Recent Publications

Burcu Yaman Ntelioglou, Ph.D.

REFEREED ACADEMIC CONFERENCE PAPERS

June 2019. ACLA/CAAL (Canadian Association of Applied Linguistics/ Association
Canadienne de Linguistique Appliquée). Paper on Middle years refugee students’ negotiations of subject positions, languages, and literacies in a community initiating the reception of federally funded refugee families. Symposium on Transnational/transitional linguistic ecologies: Teaching and learning with children and youth from refugee backgrounds. University of British Columbia, Vancouver, BC, Canada

May 2018. CSSE (Canadian Society for the Study of Education). Paper on Creating identity positions of expertise through multimodal drama pedagogies to increase linguistically and culturally-diverse students’ identity investment, literacy engagement and language learning. Presented as part of a symposium titled ‘Drama Literacies and Diverse Multilingual Learners’. University of Regina, Regina, Canada.

May 2018. CSSE (Canadian Society for the Study of Education), Language and Literacy Researchers of Canada, LLRC. Paper on Responding responsively to the other: culturally-relevant, multimodal and multilingual literacy practices to support refugee students (with Joanna Ford). University of Regina, Regina, Canada.

May 2018. CSSE (Canadian Society for the Study of Education)/CATE. Paper on Community-based, multimodal and multilingual literacy practices with refugee students. Presented as part of a symposium titled ‘Refugees and Education: Perspectives on Integration and Politics of Teacher Education’ (with S. Salmon). University of Regina, Regina, Canada.

July 2017. ILA (International Literacy Association) Conference. Poster Presentation on Children’s use of first and additional languages in oral language production and writing associated with socio-dramatic play in Northern, Rural and Aboriginal classrooms (with P. Bowles, J. Bender, D. Burnside & P. Hack) Orlando, Florida.

May 2017. The Canadian Philosophical Association’s Symposium on Philosophy in the Schools “Democracy, Philosophy, and Education” Congress of the Humanities and Social Sciences. Paper on Intersections of philosophy, democracy and education: Examining situated literacies and indigenous education with practicing teachers in K-2 classrooms in rural, northern Canadian communities through collaborative practitioner inquiry (with T. Skuce). Ryerson University, Toronto, Canada.

April 2017. First International Conference on Revitalization of Indigenous and Minoritized Languages. Paper on Community-based, participatory research exploring language revitalization: Comparing Cree-immersion versus non-Cree immersion students educational experiences and success in a Canadian First Nations Community (with B. Fontaine, S. Lathlin-Scott, K. McGillivary). University of Barcelona, Barcelona, Spain.

March 2017. AAAL (American Association for Applied Linguistics). Paper on The landscape of English language learners with special needs (with A. Okrainec). Portland, Oregon, USA.

February 2017. 38th Annual Ethnography in Education Research Forum. Paper on Students’ and teachers’ engagements with self, other and the world: Responding to the Truth and Reconciliation Commission Report through practitioner inquiry (with T. Skuce). University of Pennsylvania, Philadelphia, USA.

February 2017. Eighth Biennial Provoking Curriculum Conference. Paper on Responding to the Truth and Reconciliation Commission’s Report ‘Call to Action’: Curriculum lived as a double encounter to complicate conversations and to ethically engage with self, the Other and the world (with T. Skuce). McGill University, Montreal, Canada.

November 2016. Manitoba Education Research Network (MERN) ‘Valuing Diversity’ Forum. Paper on Language use and literacy development through culturally relevant play-based pedagogies in early-years classrooms (with D. Burnside, Student Services Coordinator, Swan Valley School Division). Brandon University, Brandon, Canada

October 2016. Canadian Association for Young Children (L’Association Canadienne pour les Jeune Enfants) CAYC SAGE conference. Paper on Culturally relevant play-based approaches to teaching and learning in early-years classrooms (with Debra Mayer, Early Childhood Education Consultant, Manitoba Education and Training). Winnipeg, Canada

July 2016. CASSA Conference.  Paper on Creating a culture of care and respect through culturally relevant play-based approaches to teaching and learning (with M. Marquis-Forster, Superintendent, Swan Valley School Division & D. Burnside, Student Services Coordinator, Swan Valley School Division). Winnipeg, Canada.

May 2016. CSSE (Canadian Society for the Study of Education), LLRC. Paper on Exploring the potential of participatory ethnography to better understand the language and literacy experiences of linguistically diverse youth. University of Calgary, Calgary, Canada.

April 2015. AERA (American Educational Research Association) Annual Meeting. Paper on Multisited ethnography: English language learners in high school drama classrooms. Chicago, Illinois, USA.

March 2015. AAAL (American Association for Applied Linguistics) /ACLA (Canadian Association of Applied Linguistics) Annual Conference. Paper on Community-engaged scholarship: Responding to the challenges and opportunities represented in multilingual schools. Fairmont Royal York, Toronto, Canada.

May 2014. ACLA/CAAL (Canadian Association of Applied Linguistics/ Association Canadienne de Linguistique Appliquée). Paper on Multilingual pedagogies and urban education (with J. Cummins). Brock University, St. Catharines, Ontario, Canada.

May 2014. CSSE (Canadian Society for the Study of Education), Canadian Association of Curriculum Studies (CACS). Paper on Creating multilingual and multimodal identity texts as intergenerational and collaborative pedagogical practice in an urban elementary school. To be presented as part of a panel on Knowledge Mobilization through Collective Pedagogical Inquiry in Schools Serving Culturally and Linguistically Diverse Students. Brock University, St. Catharines, Ontario, Canada.

May 2014. CSSE (Canadian Society for the Study of Education), Canadian Critical Pedagogy Association (CCPA), Paper on Critical affective pedagogies and race: A tale of three (drama) classrooms (with K. Gallagher & A. Wessels). Brock University, St. Catharines, Ontario, Canada.

May 2014. CSSE (Canadian Society for the Study of Education). Paper on Participatory ethnography: Collaborative methods in urban and suburban Toronto secondary schools (with A. Wessels). Brock University, St. Catharines, Ontario, Canada.

April 2014. CCEBRAL Conference: International Conference on Literacies and Autonomy of the Advanced Language Learner. The Official Languages and Bilingualism Institute (OLBI).  Paper on Corporal Literacies: The Teaching of Suprasegmentals to High-Level Bilinguals (with A. Babayants). University of Ottawa, Ontario, Canada.

April 2014. Celebrating Linguistic Diversity Annual Conference. Paper on School Improvement in a Multilingual Urban Context: The Perspectives of Students, Teachers, Administrators and Parents (with J. Cummins, R. Naqvi, J. Fannin, M. Montanera, J. Carey and A. Brooks). OISE, University of Toronto.

June 2013. ACLA/CAAL (Canadian Association of Applied Linguistics). Paper on English language learners and drama pedagogy: Multiliteracies, situated practice, multimodality and identity texts. Symposium on “Pedagogies for plurilingual learners in multilingual classrooms: Teaching at the intersection of language, culture, and identity” as part of a panel with Jim Cummins, Margaret Early, Maureen Kendrick, Rahat Naqvi, and Saskia Still. University of Victoria, BC, Canada.

March 2013. TESOL (Teaching English to Speakers of Other Languages). Teaching ELLs across disciplines: A collaborative-inquiry and participatory analysis perspective. Dallas, Texas (with S. Arnott and C. Mady).

July 2012. IDIERI (International Drama in Education Research Institute). Multimodal identity texts: Language learning and drama pedagogy. Mary Immaculate College, University of Limerick, Ireland.

July 2012. IDIERI (International Drama in Education Research Institute). Drama and digital methods in collaborative, multi-sited ethnography: Performances of youth in Lucknow and Toronto. (with K. Gallagher, A. Wessels). Mary Immaculate College, University of Limerick, Ireland.

May 2012. CSSE (Canadian Society for the Study of Education). Multi-site ethnography: ELLs and drama pedagogy. Wilfrid Laurier University and University of Waterloo, Waterloo, Ontario.

May 2012. CSSE (Canadian Society for the Study of Education). Thinking ahead: What will Canada look like in 2030? (panel discussion, organized by the Canada Research Chairs Secretariat; with A.Wessels).  Wilfrid Laurier University and University of Waterloo, Waterloo, Ontario.

May 2012. CSSE (Canadian Society for the Study of Education). Verbatim theatre, arts pedagogy and social science research. Symposium Session. (with K. Gallagher, A. Wessels). Wilfrid Laurier University and University of Waterloo, Waterloo, Ontario.

April 2012. Celebrating Linguistic Diversity Annual Conference. Learning English through Drama. OISE, University of Toronto. (with Susan Johnson, Toronto District School Board).

April 2012. AERA (American Educational Research Association) Annual Meeting. Drama and digital methods in participatory multi-site ethnography: An ongoing engagement with public pedagogy. (with K. Gallagher, A. Wessels). Vancouver, British Columbia.

February 2012. F.O.O.T. (Festival of Original Theatre, Theatre and Learning). Drama and Second Language Education Panel, Multimodal and embodied language learning through drama. University of Toronto, Centre for Drama, Theatre and Performance Studies, Toronto, Ontario.

May-June 2011. CSSE (Canadian Society for the Study of Education). Verbatim theatre, arts pedagogy and social science research (with K. Gallagher, A. Wessels). The University of New Brunswick & St. Thomas University. Fredericton, New Brunswick.

May-June 2011. CSSE (Canadian Society for the Study of Education). Emergent pedagogy and affect in collaborative research: A metho-pedagogical paradigm. (with K. Gallagher, A. Wessels). The University of New Brunswick & St. Thomas University. Fredericton, New Brunswick.

May-June 2011. CATR (Canadian Association for Theatre Research). Verbatim theatre and social research: Telling other people’s stories. (with K. Gallagher, A. Wessels). The University of New Brunswick & St. Thomas University. Fredericton, New Brunswick.

April 2011. AERA (American Educational Research Association) Annual Meeting. Social and artistic imagining: Verbatim theatre performance and youth engagement. (with K. Gallagher, A. Wessels).

November 2010. Thinking Ahead for a Strong Future. (Canada Research Chairs). Youth and urban school performances in Canada, the United States, India and Taiwan: The interplay, through live and digital drama, of local-global knowledge about urban education. (with K. Gallagher, A. Wessels). Metro Toronto Conference Centre.

July 2009. IDIERI (The International Drama in Education Research Institute). Collaboration as a participatory ethnographic tool in international multi-site research (As part of a keyhole called On Participatory and Ethnographic Approaches to Performance Research with K. Gallagher, A.Wessels, B. Freeman). University of Sydney, Australia.

May 2009. CSSE (Canadian Society for the Study of Education). Youth, pedagogy, performance and multiple literacies (with K. Gallagher). Carleton University, Ottawa, Ontario.

May 2009. CATR (Canadian Association of Theatre Research). Language, diaspora and theatre research.  As part of a panel called On Participatory and Ethnographic Approaches to Performance Research (with K. Gallagher, A. Wessels, B. Freeman). Carleton University, Ottawa, Ontario.

March 2009. Dean’s Conference. Literacies and identities in theatre education. University of Toronto, Ontario.

March 2008. Dean’s Conference. Drama education and language and literacy development. University of Toronto, Ontario.

October 2008. Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy Conference. Embodying democracy through drama in secondary schools: Reflections from practice (with A.Wessels). University of Toronto, Toronto, Ontario.

May – June 2008. CSSE (The Canadian Society for the Study of Education Conference).  The roots of dialogue: Working the tensions between theory and practice. University of British Columbia, Vancouver, BC.

October 2007. The 8th Annual Curriculum and Pedagogy Conference. Towards cultural and linguistic democracy: Reclaiming voices of English language learners through drama pedagogy. Marble Falls, TX, USA.

October 2007. The 8th Annual Curriculum and Pedagogy Conference.  Opening up dialogue: A look at democratic education (with A. Wessels). Marble Falls, TX, USA.

November 2006.The 34th Annual TESL (Teachers of English as a Second Language) Ontario Conference. Drama can be used in all ESL classrooms. Toronto, Ontario.

May 2006.  CSSE (The Canadian Society for the Study of Education Conference). Memory is a new syllable/ A voice to be made: Drama providing a context for integrating students’ personal narratives and cultural knowledge in the second language classroom. York University, Toronto.

 

Book Chapters

Yaman Ntelioglou & Skuce, T. (2019). Transcultural literacies as provocations to understand the other: Ethically responding to local/global questions. In M. Honeyford & K. Magro (Eds.),
Transcultural literacies for teaching and learning. Toronto, ON: Canadian Scholars
Press

Yaman Ntelioglou, B. (2017). Examining the relational space of the self and other in the
language drama classroom: Transcultural multiliteracies, situated practice and the
cosmopolitan imagination. In Rahat Zaidi and Jennifer Rowsell (Eds.), Literacy lives in
transcultural times. New York, NY: Taylor and Francis/Routledge.

Cummins, J., Yaman Ntelioglou, B. , Stille, S., Prasad, G. (2017). Identity Text Projects: Generating Academic Power in Multilingual Classrooms. In J. Cummings & M. Blatherwick (Eds.), Creative practices in curriculum and teaching in the 21st century.

Yaman Ntelioglou, B. (2015). Embodied multimodality framework: Examining language and literacy practices of English language learners in drama classrooms. In M. Perry & C. Medina (Eds.), Methodologies of Embodiment: Inscribing Bodies in Qualitative Research (Routledge Advances in Research Methods). New York: Routledge.

Yaman Ntelioglou, B. (2015). English language learners, participatory ethnography and embodied knowing. In J. Rowsell & K. Pahl (Eds.), Routledge Handbook of Literacy Studies. New York: Routledge.

Gallagher, K., & Yaman Ntelioglou, B. (2013). On the pedagogical importance of (not) knowing the other: Listening, risk, drama and difference. In M. Anderson & J. Dunn (Eds.), How drama activates learning: Contemporary research and practice (pp. 94-108). London: Continuum, Bloomsbury Academic.

Yaman Ntelioglou, B. (2011). Once upon a time. In D. Booth (Ed.), Caught in the middle: Reading and writing in the transition years (pp. 156-158). Markham, ON: Pembroke.

Yaman Ntelioglou, B. (2011). Insights from a drama/EAL classroom: Using drama with English language learners in a Canadian high school. In J. Winston (Ed.), Second language learning through drama (pp. 81-91). London: Routledge.

Yaman Ntelioglou, B. (2011). Drama and English language learners. In S. Schonmann (Ed.), Key concepts in theatre drama education (pp.183-190). Israel: University of Haifa Press.

 

Articles in Refereed Journals

Yaman Ntelioglou, B., & Stagg-Peterson, S. (2017). Exploring language, literacy and identity connections through play-based education in rural, remote and indigenous communities. Special Issue. Language and Literacy Journal (Special Issue Editorial)

Peterson, S. S., Anderson, J., McTavish, M., Budd, K., Mayer, D., McIntyre, L., Yaman Ntelioglou, B. & Riehl, D. (2016). Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian kindergartens? Canadian Journal of Education, 39(3). (http://www.cje-rce.ca/index.php/cje-rce/article/view/2075) (Journal Article)

Yaman Ntelioglou, B., Fannin, J., Montanera, M., & Cummins. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school. Frontiers in Psychology, 5, 533. doi:10.3389/fpsyg.2014.00533

Gallagher, K. B., Yaman Ntelioglou, B., & Wessels, A. (2013). ‘Listening to the affective life of injustice’: Drama pedagogy, race, identity and learning. Youth Theatre Journal, 27, 7-19.

Gallagher K., Wessels, A., & Yaman Ntelioglou, B. (2013). Becoming a networked public: Digital ethnography, youth and global research collectives. Ethnography and Education. Special Issue: Investigating Ethnography, Netography, On-line Sites and Communities, 8(2), 177-193.

Gallagher K., Wessels, A., & Yaman Ntelioglou, B. (2012). Verbatim theatre and social research: Turning towards the stories of others. Theatre Research in Canada. 33(1), 24-43.

Gallagher, K., & Yaman Ntelioglou, B. (2011). Which new literacies?: Dialogue and performance in youth writing. Journal of Adolescent & Adult Literacy, 54(5), 322-330.

Yaman Ntelioglou, B. (2011). “But why do I have to take this class?” The mandatory drama-EAL class. Research in Drama Education: The Journal of Applied Theatre and Performance (RIDE) 16(4), 595-615.