: Lessons for future research / Introduction : Tirer des leçons des recherches empiriques sur la mise en œuvre du Cadre européen commun de référence pour les langues et du Portfolio européen des langues pour les recherches futures : Canadian Modern Language Review/La Revue canadienne des langues vivantes, 69(4), 1-16.

Taylor, S. K., & Snoddon, K. (2013). Plurilingualism in TESOL: Promising controversies.TESOL Quarterly, 47(3), 439-445.

Taylor, S. K. (2011). Identity texts as decolonized writing: Beyond the cowboys and Indians meta-narrative. Writing & Pedagogy, 3(2), 289-304.

Taylor, S. K., & Cummins, J. (2011). Second language writing practices, identity & the academic achievement of children from marginalized social groups: A comprehensive view. Writing & Pedagogy, 3(2), 181-188.

Cumming, A., Wesche, M., & Taylor, S. K. (2011). Mindeord om Kirsten Haastrup: Canadians remember [Tribute to Kirsten Haastrup]. Sprogforum - Tidsskrift for Sprog- og Kulturpædagogik, 49/50 [Language Forum - Journal for Language & Cultural Pedagogy],49/50, 163-165. (Special issue: “Jubilæum—50 issues of the journal”).

Faez, F., Taylor, S. K., Majhanovich, S., Brown, P., & Smith, M. (2011). Teacher reactions to CEFR’s task-based approach for FSL classrooms. Synergy Europe, 6, 109-120.http://ressources-cla.univ-fcomte.fr/gerflint/Europe6/Europe6.html

Faez, F., Majhanovich, S., Taylor, S. K., Smith, M., & Crowley, K. (2011). The power of “Can Do” statements: Teachers’ perceptions of promoting learner autonomy in French as second language classrooms in Canada. Canadian Journal of Applied Linguistics, 14(2), pp. 1-19. (Special issue on Trends in Second Language Teaching and Teacher Education). http://ojs.vre.upei.ca/index.php/cjal/article/view/1024

Taylor, S. K. (2010-a). Beyond bilingual education: Multilingual language education in Nepal. GiST Education and Learning Research Journal, 4, 138-154.

Taylor, S. K. (2010-b). On the threshold of better understanding: How to meet the needs of culturally and linguistically diverse learners. Thresholds in Education, 36(3 & 4), 11-18.

Taylor, S. K. (2009-a). Educator macrostrategies and child L2 learning strategies: A case study. Contact, 35(2), 20-31.

Taylor, S. K. (2009-b). Paving the way to a more multilingual TESOL. TESOL Quarterly, 43(2), 309-313.

Taylor, S. K. (2009-c). Right pedagogy, wrong language, & caring in times of fear: Issues in the schooling of ethnic Kurdish children in Denmark. The International Journal of Bilingual Education and Bilingualism, 12(3), 291-307.

Taylor, S. K. (2009-d). Tongue-tied no more? Beyond linguistic colonialization of multilingual children in the public school system. Race, ethnicity and education, 12(3), 417-426.

Taylor, S. K., & Sakamoto, M. (2009). Conclusion: Language and power à la Jim Cummins (Special issue). The International Journal of Bilingual Education and Bilingualism, 12(3), 346-348

Sakamoto, M., & Taylor, S. K. (2009). Introduction: Overcoming micro- (school-based) and macro- (societal) level constraints in the development of bilingualism and multilingualism. The International Journal of Bilingual Education and Bilingualism, 12(3), 273-275.

Kotsopoulos, D., & Taylor, S. K. (2005). Appropriating the discourse of language in mathematics education. International Journal of Diversity in Organisations, Communities and Nations, 4, 455-462.

Taylor, S. K. (1998-a). Beyond ‘belief': Variance in models of content-based instruction and school success among minority language learners. Bulletin suisse de linguistique appliquée/ASLA [Swiss Review of Applied Linguistics/VALS], 67, 61-83.

Taylor, S. K. (1998-b). Witch fever: A case history of critical literacy in bi-/multilingual learners. The California Reader, 31(3), 14-17 & 21.

Taylor, S. K. (1997-a). ‘I treat them all the same': Educator role definitions and child multilingualism in minorities in a minority. Københavnerstudier i tosprogethed, 27 [Copenhagen Studies in Bilingualism, 27], 159-185.

Taylor, S. K. (1997-b). ‘If seven year-olds could . . .': Danish submersion viewed from the outside. Københavnerstudier i tosprogethed, 28 [Copenhagen Studies in Bilingualism, 28], 31-58.

Taylor, S. K. & Skutnabb-Kangas, T. (1996/1997). Sleights of hand (and of pen): A reply to Yağmur. TESOL Matters, 6(6), 19.

Taylor, S. (1995/1996). A technique for analysing educational language rights across nations. TESOL Matters, 5(6), 14. (Featured article December 1995/January 1996).

Taylor, S. K. (1995). 'Contact is NOT enough!': Advantages of transnational cooperation in the education of dominant and subordinated group children. Regional Contact, IX(10), 206-213.

Lapkin, S., Harley, B. & Taylor, S. K. (1993). Research directions for core French in Canada. Canadian Modern Language Review, 49(3), 476-513.

Taylor, S. (1992). Victor: A case study of a Cantonese child in early French immersion. Canadian Modern Language Review, 48(4), 736 759.

Teaching and Supervision

Research in Education

This course reviews issues of theory and methods in education research. Language, principles, reasoning, methodologies, and tests of validity for both quantitative and qualitative research will be critically examined.

Aims, Goals, Objectives, Outcomes:
This is a senior graduate course designed to provide students with a deeper knowledge and understanding of key issues related to conducting educational research. It deals with philosophical, epistemological, political and ethical issues and is designed to equip students with a necessary basis for understanding the language, principles, reasoning and methodologies of both qualitative and quantitative orientations to conducting research which need not be conceived as mutually exclusive approaches.

Bilinguisme

Ce cours a pour but de familiariser les étudiants avec les théories sur le bilinguisme de façon à pouvoir prendre en compte ces connaissances dans la recherche, que ce soit en milieu bilingue ou plurilingue, ou en rapport avec l'enseignement des langues. Il est composé de douze séances, dont les premières concernent plus particulièrement l'individu faisant l’acquisition ou ayant recours à deux ou plusieurs langues. Les séances subséquentes abordent l’étude du bilinguisme de l’optique des théories sur la linguistique pédagogique pour mieux comprendre le développement du bilinguisme en milieu scolaire. Finalement, on examine le décalage qui peut exister entre la théorie et la mise en pratique, prenant comme exemples la réaction publique à l’éducation bilingue en milieux divers. Donc, dans un premier temps, on se concentre sur des notions de base au niveau du bilinguisme individuel dont le bilinguisme «balancé» ou «asymétrique», le bilinguisme enfantin et les atouts cognitifs qui peuvent en résulter, le bilinguisme d’élite, etc. Par la suite, les séances seront consacrées à des aspects éducatifs et pédagogiques du bilinguisme. On examinera des explications théoriques touchant sur le développement du bilinguisme suite à des interactions langagières au sein du système scolaire (le développement de la compétence communicative en L1 et en L2, les habiletés de communication interpersonnelle comparées aux habiletés de communication analytique-cognitive, le rôle relatif du statut des langues, etc.). Finalement, on se penchera sur la réalisation des programmes d’éducation bilingue, programmes controversés si la population estudiantine en question représente le groupe minoritaire, non pas le groupe majoritaire, d’une société. Pour conclure, on analysera l’argumentation des défenseurs et des adversaires de l’éducation bilingue au Canada et aux États-Unis.

First & second language acquisition

In this course, candidates will examine ongoing and more recent concerns, issues, and debates in applied linguistics that currently inform second language acquisition (SLA) research and second/foreign language teaching. Among the concerns, issues, and debates to be explored are: (a) What does second language (L2) proficiency entail? What promotes L2 proficiency? What is the relationship between L2 proficiency and overall academic achievement? What is the role of L2 instruction in promoting L2 proficiency? How does L2 proficiency influence learners’ ability to reference reading material? (b) Can one ever “learn” an L2 or can an L2 only be “acquired”? Can one separate L2 acquisition and learning? Which instructional innovations heighten grammatical accuracy (focus-on-form) yet maintain/enhance communicative competence? (c) What is the role of mother tongue (L1) development in L2 learning (e.g., the Interdependence hypothesis)? How do different L1s influence learning different L2s? How can L2 educators draw on learners’ L1 knowledge to heighten their L2 proficiency? (d) What can L2 educators do to promote learners’ L2 learning strategies and socio-academic success? What is the role of learner perceptions and emotions in SLA? (e) How can these issues be accounted for in L2 program planning, evaluation, and teacher preparation? Issues in Second Language Teaching and Learning is a broadly based course designed to meet the needs of a wide spectrum of language educators with experience in elementary, secondary, or college language teaching.

Issues in L2 teaching & learning

In this course--of interest to language educators with experience in elementary, secondary, or college/university level language teaching--students will explore theories of first, second and additional language acquisition and the relationships, if any, between them. The focus of the course is on the acquisition process, and instructional and environmental influences on language acquisition as both have bearing upon the extent and success of acquisition or, at times, language loss.

Langues minoritaires

Ce cours servira d=introduction à un champs d=études multidisciplinaire, celui des langues minoritaires. Compte tenu de la signification de certaines notions d=usage courant qui demeurent floues (par exemple, de la langue maternelle), on introduira des notions de base pour répondre à des questions dont (i) langue minoritaire/langue majoritaire, comment différencier entre les deux ? (par le nombre de locuteurs ou le statut officiel ou national de la langue ?), (ii) comment classifier les droits linguistiques qui (ne) sont (pas) accordés aux groupes ethnolinguistiques divers dans des contextes internationaux ? (iii) quelles peuvent être les répercussions socioculturelles du maintien ou de la mort (dit *linguicide+) d=une langue minoritaire ? On répondra à ces questions tout en proposant des outils d=analyse et de différentes réponses linguistiques, sociales et éducatives.

Minority language issues in education

Course Objectives:

  • to introduce students to principles of minority language learning and teaching Students will identify factors in the first and second language learning experiences of minority language speakers, note differences in the educational experience of minority and majority language speakers, and examine the implications of these factors and differences for teaching minority language speakers.
  • to acquaint students with minority language issues which recur in different settings Students will be encouraged to focus on a particular minority language group and analyse minority language issues which arise in the education of that group.
  • to encourage students to become more aware of beliefs, assumptions and educational structures Students may explore this topic by way of an empirical study or research paper.

Ph.D. Theses

  • Invested: Cultural sensitivity and foreign language acquisition inspired by international service (Jen Kozak, PhD; ongoing)
  • An investigation into academic writing for publication by novice scholars: Practices of Canadian Anglophone doctoral students (Pejman Habibie, PhD; ongoing)
  • Our stories: Inuit teachers create counter narratives and disrupt the status quo (Dawn Fyn, PhD)
  • Learners’ stories: A study of Hong Kong students’ English learning experiences and identity construction (Vickie Wai Kei Li, PhD)
  • An investigation into identity, power and autonomous EFL learning among Indigenous and minority students in post-secondary education: a Mexican case study (Colette Despagne, PhD)

Masters Theses

  • Professional development based on the CEFR & the new Ontario French immersion curriculum: a case study on reflective practice (Tiffany Mui, MEd)
  • A case study of how pedagogical practices and learning environment are orchestrated in an Ontario Francophone day care centre (Alan Russette, MEd)
  • Cantonese Chinese heritage/international language programs & the promotion of Chinese language maintenance: an opportunity or a lost cause? (Tiffany Ng, MEd)
  • A comparative/international investigation into the organization and delivery of English Language Teaching to adults in Turkey and Canada (Kayoumars Aeini, MEd)
  • Reading the students: Reading instruction in multilingual classrooms (Waquar Quraishi, MEd)
  • Irish language maintenance and classroom motivation (Tamara Vanderveen, MEd)
  • How do parents set up conditions to facilitate language and literacy development in a young Chinese-English bilingual child?: A qualitative case study (Yu Liu, MEd)
  • Appropriating the discourse of language in mathematics education (Donna Kotsopoulos, MEd)
  • When the tables are turned: The language proficiency assessment test for English teachers in Hong Kong (Margaret So, MEd)

Graduate Projects

  • Gender differences in SLA (Helen Bobyk, MEd)
  • What form of language education do immigrant parents want? An investigation into the educational desires of members of Ontario’s Arab community (Lynn Shoukri, MEd)
  • Enhancing Teacher Effectiveness in Teaching First Nations Students (Ashley Nelson, MEd)
  • Heritage Language Loss and Maintenance by Chinese Children from Newly Immigrant Families in Canada (Hong Yang, MEd)
  • Future directions for French as a second language teaching in Ontario: rhetoric versus reality (Shona Whalen, MEd)

Mémoires

  • La géographie d’une culture : une analyse sur la langue, la culture, l’identité et le sens de soi (Silvia Marroquin Ponce, MA)
  • An investigation into second/foreign language education in the public school system of modern-day Iran (Mehrnaz Ahmadi Joobaneh, MA)
  • La perte du français parlé en Ontario : Les facteurs extralinguistiques, le comportement linguistique et les conséquences structurales (Fida Dakroub, MA)
  • L’influence du contexte sociolinguistique sur les programmes d’immersion et les théories d’acquisition (Beth Baldwin, MA)
  • L’usage des strategies : enseignement et application (Sarah Paquin, MA)

Other

AILA – l’Association internationale de la linguistique appliquée (2015-2017)

Visit and learn more at the AILA website

AILA Research Network Convener International research network involving Griffith University in Australia, Trinity College Dublin in Ireland, the University of Copenhagen in Denmark, and 3 Canadian universities (Western, York & the University of Toronto) & the following professors: Jim Cummins, David Little, Anne Holmen, Farahnaz Faez, Geoff Lawrence, Shelley K. Taylor & Kerry Taylor-Leech


Partnership with Jawarharlal Nehru University in India & Western

Co-directors of the Collaboration on Multilingual Education Dr. Ajit Mohanty, Dr. Minati Panda, & Dr. Shelley Taylor


TESOL International (2015-16)

Visit and learn more at the TESOL website

Professional Development Committee

Learn More about the Committee here