Check out these workshops happening in January 2021!
This winter, instead of hibernating, write in the company of others!!!
For those who want to progress a thesis or book chapter, course assignment, scientific article, proposal for a communication, scholarship application, etc.
Catherine Déri, PhD Candidate, will be leading writing sessions every two weeks, on Monday mornings from 09h00 to 12h30 (starting on January 25th):
- 09h00 to 09h30 – Sharing of experience on specific topics related to writing
- 09h30 to 10h30 – 50 min of intensive writing + 10-min break
- 10h30 to 11h30 – 50 min of intensive writing + 10-min break
- 11h30 to 12h30 – 50 min of intensive writing + 10 min of discussion on our achievements
To register, simply send an email to Catherine Déri at firstname.lastname@example.org
Hoping to see you in droves!
EGSA invites you to the film screening 28 Moments of Black Canadian History on February 27, 2020 at 6PM in Lamoureux Hall room 240.
This is a FREE event and light snacks will be provided. Please register by Tuesday February 25th, 2020 at 4:30pm by clicking the following link: shorturl.at/zTY2
To request a locker from the EGSA-AÉDÉ in the graduate student space (LMX 354), please click on the the link below:
Fee: $6/term or $15 for the year
Please note that priority will be given to full-time students.
On May 2 nd 2019, I had the pleasure of traveling to Fredericton, New Brunswick to attend Languages Without Borders 2019 – a national conference for second language educators. My travel day started off with a few flight delays but luckily, I was not alone. In fact, I was surrounded by several members of the University of Ottawa/second language education community – all of whom were on the same flight as me! This group consisted of deans, professors, and representatives from associations such as Canadian Parents for French and l’Association canadienne des professionnels de l’immersion. Not only was it fun interacting with these individuals on a social level, it simultaneously became an opportunity to network with key individuals in my field of interest.
Interestingly, this conference was my first time presenting with professors. Together, we presented on the Diplôme d’Études en Langue Française (DELF) Correcteur Training in French as a Second Language (FSL) teacher education: Perspectives and possibilities. The DELF is a diploma issued by the French Ministry for National Education and is meant to serve as a certification of language skills for those whose first language is not French. Given the increasing popularity of the DELF in Canada, being a certified corrector is a definite asset for candidates applying to FSL teaching positions. Hence, for the past two years, DELF corrector training has been offered to Year 2 FSL teacher candidates at the University of Ottawa. Initially, I felt a bit nervous at the thought of presenting with professors but I’m proud to say that I was able to hold my own and had no issues in conveying my points clearly and concisely: a grad student win! Following our presentation, we received some excellent comments and questions which will certainly help us in our publications.
In addition to presenting, my other goal in attending this conference was to learn from other researchers and to build relationships. One particular experience that stands out was attending a presentation and keynote by a renowned Canadian researcher in the field of multilingualism – Dr. Roma Chumak-Horbatsch. Following her presentation, I spoke with her and we took a photo together which I later emailed to her. She followed up with queries about my work and then proceeded to share a video about my research with a world-renowned researcher in the field of second language education – Dr. Jim Cummins! Oh, the power of networking!
Overall, I had a wonderful experience in Fredericton and am extremely grateful to the Education Graduate Students’ Association for the academic support grant. I would encourage all Faculty of Education graduate students to consider applying. Who knows what opportunities may come your way…
I am very grateful for the EGSA-AÉDÉ Academic Support Grant I received in Fall 2018. The grant helped me attend the 5-day international conference of the Motivational Interviewing Network of Trainers (MINT). Motivational Interviewing (MI) is an evidence-based health behavior change counseling model that is used in many languages and countries. I have used MI in a rural family medicine practice. MI is also the main focus of my graduate work in the MEd. Health Professions Education stream.
The conference structure offered many opportunities for learning and networking. I attended interesting workshops about using this model in educational settings, healthcare, counseling, research, and interprofessional education. I especially appreciated workshops that advanced our practice as MI trainers. I was surprised how much I enjoyed and learned in a two-day workshop about assessing practitioners’ use of MI. The instructors created the assessment tool 30 years ago, translated it into French, and modified it through many iterations. They shared a wealth of knowledge about how assessment tools can work and evolve. I was inspired by their creative and engaging teaching strategies for a topic that could have been very dry. Because the organization is a community of practice, I was also able to learn about ways that this kind of learning community can be developed and sustained.
Understanding people’s values and experiences is central to MI; the conference organizers choose locations where we get to have new experiences as a group. Being in the center of the French Quarter in New Orleans on Halloween was a quite an experience! There was music everywhere, lots of costumes, friendly people, interesting and difficult history, great food and opportunities to make real connections with people attending the conference.
(affichées dans la langue dans laquelle nous les avons reçues)
On October 9th, 2018, I was kindly invited to the University of Alberta, Edmonton to teach a B. Ed class (EDSE 307) entitled “Language, Literacy and Society in Educational Contexts”. The module of the topic I was assigned was called “Scaffolding Language Production”. Given its rather broad scope, I chose to present multimodal ways of instruction to accommodate and/or scaffold for English Language Learners (ELLs). Although I have been a science teacher for over 20 years, I was informed that the B. Ed students in the class (about to commence their practicums in secondary schools), were mostly aspiring teachers of English, social studies, music, art, second language, design & technology, and PE. No one in the class was a prospective science teacher. Therefore, I re-directed my presentation towards teacher practices and scaffolding techniques which would benefit all students, not only ELL students in the classroom. The instructional methodology that I advocated was multi-modal teaching (i.e. the use of visual, audio, text or speech, movement etc.). Continue reading Using Multi-Modal Teaching for English Language Learners (ELLs): Benefits for All Students!