Educ-Languages

Research area: My research interests are in the general area of applied linguistics. I use discourse analysis methodologies such as conversation analysis and corpus linguistics to investigate language use in the language classroom and atypical interactions in the workplace. I am particularly interested in students’ use of French and English in the foreign language classroom in Quebec when they work in small groups. Finally, I investigate VOCA users’ interactions in the workplace with the ANAWC corpus.

Student roles:
Conduct a systematic review of the literature on cross-lingual and intralingual approaches to language teaching, as well as on first and target language use in classroom contexts.
Synthesize findings from the literature to contribute to the development of a conceptual and analytical framework for the project.
Collaborate with the Principal Investigator (PI) to design, refine, and pilot a questionnaire instrument for administration to primary and secondary school teachers.
Contribute to the development of survey items, ensuring clarity, validity, and alignment with the research objectives.
Assist in the preparation and submission of the research ethics application, including drafting required documentation.
Complete training modules on the responsible conduct of research and adhere to established ethical guidelines throughout the project.
Participate actively in regular research team meetings to discuss progress, address challenges, and receive methodological and technical training.
Support participant recruitment and communication with schools and teachers, as appropriate.
Assist in data collection, organization, and management, ensuring data integrity and confidentiality.
Participate in preliminary data analysis (e.g., coding of responses, descriptive statistics, thematic analysis) under the supervision of the PI.
Contribute to the interpretation of findings in relation to the research questions and theoretical framework.
Assist in the preparation of research outputs, including reports, conference presentations, and scholarly publications.
Maintain clear and organized research documentation (e.g., meeting notes, research logs, version control of instruments).

Skills required:
The ideal applicants will have an interest in language teaching or interactions in the secondary classroom. The applicants need to have good organization and time management skills to organize their work. They will need to be able to gather and summarize information from scientific articles. Good communication skills to communicate effectively with the research team and the PI are also important. The work with the data requires good attention to details, analysis and observation skills. Finally, the applicant will need to show integrity and ethical conduct as the project includes human research.

Research area: My research is situated in applied linguistics, TESOL, and educational sociolinguistics. I examine how language ideologies shape perceptions of teachers, learners, accents, multilingualism, and professional legitimacy in educational contexts. My work draws on critical approaches to standard language ideology, raciolinguistics, native-speakerism, and the global spread of English. I am especially interested in how English becomes linked to employability, mobility, and institutional value in multilingual higher education.

Student roles:
The intern will work closely with the supervisor on a 12-week research project examining how English is represented as a language of employability and professional legitimacy in multilingual higher education. In the first phase, the intern will read and summarize scholarship on English language ideologies, employability, internationalization, multilingual higher education, language policy, and the global spread of English. They will help create an annotated bibliography or literature review matrix identifying key concepts, methods, and research gaps.

In the second phase, the intern will assist with building a small corpus of publicly available institutional documents. These may include university websites, program descriptions, career-readiness materials, language policy documents, internationalization statements, and other texts that connect English to professional or academic success. The intern will help organize these materials in a spreadsheet with relevant metadata, such as institution type, country/context, document type, key terms, and thematic notes.

In the third phase, the intern will support qualitative coding and discourse analysis. This may include identifying recurring themes such as employability, professionalism, competitiveness, global citizenship, communication skills, proficiency, mobility, multilingualism, and linguistic legitimacy. The intern will participate in regular meetings to discuss emerging patterns and connect findings to the literature.

By the end of the internship, the student is expected to contribute to a literature review matrix, an organized document corpus, preliminary coding notes, and a short research report. Depending on progress, the intern may also contribute to the development of a conference proposal or manuscript outline.

Skills required:
The ideal student will have a background in applied linguistics, TESOL, education, sociolinguistics, communication, sociology, discourse analysis, or a related field. Familiarity with qualitative research, language policy, multilingualism, higher education, or employability research is welcome but not required. The student should have strong academic reading and writing skills in English, careful attention to detail, and an interest in language, inequality, globalization, and education. Experience with spreadsheets, literature review matrices, or qualitative coding tools would be an asset.

Research area: My research focusses on applying biometric research methods such as eye tracking, electrodermal activity (EDA), and electroencephalography (EEG) to investigate response processes (e.g., cognitive processes, test-taking strategies, physiological arousal) underlying performance on second language (L2) assessment tasks that use selected-response formats (e.g., multiple-choice items) and constructed-response formats (e.g., c-test items).

Student roles:
A successful summer intern will actively contribute to all stages of one of the experimental studies. Core responsibilities include conducting targeted literature reviews, assisting with participant recruitment and screening, and collaborating on experiment design and preparation of data collection instruments/materials. In the lab, the intern will set up and operate specialised equipment (e.g., eye‑tracker, EEG, and/or EDA sensors), conduct one-on-one data collection sessions following ethical and safety protocols, and continuously monitor the data collection process to ensure high‑quality data. The intern will also assist with data preprocessing, cleaning, and analysis (e.g., extracting and analysing eye‑movement metrics, EEG event‑related potentials/time‑frequency features, and/or EDA metrics), and contribute to visualisation and interpretation of results.
Successful candidates are detail-oriented, comfortable with hands-on lab work, and motivated to learn and be involved in various aspects of a research study. Interns who demonstrate strong contributions will have opportunities to participate in dissemination activities and may be invited to co-author manuscripts and/or conference presentations based on their role in the project.

Skills required:
- background in linguistics, psychology, cognitive science, neuroscience, educational measurement, or a related field;
- experience with experimental methods and basic statistics––or strong willingness to learn;
- familiarity with eye‑tracking, electroencephalography (EEG), and/or electrodermal activity (EDA) research––or strong willingness to learn;
- familiarity with PsychoPy, R, MATLAB, Python, or related tools––or strong willingness to learn;
- excellent attention to detail, strong interpersonal and organisational skills for lab work and participant handling;
- commitment to ethical research practices;
- prior lab experience and/or interest in language assessment are a plus.

Research area: My research interests are in the general area of applied linguistics. I use discourse analysis methodologies such as conversation analysis and corpus linguistics to investigate language use in the language classroom and atypical interactions in the workplace. I am particularly interested in students’ use of French and English in the foreign language classroom in Quebec when they work in small groups. I also work with a primary school to help the homeroom teachers incorporate English as a foreign language in their routine to support their students’ learning. Finally, I investigate VOCA users’ interactions in the workplace with the ANAWC corpus.

Student roles:
The students will work with audio and video data recorded in secondary school in an English as a foreign language class and in another class taught in French. The students will work with the data to transcribe and clean it. To do so the students will listen and watch the recordings of the data, choose the extracts that need to be transcribed following the guidelines built for this project and transcribe the data following the transcription conventions they will learn to use with the other members of the team. The students will also clean data that will already have been transcribed to ensure accuracy of the transcripts.
The students will also work on collection building. Following a set of criteria, the students will gather the transcribed data in collections to be ready for analysis. This may include clipping and organizing video extracts and corresponding sound files in order to facilitate analysis. The students will be trained to be able to do some analysis accompanied by other members of the team.
The students will participate in team meetings to discuss their work assignments, the problems and successes they face, and to receive trainings on different aspects of their tasks.
Finally, the students will need to read articles to familiarize themselves with the work that needs to be done and the procedures of conversation analysis. They will also read relevant work on current related research. They may have to write literature reviews related to the work and participate in knowledge dissemination.

Skills required:
The ideal applicants will have an interest in language teaching or interactions in the secondary classroom. The applicants need to have good organization and time management skills to organize their work. They will need to be able to gather and summarize information from scientific articles. Good communication skills to communicate effectively with the research team and the PI are also important. The work with the data requires good attention to details, analysis and observation skills. Finally, the applicant will need to show integrity and ethical conduct as the project includes human research.

Research area: My research is situated in applied linguistics, TESOL, and educational sociolinguistics. I examine how language ideologies shape perceptions of teachers, learners, accents, and linguistic legitimacy in English language education. My work draws on critical approaches to standard language ideology, raciolinguistics, native-speakerism, and the global spread of English. I am especially interested in how emerging AI technologies may reproduce or challenge existing inequalities in language teaching, assessment, and teacher evaluation.

Student roles:
The intern will work closely with the supervisor on a 12-week research project examining accent bias and AI-mediated evaluation in TESOL. In the first phase, the intern will read and summarize research on accent bias, standard language ideology, raciolinguistics, native-speakerism, automated language assessment, and AI bias in education. They will help build an annotated bibliography or literature review matrix that identifies key concepts, methods, and gaps in the field.

In the second phase, the intern will assist with preparing research materials, which may include organizing short teaching-related speech samples, transcripts, prompts, and rating forms. The intern will help collect AI-generated ratings and written explanations from existing AI systems using a standardized protocol. No AI model development, training, or programming is required.

In the third phase, the intern will support data organization and qualitative analysis. This may include coding AI-generated rationales for recurring evaluative patterns, such as references to clarity, professionalism, fluency, pronunciation, comprehensibility, confidence, neutrality, or native-like speech. The intern will participate in regular meetings to discuss emerging patterns and connect findings to relevant literature.

By the end of the internship, the student is expected to contribute to a short research report, a cleaned and organized dataset, and possibly an outline for a conference proposal or manuscript. The project will provide training in critical applied linguistics, qualitative analysis, AI and education research, and scholarly writing.

Skills required:
The ideal student will have a background in applied linguistics, TESOL, education, sociolinguistics, communication, discourse analysis, or a related field. Familiarity with qualitative research, literature reviews, language teaching, accent variation, or AI in education is welcome but not required. The student should have strong academic reading and writing skills in English, careful attention to detail, and an interest in issues of language, inequality, technology, and education. Basic organizational skills with spreadsheets or qualitative coding tools would be an asset.