Mimi Masson

Prix et distinctions

• (2019) Recognition Award for Dissertations on Teacher Education. Canadian Association for Teachers in Education. (Prix).
• (2018) Gordon Cressy Student Leadership Award. University of Toronto Alumni Association. (Prix).
• (2017) SSHRC Storytellers Award. Conseil de recherche en sciences humaines du Canada (CRSH). (Prix).
• (2017) Wilfred Rusk Wees Fellowship. Ontario Institute for Studies in Education. (Prix).
• (2016) Muriel Fung Student Appreciation Award. OISE Graduate Student Association. (Prix).
• (2015) H. H. David Stern Award. Ontario Modern Language Teachers Association. (Prix).
• (2012) Graduated with High Honours (en français: mention Bien). Université de Grenoble. (Honneur).
• (2008) Graduated with Honours (en français: mention Assez Bien). Université de Dijon. (Honneur).

Financement

• Subvention. (Terminé). Chercheur principal. DISRUPT! DECOLONIZE! DIVERSIFY! FSL Summer Institute 2021. Social Studies and Humanities Research Council (SSHRC). 22 070 $. (2021-2023)
• Bourse de recherche. (Terminé). Cochercheur. FSL Teacher Recruitment and Retention: Perspectives from two Ontario Faculties of Education. Ontario Ministry of Education. 221 169 $. (2020-2023)
• Subvention. (Terminé). Chercheur principal. Uncovering racism, colonialism, and oppression in the FSL curriculum and creating opportunities for subversion for teachers. American Educational Research Association (AERA). 19 157 $. (2022-2023)
• Subvention. (Terminé). Cochercheur. Identifying Requirements and Gaps in French as a Second Language (FSL) Teacher Training: Recommendations and Guidelines. Canadian Association for Second Language Teachers (CASLT). 135 502 $. (2020-2022)
• Contrat. (Terminé). Candidat principal. Création et maintien d'une base de données ÉVLI sur les recherches empiriques canadiennes en FLS et en ALS évaluées par les pairs. Association canadienne de la linguistique appliquée (ACLA). 3 000 $. (2019-2020)
• Contrat. (Terminé). Candidat principal. Formation efficace des enseignants de FLS et questions relatives à l'attrition, à la rétention et au recrutement des enseignants de FLS. Canadian Association of Second Language Teachers. 12 000 $. (2020-2020)
• Contrat. (Terminé). Chercheur principal. Accéder aux possibilités : Études sur les difficulté liées à l’offre et à la demande d’enseignants en français langue seconde au Canada. Commissariat Aux Langues Officielles Ottawa. 16 000 $. (2018-2019)

Publications

Articles de revue

• Carroll, S., Masson, M., Grant, R., & Keunne, E. (2024). It's (in)escapable: Navigating a second language curriculum and its language in a settler colonial context. (Article soumis).
• Grant, R., Masson, M., & Carroll, S. (2024). Unraveling the silence around gender and sexuality in a second language curriculum. (Article soumis).
• Wernicke, M., Masson, M., Arnott, S., Le Bouthillier, J., et Kristmanson, P. (2023). La pénurie d’enseignantes et d’enseignants de français langue seconde au Canada : divergence entre les politiques scolaires et la réalité vécue. Éducation et francophonie 50 (2), DOI. (Article publié).
• Fleming, D., Mbida, L., Bangou, F., Fleuret, C., Masson, M., Thibeault, J., & Arnott, S. (2023). Plurilingualism: A review of theory and practice. TESL Canada 40 (1), 1-12. (Article publié).
• Kunnas, M., Masson, M., & Wernicke, M. (2023). Stories and counter-stories from French second language researchers. Glottopol 39 DOI. (Article publié).
• Culligan, K., Battistuzzi, A., Wernicke, M., & Masson, M. (2023). Teaching French as a second language in Canada: Convergence points of language, professional knowledge, and mentorship from teacher preparation through the beginning years. Canadian Modern Language Review 79 (4), 352-370. (Article publié).
• Smith, C., Masson, M., Spiliotopoulos, V., & Kristmanson, P. (2022). A course or a pathway? Addressing French as a second language teacher recruitment and retention in Canadian B.Ed. programs. Canadian Journal of Education 1 DOI. (Article publié).
• Masson, M., Kunnas, M., Boreland, T., & Prasad, G. (2022). Developing an anti-bias, anti-racist stance: addressing colonial patterns of thought and practices in second language teacher education programs. Canadian Modern Language Review 78 (4), 385-414. DOI. (Article publié).
• Masson, M., Antony-Newman, M, Antony-Newman, A. (2022). The immigrant perspective: Eastern-European parental discourses about the value of French, plurilingualism and pluriliteracy practices. International Journal of Bilingual Education and Bilingualism 25 (9), 3507-3520. DOI. (Article publié).
• Masson, M., Knouzi, I., Arnott, S., & Lakpin, S. (2021). A critical interpretive synthesis of post-millennial Canadian French as a second language research across stakeholders and programs. Canadian Modern Language Review 77 (2), 154-188. DOI. (Article publié).
• Masson, M. (2021). On working with racialized youth in FSL : One teacher’s culturally-responsive practice. Djiboul Revue Scientifique des Arts-Communication, Lettres, Sciences Humaines et Sociales 4 (1), 164-189. DOI. (Article publié).
• Arnott, S., Masson, M., & Lapkin, S. (2019). Exploring trends in the 21st century Canadian K-12 FSL research: A research synthesis. Canadian Journal of Applied Linguistics 22 (1), 60-84. DOI. (Article publié).
• Mady C, Masson, M. (2018). Principals' beliefs about language learning and inclusion of English language learners in Canadian elementary French Immersion programs. Canadian Journal of Applied Linguistics 21 (1), 72-92. (Article publié).
• Masson, M. (2018). Reframing FSL teacher learning: small stories of re-professionalization and identity formation. Journal for Belonging, Identity, Language and Diversity 2 (2), 77-102. DOI. (Article publié).
• Masson, M. (2013). How L1 loanwords can create a false sense of familiarity with L2 vocabulary meaning and usage. Vocabulary Learning and Instruction 2 (1), 8-14. DOI. (Article publié).

Livres

• (2022). Every Teacher is a Language Teacher : Social justice and equity through language education. (2). University of Ottawa Second Language Education Cohort (cL2c). DOI.
• (2020). Every Teacher is a Language Teacher. (1). University of Ottawa Second Language Education Cohort (cL2c). DOI.

Chapitres de livre

• Wernicke, M., Masson, M., Adatia, S, & Kunnas, M. (2024). A critical examination of race in French second language research. R. Kubota & S. Motha. Race, Racism, and Antiracism in Language Education (à det.). Routledge. (Article sous presse).
• Masson, M. & Côté, S. (2024). Belonging and legitimacy for French language teachers : A visual analysis of raciolinguistic discourses. X. Huo & C. Smith. Interrogating Race and Racism in Postsecondary Language Classrooms (116-149). IGI Global. (Article publié).
• Kaszuba, A., Masson, M., Arnott, S., Grant, R., & Friesen, B. (2024). Negotiating policies and standards: a case study into discourses of accountability in Canadian Teacher Education. J. Mena, R. Kane & C. J. Craig. Inclusive trajectories and practices: ethical ideals tested by evidence. (à det.). Brill Sense. (Article accepté).
• Alvi, S., Adatia, S, & Masson, M. (2023). Decentering whiteness in teacher education programs: seeing beyond the guise of ‘diversity and inclusion’. A. Eizadirad, Z. Abawi, & A. Campbell. Enacting anti-racist and activist pedagogies in Teacher Education (249-265). Canadian Scholars.
• Masson, M. (2020). What’s art got to do with it? The power of drawing to commit new language and concepts to memory. Every Teacher is a Language Teacher (1, 45-54). University of Ottawa Second Language Education Cohort (cL2c). DOI. (Article publié).

Articles de magazine

• Masson, M. & Kaszuba, A. (2023). Creating equitable professional learning networks. Le Journal de l'ACPI.. 45(1). 28-35.
• Masson, M. (2023). Développer la conscience critique pour un enseignement culturellement adapté. CASLT Réflexions. 42(2). 21-24.
• Masson, M., Sharma-Mohan, R., Cloutier, A., & Kunnas, M. (2023). FSLdisrupt: a project to support French teachers who want to use equitable, inclusive and anti-racist education literacy practices. Le Journal de l'ACPI.. 45(3). 43-47.
• Masson, M., Sharma-Mohan, R., Cloutier, A., & Treichel, M. (2022). Mobilizing second language teachers to disrupt the curriculum in Canadian classrooms. The Language Educator. Winter issue32-35.
• Masson, M. (2018). Que nous disent les recherches sur les enseignants de FLS sur le terrain?. CPF L’État de l’enseignement du français langue seconde au Canada. 14-17.
• (2017). Quand les enseignants canadiens de français langue seconde innovent pour résister. The Conversation.

Rapports

• Masson, M., & Azan, A. (2021). Attrition, rétention et recrutement des enseignants de langues secondes : Une revue de la littérature sur les enjeux, les défis et le stratégies pour les enseignants de français langue seconde. Association canadienne des professeurs de langue seconde. 50 p.
• Masson, M., Battistuzzi, A., & Bastien, M.-P. (2021). Préparation à l’enseignement en L2 et en FLS : Une revue de la littérature sur les composantes essentielles d’une formation efficace à l’enseignement pour les enseignants de langues. Association canadienne des professeurs de langue seconde. 46 p.
• Masson, M., Larson, E. J., Desgroseilliers, P., Carr, W., & Lapkin, S. (2019). Accéder aux possibilités : Étude sur les difficultés liées à l’offre et à la demande d’enseignants en français langue seconde au Canada. Commissariat aux langues officielles. 34 p.
• Masson M, Ng T. (2017). A report of perspectives on multilingual education in Ontario with Greater Toronto Area community members. Ontario Multilingual Education. 25 p.
• Arnott S, Hart D, Lapkin S, Mady C, Vandergrift L, Masson M. (2015). French as a Second Language in Canada: Potential for Collaboration. Council of Ministers of Education Canada. 32 p.

Ressources en ligne

• (2021). Art-based practices for L2 teacher identity development. Site Web.
• (2021). FSLdisrupt. Site Web.
• (2018). FSL teacher learning. Site Web.
• (2015). Caesura Collective. Site Web.

Autres contributions

Cours enseignés

• DID513 Didactique de l'anglais langue seconde (ALS) II. Université de Sherbrooke. Canada.
• PED780 Initiation à la recherche en enseignement. Université de Sherbrooke. Canada.

Présentations

• Masson, M. (2024). Teaching ESL from an antibiased, anti-racist perspective. Researchers and Educators of English as an Additional Language (For REEAL). format virtuel
• Smith, C., Battistuzzi, A., Masson, M., & Arnott, S. (2023). A critical review of language teacher preparation and induction in Canada: Polishing a poisoned apple. American Educational Research Association (AERA). Chicago
• Masson, M., Grant, R., & Keunne, E., & Carroll, S. (2023). Anticolonial feminist critical discourse analysis : race, gender, culture and capitalism in the second language curriculum. American Educational Research Association (AERA). Chicago
• Knouzi, I., Van Geel, S., Lapkin, M., Masson, M., & Arnott, S. (2023). A transverse view of post-millenial FSL research in Canada : epistemological and theoretical positionings. Canadian Association of Applied Linguistics (CAAL/ACLA). Toronto
• Vasilopoulos, G., Masson, M., & Kaszuba, A. (2023). Beginning English teachers’ understanding of coloniality and race in English language teaching. Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL). Ottawa
• Cloutier, A., Sharma-Mohan, R., & Masson, M. (2023). Disrupting FSL instruction : Critical reflection, intentional planning, and thoughtful resource selection. Languages Without Borders. Toronto
• Masson, M. & Côté, S. (2023). Teachers’ sense of belonging to the professional community : A raciolinguistic exploration of discourses about legitimacy. American Association of Applied Linguistics (AAAL). Portland
• Wernicke, M., Masson, M. & Adatia, S. (2022). A critical examination of race in French second language research. American Association of Applied Lingusitics (AAAL). Pittsburgh
• Boreland, T., Kunnas, M., Masson, M., & Prasad, G. (2022). Decolonizing FSL: Current practices and needs identified in two Canadian Teacher Education programs. American Education and Research Association (AERA). virtual conference
• Masson, M., Battistuzzi, A., Smith, C., & Arnott, S. (2022). From teacher preparation to teacher induction : Mapping access and support for language development. Canadian Association of Applied Linguistics. virutal conference
• Grant, R., Kaszuba, A., & Masson, M. (2022). Pronouns and pedagogy: Developing practices to create queer-friendly classrooms. Indivisble Conference. Ottawa
• Kaszuba, A., Masson, M., Grant, R., Arnott, S. & Friesen, R. (2022). Supporting collaboration in language teacher education: Professional learning initiatives in a French as a second language context. International Study Association on Teachers and Teaching (ISATT). Bordeaux
• Kaszuba, A., Masson, M., Grant, R., Arnott, S. & Friesen, R. (2022). Supporting collaboration in language teacher education: Professional learning initiatives in a French as a second language context. International Study Association on Teachers and Teaching (ISATT). Bordeaux
• Alvi, S., Deria, F., Masson, M., & Kane, R. (2022). Under a blanket of COVID: Intersections of race, language and culture in teacher education. Comparative & International Education Society (CIES). virtual conference
• Masson, M., & Côté, S. (2022). Visual and arts-based methods for examining L2 teacher identity (re/de)construction. Canadian Association of Curriculum Studies (CACS). virtual conference
• Arnott, S., Masson, M., & Prasad, G. (2021). Améliorer le recrutement et la rétention des futurs enseignants de FLS dès leur entrée dans le programme de formation. Association canadienne pour la formation des enseignants (ACFE). virtual conference
• Masson, M., & Adatia, S. (2021). Becoming a culturally-responsive language educator / Devenir un.e enseignant.e sensible à la culture. EducLang Professional Institute. Ottawa
• Masson, M. (2021). Culturally-responsive teaching (CRT) in French as a second language : creating inclusivity for racialized youth. 9e Colloque international sur la didactique des langues secondes. virtual conference
• Masson, M., Azan, A, Bastien, M.-P., & Battistuzzi, A. (2021). Un cadre de formation professionnelle pour les enseignants de français langue seconde destiné à réduire la défection des enseignants. Association canadienne pour la formation des enseignants (ACFE). conférence virtuelle
• Masson, M. (2019). ‘Small stories’ over the long haul: two FSL teachers’ professional identity narratives. Association canadienne de la linguistique appliquée (ACLA). Vancouver
• Masson, M. (2018). Patching the ‘leaky-pipeline’: improving FSL teacher retention by re-conceptualizing teacher professional learning. EducLang Conference. Ottawa
• Masson, M., Rajendram, S., & Larson, E. J. (2018). The politics of collaboration: Developing research praxis through artful inquiry. Artful Inquiry Research Group (AIRG). Montreal
• Masson M, Ng T, Rajendram S, Nomura T, Wong W. (2017). Innovative multilingual teaching approaches for diverse classrooms. Ontario Modern Language Teachers’ Association (OMLTA) Spring Conference. Toronto, Canada
• Nomura, T, Masson M. (2017). Picture diaries: Multiliteracies and arts-based research practices in heritage language education. Canadian Association of Applied Linguistics (CAAL) Conference. Toronto, Canada
• Kooy M, Masson M, Ossa C. (2017). The teacher as learner in collaborative partnerships: Rethinking learning, change and improvement in education. International Congress for School Effectiveness and Improvement (ICSEI). Ottawa, Canada
• Sinclair J, Larson E, Rajendram S, Masson M. (2016). Language tests at the gates of academia: Student narratives about English language proficiency assessments. American Association for Applied Linguistics (AAAL) Conference. Toronto, Canada