Editor’s Note: Via our “Grantee Corner” column, we will update our supporters on the activities of our various grantees. News about their publications and presentations, the completion of their final reports/deliverables to TIRF, awards they may receive, and so on will be highlighted from time to time in Grantee Corner. We encourage our awardees to get in touch with us to share their accomplishments, so that we may let our supporters and donors know what they have achieved. Click here to learn more about all our DDG awardees.

Recently Finished Doctoral Dissertation Grant (DDG) Recipients

Several DDG awardees completed their doctoral programs and recently had their final reports to TIRF approved. These grantees include the following individuals:

  • Megan Heise (2022 DDG Awardee)
    • Doctoral Institution: Indiana University of Pennsylvania
    • Study Title: “Transmodal Zine-Making with Resettled Refugee Youth”
    • TIRF Research Topic Investigated: Migrants and Refugees – Teaching and Assessing English
  • Claudia Patricia Gutiérrez (2023 DDG Awardee)
    • Doctoral Institution: University of Washington
    • Study Title: “Indigenizing Language Teaching through School-Community Collaborations: (Re)Turning to the Land”
    • TIRF Research Topic Investigated: Research on Revitalization of Endangered Languages
  • Bingjie Zheng (2019 DDG Awardee)
    • Doctoral Institution: University of Wisconsin – Madison
    • Study Title: “Appropriating and Legitimating Chinese-English Dual Language Education: Multi-sited Ethnographic Study of Language Policy, Repertoires, and Socialization”
    • TIRF Research Topic Investigated: Plurilingualism in Business, Industry, the Professions, and Educational Contexts

    Publication Activities

    A number of our DDG awardees have been contributing to the knowledge base of our field with their publication activities. Their family names and first initials are in boldface below in the APA citations of some of their latest published works. To learn more information about any of our grantees, including those below, click here and use the “Recipients” tab to locate the grantee.

    Baecher, L., & Clark-Gareca, B. (2023). Steering the ship while staying the course: New directions for supervised teaching in MA TESOL programs. In L. England, L. Kamhi-Stein, & G. Kormpas (Eds.), English language teacher education in changing times (pp. 188-200). Routledge.

    Caprario, M. (2024). ELF-informed instruction for Malaysian university students. Paper presented at AILA 2024 World Congress, August 12-16, Kuala Lumpur, Malaysia. 

    Gagen, T., & Faez, F. (2024). The predictive validity of IELTS scores:  A meta-analysis. Higher Education Research & Development, 43(4), 873-888. 

    Hsieh, C. N. (2023). Evaluating the use and interpretation of the TOEIC® listening and reading test score report: Perspectives of test takers in Japan. ETS Research Report Series, 2023(1), 1-16.

    Hsieh, C.-N. (2023). Interpretation and use of a workplace English language proficiency test score report: Perspectives of TOEIC® test takers and score users in Taiwan (Research Report No. RR-23-10). ETS. https://onlinelibrary.wiley.com/doi/full/10.1002/ets2.12373

    Hsieh, C. N. (2024). Building a validity argument for the TOEFL Junior® Tests. ETS Research Report Series, RR-24-05. Educational Testing Service.

    Hsieh, C.-N. (2024). The role of task types and reading proficiency on young English as a foreign language learners’ writing performances. TESOL Quarterly, 58(2), 978-990. https://doi.org/10.1002/ets2.12364 

    Keles, U., & Yazan, B. (2023). Representation of cultures and communities in a global ELT textbook: A diachronic content analysis. Language Teaching Research, 27(5), 1325-1346.

    Kennedy, L. M., Brown, C., Stables, N., Williams, T. M., & Moua, I. (2024). Blurring boundaries: A longitudinal teacher-researcher collaboration in South Korea. In J. H. Curtis & Ö. Uştuk (Eds.). Building a culture of research in TESOL: Collaborations and communities (pp. 129-149). Springer Nature Switzerland.

    Molnar, J. A. (2024, August 11-16). The efficacy of self-regulated learning prompts for vocabulary acquisition in online L2 contexts: A mixed methods approach [Conference presentation]. AILA 2024, Kuala Lumpur, Malaysia. https://doi.org/10.13140/RG.2.2.29944.46080

    Rajendram, S., & Westerlund, R. (2024, November 9). Intentionally supporting multilingual PK-12 learners: Connecting research to practice [presentation]. AAAL/TESOL PK-12 Webinar, Washington, DC, USA.

    Selvi, A. F. (2024). (Non)native speakerism in English language teaching: Changing perspectives, resilient discourses, and missing links. In P. I. de Costa & Ö. Uştuk (Eds.), A sociopolitical agenda for TESOL teacher education (pp. 45-64). Bloomsbury.

    Selvi, A. F. (2024). Rebranding Turkey: Navigating the crossroads of populism, nationalism, and identity politics. Discourse Speaker Series, April 25, University of Alabama.

    Selvi, A. F., & Kocaman, C. (Eds.). (2024). Critical approaches and innovations in language teacher education: Theory and practice. Bloomsbury Publishing.

    Selvi, A. F., Galloway, N., & Rose, H. (2023). Teaching English as an international language. Cambridge University Press.

    Stranger-Johannessen, E., & Damiani, V. (2024). Multilingual stories for immigrants and refugees: A language-as-resource approach. In S. Dobson, B. Svoen, G. Agrusti, & H. P. Hardy (Eds.), Learning inclusion in a digital age: Belonging and finding a voice with the disadvantaged (pp. 133-149). Springer Nature Singapore.

    Wyatt, M., & Faez, F. (Eds.). (2024). Building the self-efficacy beliefs of English language learners and teachers. Routledge.

    Yazan, B., Turnbull, J., Uzum, B., & Akayoglu, S. (2023). Neo‐nationalist discourses and teacher identity tensions in a telecollaboration for teachers of minoritized language learners in Türkiye. TESOL Quarterly, 57(3), 775-803. 

    Updates

    Heidi Banerjee

    According to a recent announcement made by ILTA (International Language Testing Association), Dr. Heidi Banerjee, 2017 TIRF DDG awardee, was recently elected to serve on ILTA’s Nominating Committee. Click here to read the announcement and to learn more.

    Angelica Galante

    The following update was shared on social media from Angelica Galante, a 2016 TIRF DDG awardee: “I am so happy and incredibly humbled to be one of McGill’s President’s Prize for Outstanding Emerging Researchers awardees! This achievement would have never been possible without the support of incredible mentors, colleagues, and pioneers on language education who paved the way so I can be here today. I also thank my family members and the ones who are not present in this physical world (but are in spirit!) for keeping my heritage and additional languages alive and for all the emotional support. Thanks also to all the language teachers I have had in my life, the incredible financial support I’ve received in Brazil, Canada and international agencies, and to the wonderful communities of teachers, learners, colleagues and the next generation of researchers (AKA my own students) who inspire me every day. I was so lucky to celebrate this accomplishment while also celebrating my students! While I’m still reflecting on what this award means, I’m reminded of the responsibility to serve the academic community and inspire people to continue learning languages so we can sustain multilingualism in Canada and around the world. I also hope this award sends a message that we need languages, we need language learning programs, and we need funding! Stop shutting down language programs out there! Let’s continue to push boundaries, ask questions, and make meaningful contributions together! Muita gratidão por todo o apoio de todxs! Here’s an article the McGill Reporter published about the award: https://reporter.mcgill.ca/angelica-galante-emerging-researchers-prize.”

    Larisa Olesova

    This update is from Larisa Olesova, a 2010 DDG awardee, who posted earlier this year to social media the following: “I am excited to share that I have been selected as a 2024-2025 Open Education Research Fellow! I am looking forward to working on open education research in the coming years. I am happy to have an opportunity to collaborate on the University of Florida College of Education online courses in instructional design to remove barriers and provide access to quality materials for all students. Click here to learn more – dreams can come true!”