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Miles Turnbull

Degrees: 
  • PhD. Second language education, University of Toronto
  • MA, French Studies, McMaster
  • BA, French UPEI
Position: 
Associate Professor
Department: 
Education
Phone: 
(902) 566-0341
Research Interests: 

·         Codeswitching in second and foreign language teaching and learning

·         Literacy and content-based teaching in immersion programs

·         French Immersion

·         Core French

·         Teachers’ and school principals’ beliefs about language learning and teaching boys and language learning.

            

Citations: 
  1. Turnbull, M., Dailey-O’Cain, J. (Eds). (2009).First language use in second and foreign language learning: Intersection of theory, practice, curriculum and policy. Multilingual Matters; Clevedon, UK.
  2. McMillan, B., & Turnbull, M. (2009). Teachers' Use of the L1 in French Immersion:  Revisiting a core principle. In Turnbull, M., Dailey-O’Cain, J. (Eds). First language use in second and foreign language learning: Intersection of theory, practice, curriculum and policy (pp. 15-34). Multilingual Matters: Clevedon, UK.
  3. Turnbull, M. (2009). No more sweeping under the carpet! Une discussion du rôle de la L1 dans l'enseignement du français langue seconde. Dans S. Roy et C. Berlinguette (eds). Emerging Language and Social Issues in Canada: Identity, Diversity, and Pedagogy (pp.15-32 ). University of Calgary Press.
  4. Cormier, M., et Turnbull, M. (2009). Une approche littératiée : apprendre les sciences et la langue en immersion tardive. Revue Canadienne des Langues Vivantes, 65, 817-840.
  5. Kissau, S., & Turnbull, M. (2009). Boys and French as a second language: A research agenda for greater understanding. Canadian Journal of Applied Linguistics, 151-170.
Current Collaborators (non-UPEI): 
  • Marianne Cormier, Université de Moncton
  • Jennifer Dailey-O’Cain, University of Alberta
  • Joe Dicks and Paula Kristmanson, UNB
  • Gail Phillips, Brock University
  • Christyna Baranowski, Collège Universitaire, St. Boniface
  • Michael Salvatori, York University
  • Sylvie Roy, University of Calgary