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Mimi Masson

Professeure, Faculté d'éducation

ÉDUCATION Pédagogie

Présentation

Sujet de recherche

Enseignement

Disciplines de recherche

Didactique

Mots-clés

enseignement des langues secondes, formation des enseignants, socio-didactique

Intérêts de recherche

enseignement des langues secondes, formation des enseignants, identité professionnelle, éducation antiraciste et anti-oppressive, éducation inclusive, pratiques d'enseignement et de recherche basées sur les arts.

Langues parlées et écrites

Anglais, Espagnol (castillan), Français, Japonais

Diplômes

(2018). A critical re-imagination of French teacher learning and professional identities (Doctorat, Languages and Literacies Education).

(2012). Les représentations des apprenants et des professeurs de FLE au Japon au sujet du rôle des compliments et des encouragements sur la motivation. (Maîtrise avec mémoire, Master 2). Université de Grenoble III (Université Stendhal).

(2008). Les difficultés de prononciation chez les apprenants japonais de français langue étrangère. (Maîtrise avec mémoire, Master 1). Université de Dijon.

(2004). (Baccalauréat spécialisé, ). York University.

Titres de compétence

Certificate of Bilingual Excellence. York University.

Certificate of Bilingualism in French and English. York University.

Expérience académique

Professeure. (2022-). Université de Sherbrooke. Canada.

Part-time Professor. (2018-2022). Université d'Ottawa. Canada.

Course Instructor. (2017-2017). University of Toronto at Scarborough. Canada.

Course Instructor. (2016-2016). University of Toronto. Canada.

Course Instructor. (2009-2013).

Course Instructor. (2008-2009).

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. (Obtenu). Chercheur principal. DISRUPT! DECOLONIZE! DIVERSIFY! FSL Summer Institute 2021. Social Studies and Humanities Research Council (SSHRC). 22 070 $. (2021-2023)
  • Bourse de recherche. (Obtenu). Cochercheur. FSL Teacher Recruitment and Retention: Perspectives from two Ontario Faculties of Education. Ontario Ministry of Education. 221 169 $. (2020-2023)
  • Subvention. (Obtenu). 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)
  • Bourse de recherche. (Obtenu). 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

  • 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. Revue scientifique Éducation et francophonie (Article sous presse).
  • Kunnas, M., Masson, M., & Wernicke, M. (2023). Stories and counter-stories from French second language researchers. Glottopol (Article accepté).
  • 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-racist anti-bias 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).
  • Masson, M. (2013). Student feedback regarding the use of ‘mastery sentences’. Vocabulary Education and Research Bulletin 1 5-6. (Article publié).
  • Masson, M. (2013). The development of the Four Skills course: an introductory course in the Career English Program. Kyushu Sangyo University Language Education and Research Center Journal 9 48-65. (Article publié).
  • Masson, Marie-Emilie. (2010). Developing and piloting a qualitative instrument to gather feedback in SLA classrooms: a working paper. Kyushu Sangyo University Language Education and Research Center Journal 6 69-80. (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

  • 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).
  • Wernicke, M., Masson, M., Adatia, S, & Kunnas, M. A critical examination of race in French second language research. (Article soumis).
  • Alvi, S., Adatia, S, & Masson, M. Decentering whiteness in teacher education programs: seeing beyond the guise of ‘diversity and inclusion’. Enacting anti-racist and activist pedagogies in Teacher Education Canadian Scholars.

Articles de magazine

  • Smith, C., Spiliotopoulos, V., Masson, M., & Kristmanson, P. (2022). Initiatives for second language teacher education: Cases from Canadian universities. The Language Educator. Special Issue34-37.
  • 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.
  • Masson, M., & Mady, C. (2016). La réussite scolaire en immersion française: perspectives des directeurs d’école. Le journal de l'immersion (ACPI). 38(2). 28-30.
  • Rajendram, S., Masson, M. & Larson, E. J. Unpacking myths about collaborative work in Higher Education. American Association of Applied Linguistics Graduate Student Council Newsletter. 1(1). 8-9.

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.

Articles de conférence

  • Masson, M. (2011). Collecting student perceptions of feedback through interviews. PAAL 2011 Conference Proceedings, 189-193.
  • Masson, M. (2010). Using online videos to develop students' speaking abilities. KOTESOL 2009/2010 Conference Proceedings, 97-104.
  • Masson, M. (2009). Pronunciation difficulties for Japanese learners of French. JALT2009 Conference Proceedings, 809-819.

Autres contributions

Cours enseignés

  • Advanced English Conversation. Eigokaiwa V, VI. Kyushu Sangyo University. Niveau : .
  • Aspects sociaux et politiques de l’apprentissage et de l’enseignement d’une langue seconde. EDU5546. Université d'Ottawa. Canada.
  • Creative Writing in English. Nagasaki Wesleyan University. Niveau : .
  • Didactique du FLS au cycle intermédiaire. PED3788. Université d'Ottawa. Canada.
  • Didactique du FLS au cycle supérieur. PED4788. Université d'Ottawa. Canada.
  • English Reading and Vocabulary. Nagasaki Wesleyan University. Niveau : .
  • English for Academic Purposes. ESL0160. Université d'Ottawa. Canada.
  • English for Specific Purposes. DLS3103. Université d'Ottawa. Canada.
  • Enseignement du FLS aux cycles moyen et intermédiaire II. PED3789. Université d'Ottawa. Canada.
  • Four Skills English Course. Four Skills I. Kysuhu Sangyo University. Niveau : .
  • Intermediate English Conversation. Eigokaiwa III, IV. Kyushu Sangyo University. Niveau : .
  • Introduction to English Conversation. Eigokaiwa I, II. Kyushu Sangyo University. Niveau : .
  • Introduction to French II. FREA97H3S. University of Toronto at Scarborough. Canada.
  • Language Education in a Multicultural and Minority Setting: from Theory to Practice. DLS4105. Université d'Ottawa. Canada.
  • Mieux lire en français. FLS2521. Université d'Ottawa. Canada.
  • Mieux lire et écrire en français. FLS2741. Université d'Ottawa. Canada.
  • Remedial English. Remedial English I. Kyushu Sangyo University. Niveau : .
  • Second language learning theories. EDU6146. Université d'Ottawa. Canada.
  • Social and political issues in second language education. EDU5146. Université d'Ottawa. Canada.
  • Speaking and Writing in a Second Language. DLS2102. Université d'Ottawa. Canada.
  • Special topic : Arts-based practices for identity development in L2 learning and teaching. DLS4100. Université d'Ottawa. Canada.
  • TOEIC Exam Preparation. Nagasaki Wesleyan University. Niveau : .
  • Teaching French Culture. FRE353. University of Toronto at Mississauga. Canada.
  • Teaching in Context: Language, Culture, and Society. FRE483H1. University of Toronto. Canada.
  • Thème choisi : Le développement identitaire par le biais des pratiques artistiques en didactique des langues secondes. DLS4500. Université d'Ottawa. Canada.

Présentations

  • 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
  • Arnott, S., Masson, M., Kaszuba, A., Prasad, G., Boreland, T., & Azan, A. (2022). Demystifying the entry profile of L2 teacher candidates and predictors of confidence: A Canadian perspective. American Association of Applied Linguistics (AAAL). Pittsburgh
  • 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
  • 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. (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., & Arnott, S. (2020). Updates from the CASLT Teacher Education Project in Canada: Supporting FSL teacher preparation, recruitment and retention. Canadian Association of Second Language Teachers (CASLT). virtual conference
  • Masson, M., Antony-Newman, A. & Antony-Newman, M. (2019). The immigrant perspective: Parental discourses about the value of French, multilingualism, and multilingual literacy practices. EducLang Conference. Ottawa
  • 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, Elsherief H. (2017). Are they mocking our work? Practicing a pedagogy of response to satire. Jean-Paul Dionne Symposium (JPSD). Ottawa, Canada
  • Arnott S, Masson M, Lapkin S. (2017). A review of the research in FSL from 2000-2016. Canadian Parents for French (CPF) Executive Office. Ottawa, Canada
  • Larson J, Rajendram S, Masson M. (2017). Cookies and coding: A critical discourse analysis of collaborative research interactions. Graduate Student Research Conference (GSRC). Toronto, Canada
  • Roberts S, Masson M. (2017). Hearing the data: An arts-based education research method for aural analysis. Graduate Student Research Conference (GSRC). Toronto, Canada
  • Masson M, Antony-Newman M, Antony-Newman M. (2017). Immigrant parental involvement in their children’s French as a second language education. Graduate Student Research Conference (GSRC). Toronto, Canada
  • 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
  • Masson, M., Larson, J., & Rajendram, S. (2017). Negotiating collaboration among researchers in Higher Education: aiming for researcher praxis. Canadian Society for Studies in Higher Education (CSSHE). Toronto
  • 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
  • Watkins F, Hodgson-Bautista J, Anand S, Masson M. (2017). Reflective practice in FSL teacher education programs: exploring thinking, feeling and learning. Graduate Student Research Conference (GSRC). 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
  • Masson, M., Arnott, S., & Lapkin, S. (2017). What are the current trends in 21st century Canadian FSL K-12 research?. Association canadienne de la linguistique appliquée (ACLA). Toronto
  • Masson M, Rajendram S, Sinclair J, Larson J. (2016). A collaborative approach to narrative inquiry interviews. Centre for Educational Research on Languages and Literacies (CERLL). Toronto, Canada
  • Mady C, Masson M. (2016). Gatekeepers’ perspectives: Kindergarten teachers and French immersion principals’ perspectives on the inclusion of immigrant English language learners in French immersion. Canadian Association of Applied Linguistics (CAAL) Conference. Toronto, 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
  • Masson M, Yamen Y. (2015). Languaging collaborative professional development among teachers through Dropbox. American Association for Applied Linguistics (AAAL) Conference. Toronto, Canada
  • (2013). On the development of a Four Skills curriculum in a Japanese university. Center for English Language Communication Symposium on Alternative Pedagogies in the English Language & Communication Classroom. Singapour
  • (2013). Putting theory into practice: one holistic approach to language learning. Center for English Language Communication Symposium on Alternative Pedagogies in the English Language & Communication Classroom. Singapour
  • Masson M, Mountain C. (2013). The implications of new technologies on learning pedagogies. Center for English Language Communication Symposium on Alternative Pedagogies in the English Language & Communication Classroom. Singapour
  • (2012). Student feedback regarding the use of ‘mastery sentences’. Annual Vocabulary Symposium JALT Vocabulary SIG. Fukuoka, Japon
  • (2012). The impact of praise on Japanese students’ motivation in the SLA classroom. International Conference on Motivation. Frankfurt, Allemagne
  • (2011). Collecting student perceptions of feedback through interviews. 16th Conference of the Pacific Association of Applied Linguistics. Hong Kong, Chine
  • (2011). Developing a qualitative observation instrument for classroom research on teacher feedback in the SLA classroom. 50th Japanese Association of College English Teachers Commemorative International Conference. Fukuoka, Japon
  • (2011). Interviews for collecting data on feedback in the classroom. JALT Fukuoka Chapter. Fukuoka, Japon
  • (2011). Student interaction with teacher feedback through online videos. 19th KOTESOL International Conference. Seoul, Corée du Sud
  • (2010). Using video messaging to develop students’ speaking ability. 18th KOTESOL International Conference. Seoul, Corée du Nord