Publications

RECENT PUBLICATIONS

Taylor, S. K. (2009-a). Educator macrostrategies and child L2 learning strategies: A case study. Contact, 35(2), 20-31. (Special Issue: Proceedings of Research Symposium, TESL Ontario, November 2008).
http://www.teslontario.org/uploads/publications/researchsymposium/ResearchSymposium2009.pdf

Taylor, S. K. (2009-b). Paving the way to a more multilingual TESOL. TESOL Quarterly, 43(2), 309-313. (June 2009). (Invited “Symposium” paper on “Imagining multilingual TESOL”).

Taylor, S. K. (2009-c). Right pedagogy, wrong language, & caring in times of fear: Issues in the schooling of ethnic Kurdish children in Denmark. The International Journal of Bilingual Education and Bilingualism, 12, 3, 291-307.

Taylor, S. K. (2009-d). The caste system approach to multilingual education in Canada: Linguistic and cultural minority language children in French immersion. In T. Skutnabb-Kangas, R. Phillipson, A. K. Mohanty, & M. Panda (Eds), Social justice through multilingual education (pp. 177-198). Clevedon, UK: Multilingual Matters.

Taylor, S. K. (2009-e). The caste system approach to multilingual education in Canada: Linguistic and cultural minority language children in French immersion. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds), Multilingual education for social justice: Globalising the local(pp. 162-180).New Delhi: Orient BlackSwan (formerly Orient Longman).

Taylor, S. K. (2009-f). Tongue-tied no more? Beyond linguistic colonialization of multilingual children in the public school system. Race, ethnicity and education, 12(3), 415-424.

Taylor, S. K., & Sakamoto, M. (2009). Conclusion: Language and power à la Jim Cummins (Special issue). The International Journal of Bilingual Education and Bilingualism, 12, 3, 346-348

Taylor, S. K., & Skutnabb-Kangas, T. (2009). The educational language rights of Kurdish children in Turkey, Denmark and Kurdistan (Iraq). In W. Ayers, T. Quinn & D. Stovall (Eds.), Handbook for social justice in education (pp. 171-190). In Section 3, Race and ethnicity and seeking social justice in education (A. Henry, Ed.). Mahwah, NJ: Lawrence Erlbaum.

Taylor, S. K., Smith, P., Daniel, M., & Schwarzer, D. (in press). Is there a need for a language policy and heightened multilingualism in TESOL? Survey results. Bilingual Basics, 11, 1.

Little, D., & Taylor, S. K. (submitted). The Common European Framework of Reference for Languages and the teaching and learning of French as a second language in Canada. Canadian Journal of Applied Linguistics.

Sakamoto, M., & Taylor, S. K. (2009). Introduction: Overcoming micro- (school-based) and macro- (societal) level constraints in the development of bilingualism and multilingualism (Special issue). The International Journal of Bilingual Education and Bilingualism, 12, 3, 273-275.

Applied Linguistics (General)

Taylor, S. K. (1998). Review of Joan Wink's (1997) "Critical pedagogy. Notes from the real world," White Plains, NY: Longman. Canadian Modern Language Review, 54, 4, pp. 596-598.

Taylor, S. K. (1997). Review of Judith Lessow-Hurley's (1996) "The foundations of dual language instruction," (2nd ed.), White Plains, NY: Longman. TESOL Journal, 6, 4, pp. 35-36.

Taylor, S. K. (1996). Review of Barry Tomalin & Susan Stempleski's (1993) "Cultural awareness," Oxford: Oxford University Press. TESL Contact, 22, 1, pp. 36-37.

Kotsopoulos, D., & Taylor, S. (in press). Appropriating the discourse of language in mathematics education. International Journal of Diversity in Organisations, Communities and Nations, 4. ISSN 1447-9532 (print); ISSN 1447-9583 (online)

ESL

Taylor, S. K. (2006). ESL in bilingual education with a twist: Immigrant children in Canadian French immersion. Bilingual Basics, 8, 1. (June 2006).
http://www.tesol.org/s_tesol/article.asp?vid=163&

Liu, Y., & Taylor, S. (2004). Bridging the home-school divide in Chinese- and English-speaking children's bilingual development: some guidelines. Bilingual Basics, 6, 2 (November 2004). http://www.tesol.org/s_tesol/sec_issue.asp?nid=3077&iid=3079&sid=1#135

FSL

Taylor, S. (1994). La série de cassettes-vidéo Gessler. Canadian Modern Language Review, 50, 4, pp. 753-54.

Taylor, S. K. (1993-a). Feuilles d'activités pour "C'est incroyable" de Jacquot. Canadian Modern Language Review, 50, 1, pp. 195-196.

Taylor, S. (1993-b). "Mots difficiles et expressions utiles." Canadian Modern Language Review, 49, 4, pp. 931-932.

Taylor, S. (1992). Victor: A case study of a Cantonese child in early French immersion. Canadian Modern Language Review, 48, 4, pp. 736-759.

Lapkin, S., Harley, B. & Taylor, S. K. (1993). Research directions for core French in Canada. Canadian Modern Language Review, 49, 3, pp. 476-513.

Minority Language Issues

Taylor, S. K. (accepted). How ethnic Turkish teachers navigate their way through the stormy seas of bilingual politics in Denmark. Bilingual Basics, 8, 2. (August 2006).
http://www.tesol.org//s_tesol/sec_issue.asp?nid=3077&iid=6716&sid=1.

Taylor, S. K. (in press). Right pedagogy, wrong language, & caring in times of fear: Issues in the schooling of ethnic Kurdish children in Denmark. The International Journal of Bilingual Education and Bilingualism.

Taylor, S. K. (accepted). Tongue-tied no more? Beyond linguistic colonialization of multilingual children in the public school system. Race, ethnicity and education.

Taylor, S. K. (2000-a).Common practice and linguistic human rights: A- versus. B-Team coercion or the co-construction of ‘utopia’? In R. Phillipson (ed.), Rights to language: Equity, power and education (pp. 179-186). New York: Lawrence Erlbaum Associates.

Taylor, S. K. (2000-b). The relationship between oppression and education: The case of the Kurdish minority in Turkey. An interview with Aliser Cengaver. Quoted in Tove Skutnabb-Kangas. Linguistic genocide in education C or worldwide diversity and human rights? (pp. 323-326). Mahwah, NJ: Lawrence Erlbaum Associates.

Taylor, S. K. (1998-a). Beyond ‘belief’: Variance in models of content-based instruction and school success among minority language learners. Bulletin suisse de linguistique appliquée (Swiss Review of Applied Linguistics)/VALS (ASLA), 67, pp. 61-83. (April 1998).

Taylor, S. K. (1998-b). Witch fever: A case history of critical literacy in bi-/multilingual learners. The California Reader, 31, 3, pp. 14-17 & 21. (Spring 1998).

Taylor, S. K. (1997-a). ‘I treat them all the same’: Educator role definitions and child multilingualism in minorities in a minority. Københavnerstudier i tosprogethed, 27, (Copenhagen Studies in Bilingualism, 27), pp. 159-185.

Taylor, S. K. (1997-b). ‘If seven year-olds could . . .’: Danish submersion viewed from the outside. Københavnerstudier i tosprogethed, 28, (Copenhagen Studies in Bilingualism, 28), pp. 31-58.

Taylor, S. (1996). A technique for analysing educational language rights across nations. TESOL Matters, 5, 6, p. 14. (Featured article December 1995/January 1996).

Taylor, S. K. (1995). `Contact is NOT enough!': Advantages of transnational cooperation in the education of dominant and subordinated group children. Regional Contact, IX, 10, pp. 206-213.

Taylor, S. K., & Sakamoto, M. (in press). Conclusion (Special issue). The International Journal of Bilingual Education and Bilingualism.

Taylor, S. K., & Sakamoto, M. (eds) (in press). Special issue: "Overcoming (macro/micro) constraints in the development of multilingualism. The International Journal of Bilingual Education and Bilingualism.

Taylor, S. K., & Skutnabb-Kangas, T. (1996/1997). Sleights of hand (and of pen): A reply to Yağmur. TESOL Matters, 6, 6, p. 19. (December 1996/January 1997).

Sakamoto, M., & Taylor, S. K. (in press). Introduction (Special issue). The International Journal of Bilingual Education and Bilingualism.

Translation

Cummins, J. (1996). L'éducation multilingue aux États-Unis d'Amérique et au Canada. In P. H. Nelde (ed.) Contact linguistics: An international handbook of contemporary research. Volume 1 (pp. 473-482). Berlin: Walter de Gruyter. Translator: Shelley K. Taylor.