Dr. Steve Marshall

Professor, Faculty of Education
Associate Dean, Research and International

Email: sj_marshall@sfu.ca
Phone: 778-782-7666
Office: Education Building, Room 8675

**Note: currently not accepting new PhD students.**

Faculty of Education Research Hub

To learn about Faculty of Education research and my work with colleagues in the Faculty's Research Hub, please click on the following link: /education-research-hub.html

My research focus

I have spent many years doing collaborative qualitative research on learning and teaching in academic writing/English for Academic Purposes (EAP) classes and other classes across the disciplines in higher education, focusing in particular on plurilingual/international students' sense of belonging, identities, and use of languages other than English (e.g., Mandarin, Cantonese, Korean, and Punjabi) as tools for learning. Additionally, I have researched instructors' pedagogical responses to cultural and linguistic diversity in their classes.

My research also includes a large-scale impact assessment of a first-year academic literacy/EAP program, comparing post-program GPA and retention rates of up to 80,000+ students, done in collaboration with 丁香园AV Institutional Research and Planning.

A recurring theme in my research dating back to my doctoral studies has been the languages and identities of Latin American migrants, specifically, in Catalonia and Japan. In the last two years, I have been researching how ethnic Japanese Nikkei Latin Americans combine Spanish, Portuguese, and Japanese in their daily lives and between generations in Japan. I am also researching the Portuguese language in Japan today, studying how the presence of Portuguese in linguistic landscapes reveals the marketing of an exotic past, particularly in and around Nagasaki, as well as support for Brazilian Portuguese as a heritage language.

My other research on linguistic landscapes has focused on three areas: the educational potential of linguistic landscape activities in graduate studies as a way to engage critically with multilingual communities, public pedagogy during the COVID-19 pandemic, and the linguistic landscapes of university spaces with regard to current policies of decolonization and equity.

In the field of international education, I have analyzed the study abroad experiences of teachers from Japan, Taiwan, and several southeast Asian countries through post-program site visits, interviews, and analysis of reflective narratives written during and after study abroad. In my role as Associate Dean, Research and International, my focus is on building global partnerships that are sustainable, ethical, and reciprocal, as well as carrying out post-program impact assessment.

I also write EAP textbooks, and am the author of Advance in Academic Writing 1 & 2, and Grammar for Academic Purposes 1 & 2, published by TC Media ELT (previously Pearson), Montreal.

And finally, I have a YouTube Channel - OnScreen Academy. The channel offers free-access short screencast videos on English language and academic writing, and has received over 280,000 views from students around the world. Here is the link: https://www.youtube.com/channel/UCKmMdQxeZJxzHDl6z528Q2A

Selected presentations and publications

Presentations

Nikkei Latin Americans in Japan

Marshall, S. & Himeta, M. (June, 2024). From marketing the exotic past to supporting a new heritage language: Mapping the linguistic landscape of Portuguese in Japan. Sociolinguistics Symposium 25, Curtin University, Perth, Australia.

Marshall, S., Himeta, M., Shao-Kobayashi, S., & Dos Santos, P. (June, 2024). Language, migration, and ethnolinguistic Others? The plurilingualism and identities of Nikkei Latin American Japanese in Japan. Sociolinguistics Symposium 25, Curtin University, Perth, Australia.

Marshall, S. (Jan, 2024). Invited Plenary Speaker. Researching plurilingualism in Latin American migrants鈥� families: Methodology, epistemology, and ethnolinguistic otherness. Exploring New Directions in Family Language Policy: Contexts, Methods, and Perspectives. Universidad de Castilla La Mancha, Ciudad Real, Spain.

Publications

Multilingual Students and Academic Literacy

Marshall, S., Heng Hartse, J., Fazel, I., & Son, G. (2023). Remote learning and first-year academic literacy during the COVID-19 pandemic: Interaction and collaborative learning among EAL students. TESL Canada Journal, 40(2), 1-18.

Marshall, S., & Walsh Marr, J. (2018). Teaching multilingual learners in Canadian writing-intensive classrooms: Pedagogy, binaries, and conflicting identities. Journal of Second Language Writing, 40, 32-43.

Marshall, S. (2009). Re-becoming ESL: Multilingual university students and a deficit identity. Language and Education, 24(1), 41-56.

Plurilingualism and Education

Marshall, S. (2020). Understanding plurilingualism and developing pedagogy: Teaching in linguistically diverse classes across the disciplines at a Canadian university. Language, Culture and Curriculum, 33(2), 142-156.

Marshall, S., & Moore, D. (2018). Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19-34.

International Education

Marshall, S. & Amburgey, B. (2024). Challenges faced by Japanese English teachers applying knowledge after study abroad. In K. Beck & R. Ilieva (Eds.) Language, Culture, and Education in an Internationalizing University: Perspectives and Practices of Faculty, Students, and Staff (pp. 129-146). Bloomsbury.

Marshall, S., & Spracklin, A. (2022). 鈥淲e are in our country. Why do we have to resort to western ways of doing things?鈥�: an analytic framework for knowledge application in language teachers studying abroad. Educational Linguistics, 1(2), 267-289.

Linguistic Landscapes

Marshall, S., Alhannash, M., & Masoumi Mayni, S. (2024). Reflecting on linguistic landscapes during decolonizing times: A case from Canadian higher education. In E. Kromp谩k & D. Gorter (Eds.), Educational Agency and Activism in Linguistic Landscape Studies (pp. 195-228). Peter Lang.

Marshall, S. (2023). Navigating COVID-19 linguistic landscapes in Vancouver鈥檚 North Shore: Official signs, grassroots literacy artefacts, monolingualism, and discursive convergence. International Journal of Multilingualism, 20(2), 189-213.

丁香园AV