Lana F. Zeaiter- PhD in Educational Studies
- PhD at McGill University
Lana F. Zeaiter
- PhD in Educational Studies
- PhD at McGill University
Critical Applied Linguist • Teacher Educator • Educational Consultant
About
24
Publications
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Introduction
I am a PhD candidate in Educational Studies at McGill University's Department of Integrated Studies in Education (DISE). My research interests revolve around plurilingualism, language pedagogy, teacher education, and technology. Currently, I work as a lecturer in the B.Ed. TESL and PIF programs at McGill University and the TESL and TFSL programs at Université du Québec à Montréal (UQAM). I am also an independent educational consultant, specializing in language and teacher education.
Current institution
Publications
Publications (24)
Digital pedagogies of empowerment are needed to shift discourses on marginalization, facilitate additional language learning, and sustain multilingualism. Grounded in plurilingualism and decoloniality as theoretical frameworks, this transformative mixed methods study explored the affordances of PluriDigit, a plurilingual, decolonial, and digital ap...
Research demonstrates that content, language, and literacy integration is challenging for teachers working in content-based instructional contexts such as immersion and Content and Language Integrated Learning. Although teacher preparation programs for content-based instruction contexts exist, it is unclear whether and how they help pre-/in-service...
https://www.acfas.ca/evenements/congres/programme/91/500/504/d?ancre=33348
The constantly evolving English Language Teaching (ELT) seeks to equip students with necessary skills to navigate unprecedented global challenges. Storytelling has emerged as a powerful tool for promoting peacebuilding and creating a safe and inclusive space for students to share their experiences, emotions, and perspectives. Plurilingual storytell...
Current Teaching English to Speakers of Other Languages (TESOL) practices are often anchored in monolingual and monocultural ideologies that focus solely on the cognitive dimension of language learning. Unaware of the term plurilingualism, learners may nevertheless resort to plurilingual strategies to express different emotions and navigate languag...
While studies have shown benefits of plurilingual pedagogies on students’ experiences learning languages, more research is needed to examine how these pedagogies can be enacted in foreign language programmes in digital environments. Moreover, prioritising oral engagement has been an urgent need among teachers who use synchronous platforms such as Z...
Multilingualism is the norm in many societies across the globe, and Canada is no exception. Colonialism, immigration and mobility have transformed the way people use language(s) and navigate relations of power in society. Despite this diverse reality, language education continues to follow a one-language-only approach, and learners are expected to...
Although Lebanese use different languages, mainly Arabic, English, and French, in their daily interactions, the Lebanese educational system continues to adopt monolingual-oriented practices to language teaching. In English language classes, teachers and students are expected to exclusively use the target language as the language of instruction. Suc...
Plurilingual identities have become a social reality amid the worldwide increase of virtual and physical human mobility. Accordingly, it is crucial for educators and teachers to implement inclusive pedagogical strategies in the classroom to acknowledge and value students’ diverse linguistic repertoires. In this workshop, we will explore an action p...
This perspective article supports the need for an alternative plurilingual model to teaching languages to assert immigrants’ identities in Canada. It examines the interplay between language and identity in immigration contexts, and investigates current language teaching models, including limitations, adopted in Canada. Although the article discusse...
https://drive.google.com/file/d/146aMXU3d5oBbmuDjgrQnXqhNsTh3K4_G/view
The Plurilingual Guide: Implementing Critical Plurilingual Pedagogy in Language Education was designed as part of a research project examining plurilingual education in language programs directed by Dr. Angelica Galante and assisted by Maria Chiras, John Wayne N. dela Cruz and Lana F. Zeaiter, PhD students in Educational Studies at McGill Universit...
While research has repeatedly shown that plurilingual education is suitable in multilingual contexts, which is the case of many countries in North America and Europe, little is known about the extent to which it is effective or suitable in the Global South. For example, assimilationist language policies in Brazil have contributed to the one-languag...
Historically, language pedagogy has followed a tradition of using the target language as the only language of instruction, but recent scholarship challenges this practice. While it has long been assumed that multilinguals keep the languages in their brain separated, all of the languages in their repertoire are in fact active even when engaging with...
