Hi! I’m Alison Crump, Associate Dean, Programs at Marianopolis College in Montreal and Adjunct Professor in the Department of Integrated Studies in Education at McGill University. I have been working in various ways in the field of education for the past 2 decades, including: teaching ESL in Japan and Canada; ESL teacher training at the undergraduate and graduate levels at McGill; educational research (MA in Second Language Education and PhD in Educational Studies at McGill); and academic administration in higher education. I am also the co-founder and Senior Managing Editor of an online, open source, collaborative peer review journal, J-BILD (Journal of Belonging, Identity, Language, and Diversity).
My research and scholarly interests fall into three main areas: 1) sociolinguistic interactions of language, social context, and identity; 2) teacher education and professional development; and 3) open scholarship and digital pedagogies.
Welcome to my website!
At all levels, in all contexts, I approach teaching with a focus on pedagogical approaches that aim to create spaces for learner agency, a sense of belonging, and collaborative participation. I have a growing interest in how to capitalize on the affordances of new media for learning beyond the walls of the classroom.
Here is a snapshot of some of the classroom teaching I have done.
- English as a Second Language (ESL)
- High school: Nara-ken, Japan (2002-2005)
- Private language schools: Montreal, Quebec (2005-2007)
- Various cegeps: Montreal, Quebec (2007-2009)
- McGill Bachelor of Education, TESL (Teaching ESL)
- Second year professional seminar (2008-2011)
- Pedagogical grammar (2013)
- McGill TESL Graduate Certificate
- Pedagogical grammar, online course (2012-2014, 2016)
- McGill Second Language Education Graduate Program
- Educational Sociolinguistics (2015-2016)
Some of my favourite and most memorable teaching moments come from learning contexts outside of the classroom, both in-person (e.g., workshops) or online. I say more about these here.
As a researcher, I am driven by an ongoing curiosity about how individuals experience, participate in, and shape their social worlds. I sometimes describe myself as a language and identity researcher.
I completed my masters in Second Language Education at McGill in 2007. My masters research focused on the language ideologies of Assistant Language Teachers (ALTs) in Japan. I was interested in understanding better the phenomenon of hiring primarily white English speakers who have little to no teacher training as English teachers in Japan. In particular, I explored what perceptions about English norms ALTs bring into their teaching and found that they are largely Western-centric, rather than attuned to a World Englishes perspective, which recognizes the many varieties of English in the world. I argued that this reinforces the native speaker bias, which positions native-English speakers as more competent and valued as language teachers than Japanese English teachers.
My SSHRC-funded doctoral research (McGill, 2017) focused on another language context that is also close to my own experiences. I did a qualitative study with a small number of multilingual Japanese-Canadian preschoolers in Montreal, focusing on their understandings and experiences of growing up as mixed-race and multilingual. I developed a theoretical and analytical framework, LangCrit (Critical Language and Race Theory), which makes explicit the intersections of linguistic and racial identity, to interpret how the children negotiated their identities and positioned themselves through language in different social contexts. LangCrit has, over the years, been gaining some international traction. I also developed a methodology, novel for the field of Applied Linguistics, for generating data with (not about) young children. My work has been published in journals such as: Critical Inquiry in Language Studies, LEARNing Landscapes, Journal of Language Teaching and Learning, and Journal of Curriculum Theorizing. For a list of publications and presentations, click on the link below.
For me, scholarship refers to the art of making meaning with others with the intention of creating new knowledge. This can sometimes push against conventional norms associated with the production of scholarship, especially the gold standard of publishing, the blind peer review. I find this very exciting. As with my teaching and research, I am interested in creating spaces to do scholarly work that emphasize relationships, connections, and local experiences.
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