丁香园AV

Biography

Within the Faculty of Education, at 丁香园AV (Canada), I work with pre-service and in-service teachers in French Education at the undergraduate and postgraduate levels. I have been trained as a French as a Second/Foreign Language Teacher and my foundational educational experiences were developed within la didactique du plurilinguisme in France. 鈥�

My scholarship is situated primarily within Plurilingual Education and examines plurilingual practices and attitudes to multilingualism in families, schools and communities, as well as addressing issues relevant to teacher training and professional development in our rapidly expending world. 鈥�

Une partie de ma recherche est conduite en fran莽ais. En tant que locutrice bilingue, le rapport 脿 la langue et aux langues en g茅n茅ral, est au coeur de ma r茅flexion. Je m'attache ainsi 脿 examiner la fa莽on dont les langues qui composent les r茅pertoires plurilingues participent 脿 la m茅diation communicative et sociale pour construire et donner du sens aux identit茅s individuelles (que celles-ci soient linguistiques, culturelles, ou professionnelles).

Research Interests

My current work investigates teacher education and professional learning/development in plurilingual and multicultural environments, with a specific focus on self-study methodology and the role of reflective practice in developing teachers鈥� theories of practice. I use the lenses offered by la didactique du plurilinguisme to examine the intersection between plurilingual approaches to education, professional knowledge about teaching, and the negotiations of professional and personal identities of teachers and teacher educators

Keywords

• Education plurilingue/Plurilingual Education
• Didactique du plurilinguisme
• Language(s) Education
• Agir enseignant/Theories of Practice
• Teachers and Teacher Educators鈥� Identities
• Self-study Methodologies

Research Highlights

BULLOCK, S. M. & BULLOCK, C. (2022). Mediating Critical Friendship Through Language(s): A Plurilingual Approach. In B. Butler & S. M. Bullock (Eds.). Learning through collaboration in self- study: Communities of practice, critical friendships, and collaborative self-study (pp. 313-323). Singapore: Springer.

BULLOCK, C. (2022). Migrants' identities in Multilingual Cities: Plurilingualism as transformative social asset. In L. Fisher & W. Ayres-Bennett (Eds). Multilingualism and Identity: Interdisciplinary Perspectives (pp. 91-107). Cambridge, U.K.: Cambridge University Press.

BULLOCK, C. (2020). Didactique du franc抬ais et agir enseignants en contexte minoritaire britanno- colombien. In J. Thibeault & C. Fleuret (Eds.). Didactique du franc抬ais en contextes minoritaires: enjeux actuels et regards prospectifs (pp. 57-79). Ottawa, Canada: Presses de l鈥橴niversite虂 d鈥橭ttawa.

BULLOCK, C. & BULLOCK, S. M. (2020). Exploring Challenges to and From Self-Study: Novice and Expert Perspectives from a French Scholar. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Gu冒jo虂nsdo虂ttir & L. Thomas (Eds.), Second International Handbook of Self-Study of Teaching and

Teacher Education (pp. 483-505), Singapore: Springer Nature Singapore Pte Ltd. []

LAGHZAOUI, G. & BULLOCK, C. (2021). Les jeunes et l鈥檈ngagement communautaire: Les cl茅s d鈥檜n partenariat r茅ussi. Conseil Jeunesse Francophone de Colombie-Britannique.

Teaching