Principal Investigator: Maria-Lourdes Lira Gonzales, Université de Québec en Abitibi-Témiscamingue
The present research objectives are: (1) to examine the perceptions and teaching practices of Inuktitut teachers regarding the instruction on the structure of the language and the use of corrective feedback, and (2) to describe the teachers’ classroom behavior of a focus group of teachers regarding the
instruction on the structure of the language and the use of corrective
feedback. This mixed methods research implies gathering both quantitative
(questionnaires) and qualitative (class observations and interviews) data to
understand the Kativik School Board teachers’ perceptions and teaching
practices regarding instruction on the structure of Inuktitut and the use of
This project (Funded by the TOEFL Board Grant Program) enabled our team to conduct a series of professional development workshops for approximately 120 high school teachers and Education Ministry personnel in the northern region of Haiti (le Département du nord). This is the third visit of this team to the Northern Department of Haiti since 2011. Participants came from over 50 different high schools in the region, where they return to share their materials and discoveries with their colleagues.
Principal Investigator: Khaled Barkaoui, York University
Co-Investigator: Antonella Valeo, York University
This five-year, mixed-methods study combines a cross-sectional and a retrospective longitudinal approach to investigate and compare the characteristics and development of the beliefs and practices of ESL teachers concerning writing assessment in three language teaching contexts for adults: immigrant settlement programs, university academic preparation programs, and undergraduate credit-bearing ESL programs.
Co-Principal Investigators: Beverly Baker (University of Ottawa); Caroline Riches (McGill University)