Keynote speakers

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Deanna Reder, Simon Fraser University

Deanna Reder (Cree-Métis) is an Associate Professor in the Department of First Nations Studies and the Department of English at  Simon Fraser University. She teaches courses in Indigenous popular fiction and Canadian Indigenous literatures, especially autobiography. She is Principal Investigator, in partnership with co-applicants Dr. Margery Fee and Cherokee scholar Dr. Daniel Heath Justice of the University of British Columbia, on a five-year Social Sciences and Humanities Research Council (SSHRC) funded project for 2015-2020 called “The People and the Text: Indigenous Writing in Northern North America up to 1992.” She is a founding member of the Indigenous Literary Studies Association (ILSA) and served on the ILSA council from 2015-2018. Currently she is co-chair, with Dr. Sam McKegney from Queen’s University, of the Indigenous Voices Awards, designed to support emerging voices. She also is the Series Editor for the Indigenous Studies Series at Wilfrid Laurier University Press. In Fall 2018 she was inducted into the College of New Scholars, Artist, & Scientists in the Royal Society of Canada.
The Legacy of the Indigenous Literary Archive
In my research, I explore the previously unpublished work of early Indigenous writers such as Edward Ahenakew, Vera Manuel, James Brady, Maria Campbell, and Alootook Ipellie to challenge the assumption of a binary division between the oral and the literary and champion autobiography as Indigenous intellectual tradition and theoretical practice. Canadians have been deprived of impressive, provocative, challenging and visionary writing by Indigenous authors, some who were writing before Canada began. My work is to bring these authors back into scholarly conversations and public access.

Steve Marshall, Simon Fraser University
Steve Marshall is an Associate Professor in the Faculty of Education at Simon Fraser University. He researches academic literacy in higher education, with a current focus on the experiences of plurilingual students studying across the disciplines. Steve has published his research findings in many academic journals and books, and is the author of Advance in Academic Writing and Grammar for Academic Purposes (B2 and C1 levels), published by Pearson ELT, Canada.

Navigating the many literacies and lingualisms: plurilingual students’ practices, writing instructors’ responses, and implications for higher education

Today, researchers and educators are faced with an array of literacies and lingualisms: new literacies, multiliteracies, and academic literacies; bilingualism, multilingualism, polylingualism, metrolingualism, and plurilingualism; not to mention codeswitching, codemeshing, and translanguaging (Boun & García, 2015; Canagarajah, 2011; Cope & Kalantzis, 2001; García, 2009; Jorgensen, 2008; Lee & Street, 1998; Li & Zhu, 2013; New London Group, 1996; Pennycook & Otsuji, 2015). I begin by unpacking this terminological morass, before focusing on plurilingualism. Plurilingualism has been defined as the study of individuals’ repertoires and agency in several languages, emphasizing learners’ agency, constraints, and opportunities in social and educational contexts (Beacco & Byram, 2007; Coste, Moore, & Zarate, 1997, 2009; Marshall & Moore, 2013, 2018; Moore & Gajo, 2009). To illustrate plurilingual students’ different practices and instructors’ responses, I present data from the following studies: [i] a three-year study of plurilingualism in academic literacy classes at a university in Western Canada, and [ii] follow-up research into plurilingual students’ practices and instructors’ pedagogical responses in writing intensive classes across the disciplines. Findings show that both students and instructors tended to reproduce in their practices and perceptions traditional binary views of language and literacy (L1 vs. L2, native speaker vs. non-native speaker, language teacher vs. content teacher). I argue that the transnationalism, fluidity, and linguistic diversity of our institutions today present students and their instructors with particular challenges and dilemmas. In closing, I consider the implications for preparing and supporting students in writing centres and first-year academic literacy courses in Canadian universities.