Dr. Sunny Man Chu Lau - Faculty

Dr. Sunny Man Chu Lau - Faculty

Dr. Sunny Man Chu Lau

Associate Professor
Phone: 819-822-9600 ext. 2385
Photo of Dr. Sunny Man Chu Lau

B.A. & M.A. (University of Hong Kong), M.Ed. (Chinese University of Hong Kong), Ph.D. (University of Toronto)

Dr. Sunny Man Chu Lau is Associate Professor in the School of Education at Bishop’s University. Before coming to Bishop’s, she worked as an instructor for the teacher education programs at OISE/University of Toronto and for the TESL training at the York Catholic District School Board in Toronto. As a long-time ESL teacher/educator, she has designed and delivered curricula with specific purposes for English language learners across all levels, both overseas and in Canada. Specializing in second language and plurilingual education, she offers courses for Teaching English as a Second Language program at the undergraduate level, including Critical Pedagogical Orientation to Second Language Teaching, Teaching English Grammar, Literature and Language Teaching, Teaching the Young Second Language Learner, as well as other graduate courses related to language and literacy teaching and learning.

Dr. Lau’s doctoral thesis “Practising critical literacy with English language learners: An integrative approach” (2010), together with her commitment to critical scholarships in language studies, won her the 2012 Founders’ Emergent Scholars Award (sponsored by the International Society for Language Studies and Language Studies Foundation). Apart from being a member of a multi-institutional research team on second language reading and writing (Collectif Clé), she is the principal investigator of three recent research projects, variously funded by the Sciences and Humanities Research Council of Canada—SSHRC, Fonds de recherche du Québec – Société et culture–FRQSC, and Pôle régional en enseignement supérieur de l’Estrie (PRESE). These projects examine cross-language and -curricular collaborations between English and French teachers in their employment of plurilingual and translanguaging pedagogies to facilitate students’ bi/plurilingual competence and critical literacy engagements. As she seeks dialogic approaches to theory-building, her chief focus is on collaborative classroom research with school partners. Further, she engages in classroom ethnography to gain insights into how language is used and power relations enacted. To prepare teachers for diverse learners, she conducts research on culturally responsive teacher education and migrant teacher preparation and integration. She has published in the Critical Inquiry of Language Studies, Intercultural Education, The Reading Teacher, The New Educator Journal, Journal of Critical Literacy: Theories and Practices, Journal of Translation and Translanguaging in Multilingual Contexts, etc.

Research

2020-2023

Principal Investigator, Supporting Chinese transnational students’ French additional language learning through the use of plurilingual pedagogies (CAD 24,000)

  • Funded by the Bishop’s University Interdisciplinary Team Grant, the goal of this collaborative action research is to develop plurilingual approaches to support transnational Chinese students in their learning of French by drawing on their plurilingual and pluricultural resources.
  • Co-researchers: Sarah Théberge & Caroline Dault

2020-2022

Co-Investigateur, Renforcer les compétences en lecture et en écriture des adultes en francisation dans le but de favoriser l’engagement et la réussite dans les formations postsecondaires qualifiantes (CAD 50,000)

  • Funded by the Pôle régional en enseignement supérieur de l’Estrie (PRESE) – the Higher Education Hub – Estrie, the project aims to support allophone students in their transition from the francization program to post-secondary education by creating a complementary training program.
  • Research team: Olivier Dezutter and Paule Dion (principal investigators), Sunny Man Chu Lau, Sarah Théberge, & Marie-Maude Cayouette.

2020

Co-researcher, Multilingual Approaches to Assessment and Education Symposium (CAD 13,455)

  • Funded by the Social Sciences and Humanities Research Council (SSHRC) Connection Grant (#611-2019-0619), this project intends to bring together internationally renowned researchers, local policymakers and education system leaders to share and discuss critical issues concerning multilingual approaches to assessment policy and practice.
  • Research team: Saskia Van Viegen (principal investigator), Sunny Man Chu Lau & Angel Lin.

2019-2023

Co-researcher, English language and literature: In-depth learning (CAD 245,629)

  • Funded by the Norwegian Partnership Program for International Teacher Education aimed to explore the ways to promote the use of literature for creative and critical language learning with global perspectives. Our research project involves faculty and student exchanges for knowledge building and mobilization.
  • Research team: Janice Bland (project coordinator), Sunny Man Chu Lau (local project coordinator), Nayr Ibrahim, Corinne Haigh, Charlotta Langejan, & Wendy King

2019-2022

Co-Investigateur, Les effets de la participation à un programme d’anglais intensif sur les compétences en littératie : la situation des élèves en difficultés d’apprentissage et des élèves allophones à la transition du primaire au secondaire (2020-0LITR-279103) (CAD 190,370)

  • Funded by FRQSC-Actions concertées programme de recherche en littératie
  • A longitudinal mixed method study to explore the teaching and learning strategies and environment that promote reciprocal development in reading and writing skills in French and English for allophone students and students with special needs in Intensive English program in Quebec.
  • Research team: Veronique Parent (principal investigator), Olivier Dezutter, Corinne Haigh, Sunny Man Chu Lau, & Lynn Thomas

2019-2021

Principal Investigator, Plurilingual integrated learning: Building cross-language and cross-curricular connections to support allophone and underachieved Cégep students’ language and content learning (CAD 50,000)

  • Funded by PRESE –the Higher Education Hub—Estrie, I continue and extend the previous FRQSC-funded collaborative action research project with Cégep professors to set up a learning community to explore effective plurilingual teaching strategies and create relevant resources to raise metalinguistic awareness, build language connections, and mobilize students’ plurilingual repertoires for effective learning in both language and content areas.

2019
Co-investigateur, Création d’une banque de ressources didactiques pour la formation universitaire des enseignants de langues secondes (CAD 232,000)

  • Funded by Entente Canada- Québec – created an online portal Radar L2  for French and English L2 teaching and learning resources
  • Research team: Olivier Dezutter (principal investigator), Lynn Thomas, Sunny Man Chu Lau, & Corinne Haigh

2017-2020

Co-Investigator : Les pratiques d’enseignement soutenant le développement des compétences en lecture et en écriture des élèves allophones intégrés dans les classes régulières à la transition du primaire et du secondaire (175000$)

  • Funded by the Fonds de recherche du Québec – Société et culture, Actions concertées Lecture-écriture to work alongside French teachers to support allophone students’ integration and transition into mainstream classrooms in elementary and secondary schools.
  • Research team: Olivier Dezutter (principal investigator), Christiane Blaser, Godelieve Debeurme, Corinne Haigh, Sunny Man Chu Lau, Véronique Parent, Lynn Thomas, Isabelle Dufour (CSRS) et Viviane Guimond (CSRS)

2017-2018

Principal Investigator, Bridging the gap: Decolonizing global relations through a joint critical inquiry in ESL education ($9000)

  • Funded by Bishop’s Senate Research Committee (Research and Creative Activity Grants). As the top ranked researcher in SSHRC disciplines in Winter 2017 competition, $5834 came from the SSHRC Institutional Grant awarded to Bishop’s in 2017-18; $3166 came from Bishop’s Foundation in 2016-17.
  • The project aims to investigate how a joint inquiry by both Malawian teachers and Bishop’s education students into the sociopolitical issues of ESL and critical pedagogy might help decolonize the enduring unequal relationship in international education development
  • Co-investigator: Melanie Bennett-Stonebanks

2016-2019

Principal Investigator, French and ESL professors’ cross-curricular collaborations: Enhancing Cégep allophone students’ academic and social integration through plurilingual and multiliteracies pedagogies

Funded by the Fonds de recherche du Québec – Société et culture, Établissement de nouveaux professeurs-chercheurs ($38,656), this research study aims to explore the educational potential of strategic curricular collaboration between French and English Cégep instructors in promoting academic biliteracy learning of their diverse underachieved students through the use of plurilingual multiliteracies approaches that value students’ entire communicative repertories for meaningful learning.

2014-2016

Principal Investigator, Language Connections: French and English teachers’ collaboration for critical bi-literacy learning

This SSHRC-funded (Insight Development Grant – $ 68,559) research project is built on the pilot study I did with two elementary school teachers to investigate the impact of interdisciplinary collaborations on students’ cross-language and curricular connections,  complex bi-literacy and critical literacy learning and their identities of competence as (developing) bilinguals through inquiry in social issues related to social justice.

2014-2017

Co-investigateur, Le développement de la compétence à écrire en langue première et en langue seconde à la fin du primaire dans des contextes d’intensification de l’enseignement de la langue seconde

This SSHRC-funded (Subventions Savoir CRSH, $251,230) research project is led by Dr. Olivier Dezutter from Université de Sherbrooke and other researchers from University of Simon Fraser and Bishop’s University to investigate students’ writing development in their first and second languages at the end of primary education in intensive and/or immersion contexts.

2012-2014

Principal Investigator, Linking languages: Enhancing students’ bi-literacy skills through a collaborative critical literacy project, Bishop’s University

Awarded by the Senate Research Committee Grant ($7,000), this participatory action research project looks into the collaboration of an English Language Arts teacher and a French Second Language teacher in engaging their students in critical exploration of issues related to social justice in both English and French, and how such effort affects students’ biliteracy and critical literacy development.

Winter 2012-2014

Researcher, Collectif de Recherche sur la Continuité des Apprentissages en Lecture et en Écriture

A member of a multi-institutional team funded by a FRQSC grant ($67,076) to develop collaborative research programs on sustained literacy engagement among students at different grade and proficiency levels.

2010-2014

Researcher, International Research Network–Diverse Teachers for Diverse Learners

  • The network was first set up in 2009 with the Canadian SSHRC Partnerships Development Grant and is now maintained by research grants from partner countries which include Scotland, Iceland, Finland and Norway.
  • Presented with research partners at the 14th International Metropolis Conference: Migration and Mobility (2009), the 2012 Nordic Educational Research Congress in Copenhagen, Denmark., and Fourth Diverse Teachers for Diverse Learners Conference, University of Strathclyde, Glasgow, Scotland (2014).
  • Took part in the working committee meetings in November 2009 and March 2012 in Copenhagen, Denmark to discuss research collaborations.

2012-2013

Principal Investigator, Language Portrait: Preparing Diverse Teachers for Diverse Learners, Bishop’s University

This project was developed out of the international research network Diverse Teachers for Diverse Learners to focus on the use of life history to prepare teachers of diverse students.

2011-2012

Principal Investigator, Teaching English-as-a-second-language: A Critical Approach,  Mae Sot Education Project, Bishop’s University

Funded by the Pathy’s Family Foundation to carry out a critical action research on the training program offered for volunteers to teach ESL from a critical pedagogy perspective

2009-2010

Research Assistant, Engaging Literacies: Identity Texts as Catalyst and Medium for Academic Performance, OISE/UT

Supervisor: Dr. J. Cummins (Canada Research Chair in Literacy Education)

  • The project was funded by the Canadian Research Center (CRC)
  • Worked with an ESL teacher & students in writing identity texts using Desktop Author
  • Collected, transcribed, coded and analysed data; presented research findings in conferences

2008-2009

Principal Investigator, Practising Critical Literacy with English Language Learners: An Integrative Approach, OISE/UT

Thesis Supervisor: Dr. J. Cummins, Canada Research Chair in Literacy Education

Doctoral research on critical literacy education with beginning immigrant English language learners using a participatory action research method.

Recent Publications

Book and Book Chapters

Lau, M. C., Tian, Z. & Lin, A. (in press). Intersections between critical literacy, language diversity and translanguaging. In J. Z. Pandya, R. A. Mora, J. Alford, N. Golden, R. de Roock (Eds.) The Handbook of Critical Literacies. Routledge.

Lau, S. M. C., & Van Viegen, S. (Eds.). (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. Springer International Publishing.

Lau, S. M. C., & Van Viegen, S. (2020). Plurilingual pedagogies: An Introduction. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 3-22). Springer International Publishing.

Moore, D., Lau, S. M. C., & Van Viegen, S. (2020). Mise en écho des perspectives on plurilingual competence and pluralistic pedagogies: A conversation with Danièle Moore. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 23-45). Springer International Publishing.

Lau, S. M. C. (2020). Translanguaging for critical bi-literacy: English and French teachers’ collaboration in transgressive pedagogy. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 115-135). Springer International Publishing.

Van Viegen, S., & Lau, S. M. C. (2020). Philosophy, principle and practice – ‘3Ps’ to implement plurilingual pedagogies. In S. M. C. Lau & S. Van Viegen (Eds.), Plurilingual pedagogies: Critical and creative endeavors for equitable language in education (pp. 323-339). Cham: Springer International Publishing.

Lau, S. M. C. (2020). Emotional labour in critical language teaching and research: The power of feeling in collaborative action research. In K. W. Clausen and G. Black (Eds.), The future of action research in education: A Canadian perspective (pp. 158-170). McGill-Queen’s University Press.

Lau, S. M. C. (2020). Translanguaging as a decolonization project?: Malawian teachers’ complex and competing desires for local languages and global English. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens global perspectives (pp. 203-228). Springer.

Lau, S. M. C. (2017). Classroom ethnography on critical literacy teaching and learning. In S. A. Mirhosseini (Ed.), Reflections on qualitative research in language and literacy education (pp. 77-90). Springer. 10.1007/978-3-319-49140-0

Journal Articles

Lau, S. M. C., Botelho, M. J., & Liaw, M. J. (in press). Text production as process: The language, literacy, and identity opportunities in a bilingual elementary classroom. Journal of Language, Identity, and Education.

Lau, S. M. C., Brosseau, M.-C., Maegerlein, E., LeRisbé, M., & Blandford, M. (2020). Supporting immigrant students’ academic and social integration: ESL and French college teachers’ collaboration in promoting cross-linguistic teaching of language and strategies. Canadian Modern Language Review, 76(4), 293–312. doi:10.3138/cmlr-2020-0001. (https://www.utpjournals.press/doi/abs/10.3138/cmlr-2020-0001)

Ballinger, S, Lau, S. M. C., & Quevillon Lacasse, C., (2020). Cross-linguistic pedagogy: Harnessing transfer in the classroom. Canadian Modern Language Review, 76(4), 265-277. doi:10.3138/cmlr-76.4.001-en. (https://www.utpjournals.press/doi/abs/10.3138/cmlr-76.4.001-en)

Lau, S. M. C. (2020). Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom. Australian Journal of Applied Linguistics, 3(1), 42-59. Doi.org/10.29140/ajal.v3n1.299. (https://www.castledown.com/journals/ajal/article/?reference=299)

Lau, S. M. C. (2019). Convergences and alignments between translanguaging and critical literacies work in bilingual classrooms. In Z. Tian and H. Link, Positive synergies: translanguaging and critical theories in education. Journal of Translation and Translanguaging in Multilingual Contexts. 5(1). [Special issue], 67-85. doi:10.1075/ttmc.00025.lau https://www.jbe-platform.com/content/journals/10.1075/ttmc.00025.lau

Dezutter, O., Lamoureux, K., Thomas, L., Lau, S. M. C., & Sabatier, C. (2018). Le rapport à l’écriture d’élèves de sixième année du primaire suivant un apprentissage intensif d’une langue seconde, Nouveaux cahiers de la recherche en éducation, 20(2), 4-23.doi: https://doi.org/10.7202/1053586ar. (https://www.erudit.org/fr/revues/ncre/2017-v20-n2-ncre04092/1053586ar/)

Thomas, L. & Lau, S. M. C. (2017). Les pratiques d’écriture en français et en anglais langue seconde d’élèves de sixième primaire participant à un programme d’anglais intensif. Vivre le primaire, vol. 30 no4, p.60-62. Association québécoise des enseignantes et des enseignants du primaire. (https://aqep.org/revues/vivre-primaire-vol-30-no4/)

Lau, S. M. C., Juby-Smith, B., & Desbiens, I. (2016). Translanguaging for transgressive praxis: Promoting critical literacy in a multi-age bilingual classroom. Critical Inquiry for Language Studies. DOI: 10.1080/15427587.2016.1242371. (http://www.tandfonline.com/eprint/XSc8rny4I4nyXHYRYVhB/full)

Lau, S. M. C. (2016).  Language, identity, and emotionality: Exploring the potential of language portraits in preparing teachers for diverse learners, The New Educator, 12(2), 147-170, DOI: 10.1080/1547688X.2015.1062583
(http://www.tandfonline.com/doi/full/10.1080/1547688X.2015.1062583.)

Lau, S. M. C. (2015). Intercultural education through a bilingual children’s rights project: reflections on its possibilities and challenges with young learners. Intercultural Education, 1-14. doi:10.1080/14675986.2015.1109774 (http://www.tandfonline.com/eprint/YhiwD4AjkmIkYwn5puRe/full)

Lau, S. M. C. (2015). Relationality and emotionality: Toward a reflexive ethic in critical teaching. Journal of Critical Literacy: Theories and Practices 9(2), 85-102.

Lau, S. M. C., & Saskia, S. (2014). Participatory research with teachers: Toward a pragmatic and dynamic view of equity and parity in research relationships. European Journal of Teacher Education. 37(2), pp. 156-170. DOI:10.1080/02619768.2014.882313 (http://dx.doi.org/10.1080/02619768.2014.882313)

Lau, S. M. C. (2013). A study of critical literacy work with beginning English language learners: An integrated approach. Critical Inquiry in Language Studies. 19(1), 1-30.
(http://www.tandfonline.com/eprint/eGfwUX7rnFi9TYKHd7zy/full)

Lau, S. M. C. (2012). Reconceptualizing critical literacy teaching in ESL classrooms. The Reading Teacher, 65(5), 321-326.

Lau, M. C. (2010). Practising critical literacy with English language learners: An integrative approach. (Doctoral dissertation, Ontario Institute for Studies in Education, University of Toronto, 2010). Dissertation Abstracts International, DAI-A 72/07, 348. (http://hdl.handle.net/1807/24804)

Lau, M. C. (2006). Can questions be the answer?: Promoting ESL students’ academic and critical literacy through collaborative student inquiry in literature-based discussion. Contact, 33(3), 43-52.

Lau, M. C. (2003). Cultivating critical thinking skills through reading with young ESL learners. Journal of Basic Education, 12(2), 191-210.

Report

Lau. S. M. C. (2012). Mae Sot Educational Project evaluation report on teaching English-as-a-second-language training of student volunteers: A critical approach. Bishop’s University- Champlain College (Lennoxville)—a report submitted to the Pathy Family Foundation for the critical action research project I did on the Mae Sot Education Project in 2011.

Textbook & Professional Material

Mok, A. T., G., Chung, M. & Lau, S. (2007). Creative language learning series (S1, S2, S3). Hong Kong: Aristo Educational Press.

Chan, R. E., Cheung, B., Donlon, T., Lau, M. C. & Mak-Au, A. (2001). Poetry for language teaching and learning. In A. Mok (Ed.), Task-based learning, language arts and the media: A resource book for secondary English teachers. INSTEP, Faculty of Education, University of Hong Kong.

Lau, M. C. (1997). Poems for language activities. A. Mok (Ed.) English language enrichment programme: A resource book. INSTEP, Faculty of Education, University of Hong Kong.

Creative Works

The blog posts below were published by the Belonging, Identity, Language, Diversity Research Group (BILD) based a McGill University that invites contributions related to critical sociolinguistics:

Lau, S. M. C. (2020, April 19). Language in the times of COVID-19: To unite or to divide. [Blog post] http://bild-lida.ca/blog/uncategorized/language-in-the-times-of-covid-19-to-unite-or-to-divide-by-dr-sunny-man-chu-lau/

Lau, S. M. C. (2019, December 16). “But what is your real name?”: Honoring transnational students’ complex agentive acts of identity negotiations in (re)naming practices. [Blog post]. http://bild-lida.ca/blog/uncategorized/but-what-is-your-real-name-honoring-transnational-students-complex-agentive-acts-of-identity-negotiations-in-renaming-practices-by-dr-sunny-man-chu-lau/

Lau, S. M. C. (2019, March 24). Translanguaging instinct [Blog post]. http://bild-lida.ca/blog/uncategorized/translanguaging-instinct-what-does-doodling-have-to-do-with-language-learning-by-dr-sunny-man-chu-lau/

Lau, S. M. C. (2018, Nov 15). Stickiness of language and culture: Identity in the making [Blog post]. http://bild-lida.ca/blog/uncategorized/stickiness-of-language-and-culture-identity-in-the-making-by-sunny-man-chu-lau/

Lau, S. M. C. (2016). Foreword. In L. McTeigue, B. Smith, & I. Desbiens, S. M. C. Lau (Eds.). Home to home – An anthology of children’s writing (p. 8). Quebec, Canada: PréciGrafik.

McTeigue, L., Smith, B., Desbiens, I, & Lau, S. M. C. (Eds.) (2016). Home to home. Quebec, Canada: PréciGrafik.

Lau, S. M. C. (Ed.) (2012). From Burma to Mae Sot: Stories of myself. Chiang Mai, Thailand: Wanida Press. [Edited Book—anthology of Burmese children’s bilingual stories and artwork with foreword written by J. Cummins, Canada Research Chair in Literacy Education]

Lau, S. M. C. (2013). Foreword. In M. Irving, B. Smith, & I. Desbiens (Eds.), Do it right: The ABC’s of children’s rights – An anthology of children’s writing (p. ii). Canada: Lulu Press Inc.

INVITED TALKS:

Lau, S. M. C. & Van Viegen, S.  (2020, December). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. Talk given at the Plurilingual Lab, McGill University, Quebec, Canada.

Van Viegen, S. & Lau, S. M. C. (2021, April). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. Talk given at the York University Applied Linguistics Lecture Series, Ontario, Canada.

Van Viegen, S. & Lau, S. M. C. (2020, November). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. Talk given at the Department of Linguistics, Ghent University, Brussels, Belgium.

Lau, S. M. C. & Liaw, M. (2020, October). Academic publications: Processes and practices of revision and resubmission as refining the argument. Talk given at the Doctoral Seminar on Writing for Publication, College of Education, University of Massachusetts Amherst, MA: United States.

Lau, S. M. C & Van Viegen, S. (with Lin, Angel) (2019 Sept) [Live streamed webinar], Translanguaging pedagogy: Becoming critical linguistic ethnographers with our students. https://youtu.be/rkP3d-J_zd8.

Lau, S. M. C. (2019 Jan). Participatory action research: Promotion of language teachers’ self-efficacy and advocacy for socially just plurilingual pedagogy. Paper presented at Webinar Series of the Action Research Community, European Centre for Modern Languages of the Council of Europe (ECML).

Lau, S. M. C. (2018, November). Affordances of plurilingual pedagogy for critical literacy engagement in second language classrooms. Talk given at the Speaker Series organised by The Department of Education at Concordia University and Plurilingual Lab, Montreal, Quebec, Canada.

Lau, S. M. C. (2018 October). Critical literacies for K-12 English language learners: Challenging pedagogical boundaries. Talk given at the Lecture Series by the Five College Lecture Fund and the Language, Literacy, & Culture Concentration and Department of Teacher Education & Curriculum Studies of the College of Education at University of Massachusetts Amherst, University of Massachusetts Amherst, MA: United States.

Lau, S. M. C. & Liaw, M. (2018, October). From conference presentation to manuscript: Responding to reviews along the way. Talk given at the Doctoral Seminar on Writing for Publication, College of Education, University of Massachusetts Amherst, MA: United States.

As Visiting Researcher at the Faculty of Education at Simon Fraser University (SFU) (2018 April-May), I was invited to give the following talks at the Centre of English Language Learning, Teaching and Research (CELLTR) and the Institute for Studies in Teacher Education (ISTE), delivering the following talks:

Lau, S. M. C. (2017, May). Grounded critical literacies: Contextualizing critical approaches to additional language learning in two Canadian classrooms. Talk delivered at the Institute for Studies in Teacher Education (ISTE) & CELLTR, Simon Fraser University, Burnaby, British Columbia.

Lau, S. M. C. (2017, May). Language portraits: Critical affective engagements in TESOL preparation. Talk delivered to graduate students in the course titled “Sociocultural Perspectives of Second Language Education” (Dr. Joel Hartse) in the English as an Additional Language MA TESL/TEFL program, School of Education, Simon Fraser University, Burnaby, British Columbia.

Lau, S. M. C. (2017, April). Critical literacies for second language learners. Talk delivered at the graduate seminar in the Centre of English Language Learning, Teaching, and Research (CELLTR) Lab, Simon Fraser University, Burnaby, British Columbia

Lau, S. M. C. (2017, May). A glocal orientation to teaching ELLs: Connecting (neo)colonialism and neoliberalism through intellectual and affective engagements. Paper presented at the  Canadian Association of Teacher Education (CATE) Panel of the 2017Canadian Society for the Study of Education (CSSE) Annual Conference, Ryerson University, Toronto, Ontario, Canada.

Lau, S. M. C. (2017, March). Transgressive translanguaging: Connecting English and French literature-based discussions for critical literacy learning.  Paper presented at the Comparative International and Development Education Centre (CIDEC) Seminar Series, Ontario Institute for the Studies in Education, University of Toronto, Ontario, Canada.

Lau, S. M. C. (2017, March). Translanguage to transgress: Critical literacy work in a French-English bilingual classroom. Paper presented at the Centre for Educational Research on Languages and Literacies Informal Seminars, Ontario Institute for the Studies in Education, University of Toronto, Ontario, Canada.

Lau, S. M. C. (2017, February). Critical literacy for additional language teaching and learning.  Paper presented at a Graduate course entitled– Critical Pedagogy, Language and Cultural Diversity, Department of Curriculum, Teaching and Learning, Ontario Institute for the Studies in Education, University of Toronto, Ontario, Canada.

Lau, S. M. C. (2017, Jan). Critical literacy for English language learners: A mission possible!. Paper presented at the Research Seminar, Faculty of Education, University of Hong Kong, HKSAR.

Lau, S. M. C. & Liaw, M. (2016, Oct). From conference presentation to manuscript: Responding to reviews along the way. Talk given at the Doctoral Seminar on Writing for Publication, College of Education, University of Massachusetts Amherst, Massachusetts, United States.

Lau, S. M. C. (2014, April). Hybrid literacy practices: Enhancing students’ bi-literacy skills through a collaborative critical literacy project. Paper presented at the Doctoral Seminar on Writing, College of Education, University of Massachusetts Amherst, Massachusetts, United States.

Lau, S. M. C. (2014, March). Publication of ABC’s Books. Paper presented at the Masters of Education Course on Multicultural Children’s Literature, College Of Education, University of Massachusetts Amherst, Massachusetts, United States.

Lau, S. M. C. (2012, October). Theories and practices of critical literacy work with English language learners. Paper presented at the Doctoral Seminar on Critical Literacies, College of Education, University of Massachusetts Amherst, Massachusetts, United States.

Lau, S. M. C. (2011, November). Re-conceptualizing critical literacy education:  Its possibilities and challenges in ESL classrooms. Paper presented at the 2010-2011 Second Language Education Colloquium Series, Ontario Institute for the Studies in Education, University of Toronto, Ontario, Canada.

Lau, S. M. C. (2011, March). Practicing critical literacy work with beginning English language learners: A social justice issue. Paper presented at the ESL and Mother Tongue Conference, The European Council of International Schools, Dusseldorf, Germany.

Lau, S. M. C. (2011, March). Critical literacy: It doesn’t have to be difficult. Paper presented at the ESL and Mother Tongue Conference, The European Council of International Schools, Dusseldorf, Germany.

INVITED PROFESSIONAL WORKSHOPS:

Lau, S. M. C., (2019, June). Snuggle up with good stories: Mirrors, windows and doors for deep learning of the self and the world. Workshop for the Parent-Teacher Association, St, Stephen’s Girls’ College, Hong Kong.

Lau, S. M. C., (2019, May). Plurilingual and pluricultural perspectives of language teaching and learning. Talk given at the Discourses on Diversity: Plurilingual Perspectives Mini-Conference organised by the East European and Slavic Studies, Vanier College, Montreal.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2019, May). Collaborations interdisciplinaires entre les professeurs de français et d’anglais : favoriser l’intégration scolaire et sociale des cégépiens allophones grâce à une approche plurilingue et aux littératies multiples. Communication présentée au Comité école et société, Cégep de Sherbrooke, Québec.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2019, May). Collaborations interdisciplinaires entre les professeurs de français et d’anglais : favoriser l’intégration scolaire et sociale des cégépiens allophones grâce à une approche plurilingue et aux littératies multiples. Communication présentée au Comité de la formation générale, Cégep de Sherbrooke, Québec.

Lau, S. M. C., Brousseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2018, May). L’application de croisements de stratégies d’enseignement du français et de l’anglais langue seconde pour supporter les cégépiens allophones [Employing crosscutting links in teaching French and English Second Language to support allophone college students]. Workshop for the Département de lettres, littérature et communication, et le Département des langues modernes, Cegep de Sherbrooke, Québec, Canada

Thomas, L. & Lau, S. M. C. (2018, April). Les perceptions des élèves participant à un programme d’anglais intensif quant à l’écriture et à leur image de scripteur. In O. Dezutter et L. Thomas (Chairs), Lire et écrire dans plusieurs langues. Journée de transfert de connaissances. Université de Sherbrooke, Québec, Canada.

Lau, S. M. C. & Bennett-Stonebanks, M. (2017, June). Critical pedagogical orientations to TESL. PD workshops for Chilangu elementary school teachers, Malawi, Africa.

Lau, S. M. C. (2017, Apr). Supporting English language learners. PD workshop, Kell’s Academy, Montreal, Quebec, Canada.

Lau, S. M. C. (2017, Jan). Reading for deep understanding. PD workshop. English Department, St. Stephen’s Girls College, Hong Kong.

Stonebanks, C.; Stonebanks, M., & Lau, S. M. C. (2016 June). Leadership and emancipatory curriculum (Level 1)delivered for head teachers and teachers of Chilanga schools in Malawi, Africa.

Lau, S. M. C. (2014 May). Literature for critical literacy: Moving beyond surface understanding. Workshop delivered at the conference of the Commission Scolaire de Sherbrooke, Sherbrooke, Quebec.

Lau, S. M. C. (2014, Janvier). L’atelier sur l’intégration de la grammaire dans l’approche par compétences II, Département des Langues Modernes, Cégep de Sherbrooke, Sherbrooke.

Lau, S. M. C. (2013, Novembre). L’atelier sur l’intégration de la grammaire dans l’approche par compétences I, Département des Langues Modernes, Cégep de Sherbrooke, Sherbrooke.

SCHOLARLY CONFERENCE PRESENTATIONS:

Lau, S. M. C. (2020, August accepted, postponed to 2021). Coordinated Translanguaging pedagogy for critical learning and uniform exams: A balancing act. In S. M. C. Lau & S. Van Viegen (Chairs), The dynamics of purification and hybridization in language education policy: Teaching for social justice in both polarities. A symposium organized for the 2020 Multidisciplinary Approaches in Language Planning and Policy conference (LPP2020), McGill University, Montreal, Quebec, Canada.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2020, May, accepted, postponed to 2021). Collaborations à travers des frontières institutionnelles, départementales et linguistiques pour la promotion des connaissances plurilingues et interculturelles des cégépiens allophones. Communication préparée pour Constance Lavoie, Olivier Dezutter, & Miles Turnbull (responsables), Approche plurilingue en contextes scolaires, Colloque dans L’Association de promotion et défense de la recherche en français (ACFAS), Université de Sherbrooke et Université Bishop’s, Sherbrooke, Québec, Canada

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., Maegerlein, E., & Lebeau, A. (2020, May, accepted, postponed to 2021). Promouvoir les connaissances plurilingues et interculturelles des cégépiens allophones: Stratégies d’enseignement et d’apprentissage transversales favorisant la littératie en français et en anglais. Communication préparée pour Christine Hudon, Miles Turnbull, Marie-France Bélanger, & Sophie Vincent (responsables), S’unir pour innover: la collaboration régionale et les pôles d’enseignement supérieur a été retenu dans la catégorie Enjeux de la recherche, Colloque dans L’Association de promotion et défense de la recherche en français (ACFAS), Université de Sherbrooke et Université Bishop’s, Sherbrooke, Québec, Canada

Tian, Z., & Lau, S. M. C. (2020, March, accepted & postponed to 2021). Transvisuality in translanguauging: Children’s artistic representations of Chinese characters for potential critical learning. Paper prepared for the 2020 American Association for Applied Linguistics (AAAL), Denver, CO, USA.

Lau, S. M. C. (2019, August). Rethinking language policy and teacher training for heteroglossic bilingual education. In M. Sakar (Chair), Plurilingual voices versus bilingual policy: A call for more flexible language policies in Canada and Quebec. Panel organized at the 2019 Multidisciplinary Approaches in Language Policy and Planning Conference, OISE/University of Toronto, Ontario, Canada.

Lau, S. M. C. (2019, June). Transversal reading and writing strategies: French and ESL teachers’ co-development of plurilingual pedagogy to support immigrant students’ integrated learning. Paper presented at The International Conference on Multilingual Acquisition and Multilingual Education 2019, Hong Kong Education University, New Territories, HKSAR.

Lau, S. M. C. (2019, June). Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom. Paper presented in Lau, S. M. C. (Chair), Critical translanguaging pedagogy: Transmediating among semiolinguistic resources for transformative teaching and learning. Symposium in the 2019 International Society for Language Studies Conference, Open University of Hong Kong, HKSAR.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., & Maegerlein, E. (2019, June). Supporting allophone students’ academic and social integration: ESL and French college teachers’ collaboration in promoting cross-language reading and writing strategies. In Ballinger, S. Quevillon Lacasse, C. & Lau, S. M. C. (Chairs), The French-English connection: Research on Canadian cross-linguistic pedagogy. Symposium for the Canadian Association of Applied Linguistics Conference (CAAL-ACLA), University of British Columbia, Vancouver, British Columbia, Canada.

Lau, S. M. C. (2019, May). (Chair) Innovative practices for second language teachers: Pedagogical approaches built on plurilingual learners’ linguistic repertoire. Panel organised at the 8th Second Language Pedagogy Conference, Université de Sherbrooke, Quebec, Canada.

Lau, S. M. C., Brosseau, M., LeRisbé, M., Blandford, M., & Maegerlein, E.  (2019, May). Promoting cegep allophones’ bilingual learning and plurilingual identities of competence through dynamic curricular convergences between English and French. Paper presented at the 8th Second Language Pedagogy Conference, Université de Sherbrooke, Quebec, Canada.

Lau, S. M. C. (2019, April). Decolonizing English language hierarchy and identities: Legitimizing the hidden translanguaging practice of Malawian teachers. In Tian, Z. (Chair), (Re)Theorizing translanguaging from non-Anglo contexts/perspectives. Paper presented at the 2019 American Education Research Association (AERA) Annual Conference, Toronto, Ontario, Canada.

Lau, S. M. C. (2018, Dec). Translanguaging for critical bi-literacy: English and French teachers’ collaboration in transgressive pedagogy. In Song, Kwongok (Chair), Critical translanguaging: Bridging translanguaging, critical literacies, and social justice pedagogy. Paper presented at the 68th Annual Conference of Literacy Research Association, Palm Springs, CA, USA.

Lau, S. M. C. (2018, Oct). English for Real Purposes: Critical engagement with immigrant ESL teenagers in race and bullying issues. In Chang, B. (Chair), Intersections of race, culture, and equity with Chinese communities across transnational contexts: From primary to tertiary education in Australia, Canada, Hong Kong, and the United States. Paper to be presented at the 25th Biennial Canadian Ethnic Studies Association Conference: Immigration, Ethnic Mobilities, and Diasporic Communities in a Transnational World. Banff, Alberta, Canada.

Lau, S. M. C., Brousseau, M., LeRisbé, M., Blandford, M., & Maegerlein, E. (2018, May). Cross-curricular collaborations between French and ESL college teachers in supporting allophone students through plurilingual pedagogies. Paper presented at The 2018 CCERBAL Conference -Translanguaging: Opportunities and challenges in a global World. The Centre for Research and Studies in Bilingualism and Language Planning, University of Ottawa, Canada.

Lau, S. M. C. (2017, Dec). Connecting the two language solitudes: English and French college teachers’ collaborative efforts to support allophone students’ bilingual learning. Paper presented at the 2017 World Education Research Association Focal Meeting & HKERA International Conference, The Educational University of Hong Kong, China.

Lau, S. M. C. (2017, Dec). Language biographies/portraits: Studying power and emotion in tandem for heightened critical praxis. In symposium C. Schmidt (Chair), Intersectionality in pre-service and graduate teacher education: Fostering critical lenses in transnational contexts. Symposium conducted at the 2017 World Education Research Association Focal Meeting & HKERA International Conference, The Educational University of Hong Kong, China.

Lau, S. M. C. (2017, July). Language, identity, and emotionality: Engaging student teachers with language portraits to foster appreciation for plurilingualism. In S. M. C. Lau (Chair), Transforming language and teacher education through innovative asset-oriented plurilingual pedagogies. Symposium conducted at the 18th World Congress of Applied Linguistics: Innovation and Epistemological Challenges, Barra da Tijuca, Rio de Janeiro, Brazil.

Lau, S. M. C. (2017, July). English-French translanguaging for critical inquiry into social justice issues using children’s literature. Paper presented at the 18th World Congress of Applied Linguistics: Innovation and Epistemological Challenges, Barra da Tijuca, Rio de Janeiro, Brazil.

Lau, S. M. C., Thomas, L., Dezutter, O., Sebatier, C. & Haigh, C. (2017, July). Elementary intensive ESL learners’ scriptural practices and conceptions of writing in first and target languages. Paper presented at the 18th World Congress of Applied Linguistics: Innovation and Epistemological Challenges, Barra da Tijuca, Rio de Janeiro, Brazil.

Lau, S. M. C. (2017, May). Transgressive translanguaging in a bilingual classroom: Language learning for critical social practice. In S. M. C. Lau (Chair), Critical literacy across continents: Breaking traditional dichotomies in reading pedagogies. Symposium conducted at at the 2017 Canadian Society for the Study of Education (CSSE) Annual Conference, Ryerson University, Toronto, Ontario, Canada.

Lau, S. M. C., Botelho, M. J. & Liaw, M. J. (2017, May). Identity and Curriculum Work in Text Production: Insights from a French-English Bilingual Elementary School. In M. J. Botelho, (Chair), Identity text reconsidered: Theoretical, methodological, and analytical implications. Paper presented at the 2017 Canadian Society for the Study of Education (CSSE) Annual Conference, Ryerson University, Toronto, Ontario, Canada.

Blandford, M. & Lau, S. M. C. (2017, May). Dramatic performance as a vehicle for promoting critical literacies in the bilingual elementary classroom. Paper presented at the LLRC/ACCLL Pre-conference of the 2017 Canadian Society for the Study of Education (CSSE) Annual Conference, Ryerson University, Toronto, Ontario, Canada.

Alford, J., Schmidt, C and Lau, S. M. C. (2016, Dec). Enacting critical literacy at the intersection of instructional models and local policy: Classroom practice in Sweden, Canada and Australia. Paper presented at the Australian Association for Research in Education (AARE) International Conference – Transforming Education Research, Melbourne, Australia.

Lau, S. M. C. and Blandford, M. (2016, Nov). Translanguaging for equity and social justice: Critical literacy through English-French literature-based dialogues and reading response writing. Paper presented at the National Council of Teachers of English 2016 Annual Convention, Atlanta, Georgia, United States.

Lau, S. M. C. (2016, May). Bridging the divide: How English and French connections promote biliteracies for critical citizenship. Paper presented at the 2016 LLRC/ACCLL Pre-conference of the CSSE Conference. University of Calgary, Canada.

Thomas, L. & Lau, S. M. C. (2016, May). The development of grade 6 Intensive ESL students’ writing skills in both first and second languages. Paper presented at the 2016 LLRC/ACCLL Pre-conference of the CSSE Conference. University of Calgary, Canada.

Lau, S. M. C., Botelho, M. J., & Liaw, M. J. (2016, April). Text production as process: The language, literacy, and identity opportunities in a bilingual elementary classroom. Paper presented at the 2016 AERA Annual Meeting: Public Scholarship to Educate Diverse Democracies. Washington DC.

Lau, S. M. C. (2016, April). Reading for deep understanding: translanguaging for critical English and French literature-based inquiry. In S. M. C. Lau (Chair), Plurilingualism-inspired pedagogy: Creating synergies across languages through creativity and criticality. Paper presented at the 2016 conference of the American Association for Applied Linguistics (AAAL), Orlando, Florida, United States.

Thomas, L. & Lau, S. M. C. (2015, November). Development of writing competencies in francophone children in Intensive English classes. Paper presented at the 43rd Annual Convention of the Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Montréal, Québec, Canada.

Lau, S. M. C. (2015, November). English-French connections: Promoting respect for diversity through critical translanguaging in literature-based discussions. Paper presented at the Fourth Combined Conference of the Applied Linguistics Association of Australia (ALAA), the Applied Linguistics Association of New Zealand (ALANZ) and Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ): Learning in a Multilingual World. Adelaide, Australia.

Dezutter, O., Thomas, L., Haigh, C., Lau, S. M. C., Sabatier, C., Parent, V., Lamoureux, K., Serdane, I. S., & Descoteaux, C. (2015, juin). Quelles informations pertinentes pour étudier l’évolution de la compétence scripturale d’élèves de sixième année primaire engagés dans un programme d’enseignement intensif d’une langue seconde? Présentation aux 5es Rencontres Sherbrooke-Montpellier: Regards croisés sur les travaux de recherche en didactique de la lecture et de l’écriture. Université de Sherbrooke, Sherbrooke, Québec.

Lau. S. M. C. Krueger, B., Juby-Smith, B. & Desbiens, I. (2015, March). Cross-language teacher collaboration: Promoting student identities as emergent bilinguals and agents of social change. Paper presented at the 2015 World Congress of Modern Languages: Collaborating across Languages and Borders. Ontario, Canada.

Botelho, M. J., Lau, S. M. C. & Liaw, M. J. (2015, February). Text/identity/curriculum work of Do It Right! The ABCs of Children’s Rights: The language and literacy opportunities of text production in the bilingual elementary classroom. National Council of Teachers of English Assembly for Research 2015 Conference, New Orleans, Louisiana.

Lau. S. M. C. (2014, May). Making connections between language, culture and identity through language portraits. Paper presented at the Fourth Diverse Teachers for Diverse Learners Conference, University of Strathclyde, Glasglow, Scotland.

Lau. S. M. C. (2014, Mai). Mobilisation des ressources culturelles et linguistiques de la langue première des élèves pour l’apprentissage de la littératie critique et pour la compétence complexe en langue seconde. L. Thomas et S. M. C. Lau (coordinatrices) Le développement de la compréhension orale et écrite en contexte de langue seconde ou étrangère. Presentation au 82e Congrès de l’Acfas, University of Concordia, Montreal, Canada.

Lau, S. M. C. (2014, April). “I am what I speak”: Promoting affirming attitudes towards linguistic diversity using language portraits. Paper presented at the 2014 Celebrating Linguistic Diversity Annual Conference, OISE/University of Toronto, Ontario, Canada.

Lau, S. M. C., Krueger, B., Juby-Smith, B. & Desbiens, I (2014, April). The ABC’s of children’s rights: a bilingual critical literacy project with third graders. Paper presented at the 2014 Celebrating Linguistic Diversity Annual Conference, OISE/University of Toronto, Ontario, Canada.

Lau, S. M. C. (2014, March). Hybrid literacy practices: Enhancing students’ bi-literacy skills through a collaborative critical literacy project. Paper presented at the 2014 conference of the American Association for Applied Linguistics (AAAL), Portland, Oregon, United States.

Lau, S. M. C. (2013, November). How can teachers engage English language learners in critical literacy work!/? In M. Botelho (Chair), Re-imagining critical literacies: Language practices for socio-political imagination and participation. Paper presented at the National Council of Teachers of English 2013 Annual Convention, Boston, MA, United States.

Lau, S. M. C., Krueger, B., Juby-Smith, B. & Desbiens, I. (2013. October). “Do It Right”: A University-School Research Project on Children’s Rights. Paper presented at the 2013 Interdisciplinary Education Conference (North American Chapter of the World Council for Curriculum and Instruction), Montreal, Quebec, Canada.

Lau, S. M. C. (2013, June). Integrated critical literacy practices with English learners: A challenge to the segregated and linear view of literacy development. Paper presented at the 2013 Biennial Conference of the International Society for Language Studies, San Juan, Puerto Rico.

Aitken, A., Kreuger, E., Lau, S. M. C., & Kingsley, J. (2012, June). Collaborative learning: Teacher educators and associate teachers act on a close reading of teacher competencies. In F. Benson, (Chair), Away from the Edge: Relationships and Roles of Associate Teachers / Loin du bord : relations et rôles des enseignants associés. Paper presented at the Canadian Society for the Study of Education Annual Conference, Victoria, British Columbia, Canada.

Lau, S. M. C. (2012, November). Poetry Splash: Don’t be surprised to find a poet in your students!! Paper presented at the 39th Annual Convention of Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Québec City, Québec, Canada.

Lau, S. M. C.  (2012, May). Engaging ELLs in reading the word and reading the world. In J. Cummins (Chair), Multilingual, Multimodal Forms of Cultural Production in Culturally and Linguistically Diverse Classrooms: Promoting Identity-affirming Instructional Practice. Paper presented at the Canadian Society for the Study of Education Annual Conference, Waterloo, Ontario, Canada.

Lau, S. M. C. (2012, March). Mobilizing ELLs’ multicultural resources for critical media literacy work. Paper presented at the 2012 TESOL International Convention, Philadelphia, Pennsylvania, US.

Lau, S. M. C. (2012 March). Identities of competence: Capitalizing on immigrant students’ multi-lingual and -cultural resources for critical/literacy development. Paper presented at the 40th Nordic Educational Research Association Congress, Aarhus University, Copenhagen, Denmark.

Lau, S. M. C. (2012, March). Developing immigrant learners’ academic expertise through the promotion of identities of competence. In A. Gagné (Chair), At the margins but longing to belong: Immigrant and refugee youth in Canadian schools. Paper presented at the 14th National Metropolis Conference, Toronto, Ontario, Canada.

Lau, S. M. C. (2011, November). What does critical literacy have to do with English language learners? Paper presented at the 39th Annual Convention of the Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Montréal, Québec, Canada.

Lau, S. M. C. (2011, June). Identity-affirming literacy practices for immigrant English-language learners: Critical literacy in action. In S. Stille (Chair), Producing, positioning, and representing knowledge: Collaborative literacy projects with multilingual students and their teachers. Colloquium conducted at the Fourth International Symposium on Bilingualism and Bilingual Education in Latin America (Bilinglatam IV), Oaxaca, Mexico.

Cummins, J., Lau, S. M. C., Dewji, S., Ng, J., & Stille, S. (2010, November). Engaging literacies: How technology and identity texts promote ELLs’ literacy development. Paper presented at the 38th Annual Convention of Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Québec City, Québec, Canada.

Lau, S. M. C. (2010, November). Critical literacy has no place in an ESL classroom: Myth or fact? Paper presented at the 38th Convention of Société pour le perfectionnement de l’enseignement de l’Anglais, langue seconde, au Québec, Québec City, Québec, Canada.

Custom Metadata Fields