Allyson Eamer
PhD
Associate Professor
Mitch and Leslie Frazer Faculty of EducationLinguistic expert and educator champions Canada’s multilingualism through better understanding and support systems in the classroom
Languages
French, Cantonese, Spanish
- PhD - Applied Linguistics York University, Toronto, Ontario 2008
- Certificate - Teaching Online Queen's University, Kingston, Ontario 2005
- MEd - Applied Psychology Ontario Institute for Studies in Education (OISE), University of Toronto, Toronto, Ontario 2000
- BEd - Primary/Junior Education York University, Toronto, Ontario 1990
- BA - Psychology University of Toronto, Toronto, Ontario 1985
Invited Speaker: Education at the Intersection of Race and Disability
Oshawa, Ontario December 10, 2021Grandview Children’s Rehab Centre
Invited Guest Speaker: Immigration, Language Learning and Mental Health
Toronto, Ontario June 1, 2017SACEM 360° Vision on Mental Health Conference
Promoting Linguistic Diversity in the Elementary School Classroom
Orlando, Florida January 3, 2016International Education Conference
Participation and Persistence: An Analysis of Immigrant Visible-Minority Students at UOIT
Seville, Spain November 27, 2015European Society for Research on the Education of Adults Access, Learning Careers and Identities Network Conference
Still on the Margins: English Language Learning and Mental Health in Immigrant Psychiatric Patients
Dublin, Ireland April 20, 2015Ireland International Conference on Education
Invited Guest Lecturer: Language Revitalization in Cree and Dene Nations
St. Paul, Alberta June 1, 2012Blue Quills First Nations College
E-learning for Indigenous Languages: Two Canadian Success Stories, Language, Education and Diversity
Auckland, New Zealand November 25, 2011University of Auckland
Review of Essentials for Successful English Language Teaching, 2nd edition, by Thomas S. C. Farrell & George Jacobs
Published in Canadian Journal of Applied Linguistics. in pressEamer, A.
Computer-assisted L2 Vocabulary Learning: A Systematic Review
Published in CALICO Journal in pressBahari, A., Eamer, A., & Hughes, J.
When is a partnership not a partnership
Published in Journal of Community Engagement and Scholarship in pressKing, A. & Eamer, A.
Encountering Freire: An International Partnership in Experiential Learning and Social Justice
Published in Currents in Teaching and Learning 11(2) 2019Eamer, A. & Rodrigues, A.
Still on the Margins: Migration, English Language Learning, and Mental Health in Immigrant Psychiatric Patients
Published in Diaspora, Indigenous, and Minority Education March 8, 2017Allyson Eamer, Shanti Fernando & Alyson E. King
This qualitative study explores the reflexive relationships among mental illness, acculturation, and progress toward English proficiency in five adult immigrants being treated at a Canadian psychiatric hospital. The research explores the additional challenges faced by mentally ill individuals when learning a new language and the extent to which English language acquisition may be impeded by factors related to mental illness. Semistructured ethnographic interviews are conducted with the patients. Data analysis is accomplished through grounded theory methods, specifically data-driven and theory-driven coding. The English language acquisition experiences of these five individuals are contrasted with second-language acquisition theory to suggest that the effects of the theoretical language learning advantages possessed by this group may have been diminished by factors related to mental illness. Policy recommendations are made to address this additional set of challenges for immigrants with psychiatric disorders.
Crossing Cultural Borders Through Ning
Published in Multicultural Education Review March 16, 2015Allyson Eamer, Janette Hughes & Laura Jane Morrison
In this paper, we share the findings of this research that examines how seventy-seven 11-12 year old students explored, negotiated and presented their bi-cultural identities while using a social networking site with their peers and teachers, and how this process contributed to the creation of a strong community of practice.
Media(ting) Identities: Digital Identity Projects in an ESL Classroom
Published in ESL and Digital Video Integration Case Studies January 1, 2013Allyson Eamer & Janette Hughs
This paper presents case studies which explore the potential of new media and digital literacies to support language learning and acculturation for middle school English language learners (ELLs).
View more - Media(ting) Identities: Digital Identity Projects in an ESL Classroom
Language Teaching Across the Digital Divide
Published in Technology Enhanced Learning: Quality of Teaching and Educational Reform January 1, 2010Allyson Eamer
This paper is an exploration of the reflexive relationships between language teaching, social justice and online networking. The overlapping objectives among these three pursuits are considered in the argument for the use of videoconferencing technology in virtual language classrooms for the purpose of revitalizing fossilized languages (in diasporic communities) and endangered languages (in aboriginal communities).
Confessions of a Transplanted Mind
Published in In J. Gammel, S. Motulsky and A. Rutstein-Riley (Eds) I Am What I Become: Constructing an Identity as a Lifelong Learner. Information Age Publishers p. 59-73Eamer, A.
2021
On Becoming a University Student: Stories from under-represented students
Published in In J. Gammel, S. Motulsky & A. Rutstein-Riley (Eds) I Am What I Become: Constructing an Identity as a Lifelong Learner. Information Age PublishersKing, A. & Eamer, A.
2020
Participation and persistence: An analysis of underserved students at UOIT
Published in In A. Galimberti, B. Merrill, J. Monteagudo & A. Nizinska(E ds) Continuity and discontinuity in learning careers: Potentials for a learning space in a changing world. Sense Publications p. 45-60King, A., Eamer, A. and Ammar, N.
2020
Computer Assisted Language Learning in the New Frontier: Exploring the i4 in
Published in Studies and Global Perspectives of Second Language Teaching and Learning, Charlotte: Information Age Publishing January 1, 2013Allyson Eamer
This book explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned. Featuring a diverse set of perspectives from researchers and language educators from around the globe, this book highlights important theoretical and practical underpinnings of the L2 classroom—discussions on what has worked and why.
View more - Computer Assisted Language Learning in the New Frontier: Exploring the i4 in
Fellow of The Nantucket Project
September 1, 2013The Nantucket Project (September 22 - 25, 2016) celebrates the richness of the human experience through storytelling. Our films, speakers and performers explore the human imagination, creativity, thought-leadership, business values and social change.
Get PHIT (Privilege, Hegemony and Intersectionality Training): Navigating Difficult Discussions
eCampus Ontario Virtual Learning StrategyProject Lead: A. Eamer. 2021. $92,083 CAD.
Creating Equitable, Diverse, and Inclusive Assessments in Online and Blended Learning
eCampus Ontario Virtual Learning StrategyTeam member: A. Eamer. 2021. $67,067 CAD.
The impact of the refugee experience on language learning and acculturation
Small SSHRCPrincipal researcher: A. Eamer. 2018. $6,421 CAD.
Poverty, Access, Resistance and Resilience in Latin America.
Innovative Initiatives Fund: Durham-Ontario TechCo-applicant with Anna Rodrigues of Durham College: A. Eamer. 2017. $44,912 CAD.
Increasing Literacies Through Supported Education and Policies of Inclusion
SSHRC Insight Development Grant June 1, 2016Dr. Eamer’s role in this five-year, collaborative research project focuses on establishing best practices for supporting the educational goals of inpatients and outpatients with mental illness. Specifically, she is examining the experiences of indigenous and immigrant people who are being treated for mental illness and how their educational goals and needs are being met within the supported education program. ($100,000)
Diversities of Resilience: Understanding the Strategies for Success Used by Underrepresented Students in Canadian Universities
SSHRC Partnership Development Grant June 1, 2016As a collaborator on this three-year research project, Dr. Eamer is exploring the support systems available to underserviced and at-risk students (including immigrant and indigenous populations, as well as marginalized people with disabilities) at Canadian post-secondary institutions, as well as the challenges and barriers faced in completing their studies. She aims to help shape policy by improving educational supports for marginalized populations. ($135,794)
TESL Ontario: Best Practices Resource Expert
The Huffington Post
Endangered Language Alliance Toronto
Facing History and Ourselves
Working Group for the Promotion of Mental Health in Faith Communities
- Teaching English Language Learners (EDUC 3216U)
This course aims to provide teacher candidates with the knowledge, skills and strategies required to improve their teaching of reading, writing, speaking and listening with English Language Learners. Socio-linguistic theories and approaches such as task-based learning and communicative language learning will form the foundations for classroom activities. This course will be of interest to teacher candidates wishing to teach domestically or abroad. - Independent Inquiry/Internship (EDUC 2403U)
A key aspect of learning in the 21st century is that learning is becoming more individualized, and self-directed. The purpose of this course is to enable teacher candidates to work in-depth on an area they identify as the one in which they most need to build new or deeper skills and understandings about subject knowledge or professional knowledge. In consultation with faculty, teacher candidates will a) identify the area in which they most need to build greater competence; and b) devise a learning plan that includes study components, observation components, and a supervised internship in a field setting. - Equity and Diversity (EDUC 2400U)
This course aims to demonstrate that diversity within a learning community is a rich resource, and one that requires clear commitment to policies and practices that ensure equitable opportunities for academic success. We will explore how the intersectionalities of gender, socio-economic status, race, language, faith, culture, sexual orientation and ability position students differently with respect to power and privilege. These diverse positions will result in varying levels of academic achievement. Students will examine ministry publications and explore culturally responsive teaching strategies for using students’ prior linguistic and cultural knowledge, as well as other aspects of their identities to scaffold the learning of new concepts and skills. This course is framed from the standpoint that both theory and lived experience can powerfully inform our pedagogy, and therefore strikes a balance between drawing on theoretical concepts (critical multiculturalism, language acquisition, and aboriginal traditional knowledge) and the real life experiences of students from diverse backgrounds. - Information Literacy (AEDT 3110U)
The purpose of this course is to analyze the processes of inquiry in the context of digital technologies including an examination of online resources available through academic and public libraries, as well as other Internet-based information sources including online books, magazines, journals, encyclopaedias, dictionaries, film and video collections, etc. Students will learn to define and refine questions, set and evaluate information sources, assess the accuracy and utility of information retrieved, and organize, analyze, and report the results of research. Topics will include, but are not limited to, information literacy skills, multiliteracies, and information literacy research. - Social and Cultural Context of Education (EDUC 5005G)
This course will include sociological explorations of the social and cultural factors that have affected curriculum and the experience of education historically and in the current digital era. As discussions of power, privilege and socio-cultural ‘difference’ become increasingly common in popular culture, it is incumbent upon educators to understand how the web shapes and responds to normative views of curriculum and the learning experience. Students in this course will be asked to critically examine their own academic, professional and personal journeys in light of concepts introduced in the course readings. The investigative approach we will follow includes ethical reasoning, autobiographical reflection, deconstruction and sociological analysis of lived experiences and burning issues. This course will relate content and discussion to educational research in order to assist students in thinking about their own potential platforms for educational research
