Dissertation Proposal Title: Refugee and migrant-serving language programs: an inquiry into policies, teacher perspectives, and teacher professional learning

Dissertation Committee Members: Dr. Beatrice Dupuy (Chair), Dr. Hayriye Kayi-Aydar, Dr. M'Balia Thomas

Abstract: Language programs that serve students with refugee and migrant backgrounds represent an underresearched area within language education research. Language learners in these programs encounter distinctive challenges from traumatic immigration histories, varied educational backgrounds, cultural diversities, and the sociopolitical contexts of their origin and host countries (Bonet, 2021; Warriner, 2016). Additionally, learners face discrimination as racial, ethnic, gender, and linguistic prejudices permeate the policies and local communities in which they resettle and, as a result, influence the language programs and teachers who serve these students (Bonet, 2021). The provisions for newcomers' language learning in different countries are systematically underfunded, lack essential resources, and are steeped in discriminatory practices and ideologies requiring more research and advocacy (Wrigley, 2015; Simpson & Hunter, 2023). Some of the crucial gaps in research are in teachers' professional learning and experiences and analysis of language policies.

This three-article dissertation aims to respond to the gaps in refugee and migrant language learning research and provide material for advocacy. The first article will employ critical discourse analysis to examine language and language learning policies in five refugee-receiving Western countries to raise awareness about ideological patterns in policies and resulting practices. The second article will investigate teacher knowledge, perspectives, and experiences in refugee and migrant teaching contexts. The third article will take the form of curriculum development for teacher professional learning that fosters equitable teaching practices in refugee and migrant language programs.

Join us for the annual GIDP Student Research Showcase, which is taking place on Thursday, December 7th, 3:00 pm – 5:00 pm in the Student Union Memorial Center – North Ballroom. For those who have never attended one of these showcases, this is a great event that includes student research poster presentations from each of the 19 GIDP programs. Three of our wonderful SLAT students (Dilara Avci, Anh Dang, and Hui Wang) will be presenting posters displaying each of their research projects/interests. And Dr. Beatrice Dupuy will be receiving a GIDP Honored Faculty Award as well!

There will also be other service awards presented to faculty and staff, refreshments, and raffle prizes. Please come and support our students and our GIDPs, and stay for as little or long as you’d like. Please see the attached invitation for more details, and the link to RSVP is https://forms.office.com/r/3buahaK4HK.

As a doctoral student, you’ll have several opportunities throughout graduate school and your professional career to highlight your transferable skills when competing for fellowships, assistantships, grants, and jobs. This in-person interactive workshop will provide valuable insights and strategies on how to make the most of these opportunities. By attending this workshop, you’ll gain a deeper understanding of how to effectively showcase your strengths and experiences, enabling you to leave a positive and lasting impression on the grant reviewer, interviewer, and/or hiring organization. With the knowledge you gain from the workshop strategies, you can approach your career search with greater confidence and maximize your chances of success.

Facilitating this workshop will be Stephanie Springer, the Internship Director and a Principal Lecturer in the Department of Public and Applied Humanities, and Brittney Crawford, the Internship & Engagement Coordinator in the Department of Public and Applied Humanities. Stephanie has supported over 1,800 UofA students as they searched for and secured internships and jobs, both locally and globally. Brittney has worked as a Career Educator in the Office of Student Engagement & Career Development and has over a decade of advising experience with helping students navigate their career journey and gain confidence as they go on the job market.

If you’re interested in attending the workshop, save the date/time on your calendar and please RSVP through this form so that we have an idea of how many people will be attending.

Dissertation Proposal Title: Metacognitive Regulation of L2 Writers in Response to AI and Human Genre-feedback

Dissertation Committee: Dr. Chris Tardy (Chair), Dr. Sandiway Fong, Dr. Janet Nicol, Dr. Jon Reinhardt, Dr. Raffaella Negretti (Special External Member, Chalmers University of Technology)

Abstract: The recent breakthroughs in artificial intelligence, in the form of Large Language Models (LLMs), pose new opportunities and challenges in second language (L2) instruction. This study aims to explore the effectiveness of LLMs, such as ChatGPT, as a pedagogical tool in L2 writing classrooms, where instructors have mixed perspectives due to the novelty of the technology and the scarce research into its implementation. By integrating the frameworks of metacognition (Flavell, 1979) and genre knowledge (Tardy et al, 2020), this study delves into how undergraduate L2 writers self-regulate their learning, when provided with formal and rhetorical feedback both from ChatGPT and from their human instructor. 

In adopting a mixed-methods approach, this study will analyse students’ drafts, questionnaires, annotations, and reflections to not only assess the effectiveness of the feedback, but also understand students’ decision-making processes as they incorporate and prioritize feedback from both sources. This research is significant for at least two reasons. First, the findings can provide actionable insights and guidelines for L2 instructors who wish to supplement their feedback practices with AI tools. Second, and most important, in juxtaposing formal and rhetorical knowledge—two domains generally associated with machine and human expertise, respectively—this study pushes our understanding of the limits of AI and human cognition, and calls for more research into humans’ unique traits, such as metacognition. In doing so, it makes the case for the enduring value of human contribution in a world dominated by AI.