CEFR Implementation in Canadian Context Professors and Supervisors

Krishna Madaparthiمشاهده پروفایل

مدرس ارشد

Northeastern UniversityUnited States

Krishna Madaparthi serves as a Senior Lecturer in American Sign Language & Interpreting Education at Northeastern University's College of Social Sciences and Humanities. A Deaf Canadian raised in Ottawa, Ontario, he brings extensive international teaching experience spanning community settings, post-secondary institutions, and Japan's NPO-Japanese ASL Signer Society where he taught Deaf and hearing Japanese signers. His educational credentials include: Bachelor of Information Technology (BIT) in Network Technology from Carleton University & Algonquin College Master of Arts in ASL Education (MASLED) from Gallaudet University SLIC’s CEFR Certification and American Sign Language Instructor Certification Madaparthi's research focuses on ASL pedagogy and assessment frameworks, particularly through his role as research assistant for Dr. Kristin Snoddon’s ASL-Parent research programs implementing the Common European Framework of Reference. His work bridges Deaf education theory with practical application across diverse linguistic contexts, emphasizing second-language acquisition for ASL learners. Professional recognition includes: Appreciation Award from Japan's NPO-Japanese ASL Signer Society (2021) Gallaudet University's Dr. Nathie L. Marbury Award (2021) Carleton University's Raving Raven for Teaching Excellence (2018) He actively shapes the field through leadership roles as Board Director of the Ontario Association of Sign Language Interpreters (OASLI) and committee service for CASLI and SLIC. His teaching methodology integrates community engagement through initiatives like ASL Coffee Nights and Ottawa Deaf Centre's Summer Sign Camp, while his research contributes to standardized sign language assessment frameworks. Beyond academia, Madaparthi explores global cuisines and outdoor activities including international hiking and camping expeditions.

پروفایل رسمی دانشگاه

Stephanie Arnottمشاهده پروفایل

دانشیار

University of OttawaCanada

Stephanie Arnott is an Associate Professor in the Faculty of Education at the University of Ottawa, where she serves as Director of Undergraduate Programs for the English Sector. She coordinates the Second Language Instruction Cohort (cL2c) in the Teacher Education program and co-coordinates the Second Language Instruction program in partnership with the Official Languages and Bilingualism Institute (OLBI/ILOB). Dr. Arnott received her PhD in Second Language Education from OISE (University of Toronto) and previously worked as an elementary French as a Second Language (FSL) teacher in Toronto, Ontario. Faculty of Education, University of Ottawa Director of Undergraduate Programs, English Sector Second Language Instruction Cohort Coordinator Co-coordinator of Second Language Instruction program with OLBI/ILOB Dr. Arnott's research primarily focuses on French as a Second Language education in Canada, with particular emphasis on teacher recruitment and retention, student motivation in language learning, and the implementation of the Common European Framework of Reference (CEFR) in Canadian educational contexts. Her work addresses critical challenges in the Canadian FSL landscape, including the persistent shortage of FSL teachers and strategies to improve retention of both teachers and students in FSL programs. Analysis of Dr. Arnott's recent publications reveals a strong focus on practical solutions to systemic challenges in Canadian language education. Her work spans teacher education, student motivation, curriculum innovation, and policy implementation, with increasing attention to the impact of digital technologies and pandemic-related disruptions on language teaching and learning. A recurring theme across her research is the importance of centering student and teacher voices in educational decision-making. 2023 Robert Roy Prize for Second Language Teaching and Research Dr. Arnott actively collaborates with various stakeholders across Canadian provinces to address FSL education challenges. Her work with the Canadian Association of Second Language Teachers (CASLT) and other organizations demonstrates her commitment to developing pan-Canadian solutions for teacher preparation, retention, and recruitment. She frequently engages with policymakers, teacher educators, and practicing teachers to bridge research and practice in FSL education. Through her leadership roles and research initiatives, Dr. Arnott contributes significantly to understanding and improving the complex ecosystem of French language education in Canada, with particular attention to equity, accessibility, and the evolving needs of both educators and learners in multilingual contexts.

پروفایل رسمی دانشگاه

Raymond Paiمشاهده پروفایل

مدرس

University of British ColumbiaCanada

Raymond Pai is a Lecturer and Director of the Cantonese Language Program at the University of British Columbia (UBC), within the Department of Asian Studies under the Faculty of Arts . He is also a Social Sciences and Humanities Research Council of Canada (SSHRC)-funded PhD candidate in UBC's Department of Language and Literacy Education . Education: MA in Linguistics, Brigham Young University Research and Teaching Focus : Raymond's work centers on heritage language education , language ideology , learner identity , language technology and testing , and popular culture in language education . His research spans curriculum design for Cantonese as a foreign language, CEFR-aligned proficiency testing, and the use of ultrasound technology for pronunciation instruction. Grant and Collaborations : Funded by SSHRC, he collaborates with community organizations and institutions like the Burnaby Village Museum and Urban Bounty on projects about Chinese Canadian history and food security. He also serves as a Cantonese examiner for the University of Arizona and a certified examiner for the American Council on the Teaching of Foreign Languages (ACTFL) .

پروفایل رسمی دانشگاه

Marie-Josée Vignolaمشاهده پروفایل

دانشیار

University of OttawaCanada

Second Language Education
Teacher Education for French as a Second Language Teachers
French Immersion Programs
+۳ مورد دیگر

Marie-Josée Vignola is an Associate Professor at the Faculty of Education, University of Ottawa. She holds a Ph.D. in Education (2004) from the University of Ottawa, a Master of Arts in French Linguistics (1985) from Queen's University, and a Bachelor of Education specializing in French as a Second Language (1983) from McGill University. She coordinates the B.A. program in Second Language Teaching (SLT). Her research focuses on French as a second language didactics, teacher education, and French immersion programs in minority contexts. Key research areas include literacy development in francophone minorities, language portfolios in teacher education, and multicultural educational practices. She teaches courses such as 'Didactique des langues secondes' and 'Immersion française'. Recipient of the 2013 Outstanding Publication in Curriculum Studies Award from CACS, she established the Marie-Josée Vignola Excellence in Education Scholarship to support SLT graduates entering teacher education programs. Her work emphasizes minority language sustainability and compassionate pedagogy.

پروفایل رسمی دانشگاه

Katherine Rehnerمشاهده پروفایل

استاد

University of TorontoCanada

Katherine Rehner is a Professor in the Department of Linguistics at the University of Toronto’s Language Studies division. Her research focuses on educational sociolinguistics, discourse analysis, and second language proficiency in French, particularly within Canadian contexts. PhD, Second Language Education, OISE, University of Toronto MEd, Language, Culture, & Teaching, York University BA Hons, French, Glendon College, York University BEd, French and Geography, York University Rehner investigates sociolinguistic competence in first and second language speakers of French, emphasizing CEFR-informed teaching methods, cross-cultural communication, and the impact of classroom practices on oral proficiency. Her work bridges theoretical frameworks with practical applications in immersion education. Recent publications examine variation in French grammar acquisition, discourse markers, and the role of teacher-student interaction in language development. She has secured significant grants, including SSHRC Insight and Standard Grants, to study adult migrant language learning and pedagogical reforms. Ministry of Colleges and Universities’ Award of Excellence (Nominated), 2022 SSHRC Insight Grant, Co-investigator, 2020–2025 University of Toronto Mississauga Teaching Excellence Award, 2015 SSHRC Standard Grant, Principal Investigator, 2011–2015 Rehner has led projects on CEFR implementation, French immersion program effectiveness, and sociolinguistic variation in minority-language communities. She teaches courses on second language theory, sociolinguistics, and discourse analysis.

پروفایل رسمی دانشگاه