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 with the York Catholic District School Board in Toronto in TESL teacher preparation‏, and worked with the teacher education programs at the University of 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 education, she teaches mainly in the program of the BA Double Major in English Second Language Teaching and Secondary Education. To enhance understanding of sociopolitical dimensions in second language learning, she introduced the course Critical Pedagogical Orientation to Second Language Teaching to promote culturally and linguistically responsive teaching. Other courses she teaches include Teaching English Grammar, Literature and Language Teaching, Teaching the Young Second Language Learner, and 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, she is the principal investigator of two recent research projects (funded respectively by the Sciences and Humanities Research Council of Canada—SSHRC and Fonds de recherche du Québec – Société et culture–FRQSC). Both projects, one at the elementary level and the other one at Cégep, 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 ethnographic study in order to gain insights in how language is used. 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

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, S. M. C. & Stille, S. (Eds.). (in progress). Plurilingual pedagogies: Critical and creative endeavors for equitable language (in) education. [contract obtained from the Educational Linguistics series of Springer].

Lau, S. M. C. (accepted).  Translanguaging for critical bi-literacy: English and French teachers’ collaboration in transgressive pedagogy. In Lau, S. M. C. & Stille, S. (Eds.) (in progress). Plurilingual Pedagogies: Critical and creative endeavors for equitable language (in) education. Springer.

Lau, S. M. C. (in press). 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. 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). Dordrecht, Netherlands: Springer. 10.1007/978-3-319-49140-0

Journal Articles

Lau, S. M. C. (in press). 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 (TTMC) – Special issue

Lau, S. M. C., Botelho, M. J., Liaw, M. J. (Manuscript under review). Text production as process: The language, literacy, and identity opportunities in a bilingual elementary classroom. [submitted to the Journal of Literacy Research]

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

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:

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., 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., 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.

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