Recorded Conference Presentations
Kendrick, M. & Early, M. (2022, July). Literacies education of children and youth refugees in Canadian schools: Learning needs and challenges. Sociolinguistics 24 Conference, Ghent, Belgium.
Michalovich, A. (2022, May). Engaging youth from refugee backgrounds in language and literacy learning through digital multimodal composing: Teachers’ perspectives. Canadian Association of Applied Linguistics (CAAL/ACLA) annual conference (online), *Winner of the Graduate Student Award (PhD)
Michalovich, A. (2022, April). The social drama of digital multimodal composing: A case study with newcomer students. American Educational Research Association (AERA) Annual Meeting, Online / San Diego, CA, USA.
Early, M. & Kendrick, M. (2022, April). Three critical lessons learned: Empowering responses from educators working with refugee background students. AERA 2022 Conference. San Diego, California.
Michalovich, A. (2021, December). The affordances of in-school video production for a late-to-literacy refugee-background learner: A longitudinal, ethnographic case study. Literacy Research Association Annual Conference, Online / Atlanta, GA, USA.
Kendrick, M. & Early, M. (2021, August). Digital stories as pedagogic possibility: Refugee background youth realizing literacies in and across geopolitical, social, emotional, and semiotic borders. AILA Symposium ‘Fluidity and Fixity: Standards, networks and situated complexity in language and literacy practices’ (Krause & Prinsloo) Groningen, Netherlands. International. Virtual Conference
Michalovich, A. (2021, August). “Digital multimodal composing in popular new media genres: Possibilities for second/additional language learning”. 2021 International Association of Applied Linguistics (AILA) World Congress, Online / University of Groningen, Netherlands.
Michalovich, A., Kendrick, M. & Early, M. (2021, April). Refugee-background youth repositioning their identities through reaction videos. AERA Virtual Conference.
Ferreira, J. (March, 2021). Migrant and Refugee-Background Children at Play: Sewing Threads of Identities and Citizenship. Presentation at the Rosa Bruno-Jofre Symposium in Education 2021 Virtual Conference. Queen’s University, Kingston, Ontario, Canada.
Michalovich, A. (2021, March). Unpacking difference in multimodal composition processes of newcomer youth: A multiple case study. Part of the colloquium “Networks of Multiliteracies: Transnational dialogues on pedagogies of possibility”. 2021 virtual conference of the American Association for Applied Linguistics (AAAL).
Early, M. & Kendrick, M. (2019, June). Language and Literacy Education of Youth Refugees in Canadian Schools: An Emerging Framework of Learning Needs and Challenges. ACLA/ CAAL Symposium Transnational/transitional linguistic ecologies: Teaching and learning with children + youth from refugee backgrounds. UBC Vancouver, Canada.
Kendrick, M. & Early, M. (2019, June). Language and Literacy Learning Among Youth Background Refugees in Canadian Classrooms: Pedagogical Considerations. SSHRC Connection Grant awarded to Drs. Li, Anderson, Hare and McTavish. Supporting Teachers to Work with Culturally, Linguistically, and Racially Diverse Students, Families, and Communities : A Two-Day International Symposium. UBC Vancouver, Canada.
Michalovich, A. (2019, June). Engaging cultural and linguistic diversity through multimodal metaphor inquiry. Canadian Association of Applied Linguistics (CAAL/ACLA) annual conference, University of British Columbia, Vancouver, Canada.
Kendrick, M. & Early, M. (2019, April). Language and literacy learning among refugee background youth in Canadian classrooms. SSHRC funded: Child and Youth Refugee Research Coalition (CYRRC) conference: CAN-Germany Workshop on the Integration of Refugees. University of Toronto, Toronto.
Kendrick, M. & Early, M. (2018, June). Language and Literacy Learning Among Refugee Background Youth in Canadian Secondary School Classrooms. Sociolinguistics Conference, Auckland, New Zealand.
This website showcases a research project funded by the Social Sciences and Humanities Research Council (Insight Grant no. 435–2017-0338). The study has been reviewed by the UBC Behavioral Research Ethics Board (Certificate no. H17-01074), and the procedures were found to be acceptable on ethical grounds for research involving human subjects.