Saskia Van Viegen
Biographic Data
| ID | 4625534 |
|---|---|
| NAME | Saskia Van Viegen |
| GIVEN NAMES | Saskia |
| FAMILY NAME | Van Viegen |
| SIGNATURE | VAN VIEGEN S |
| AFFILIATIONS | York University |
| ORCID | 0000-0002-3748-1990 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Decolonizing Applied Linguistics
The Decolonial Turn has gained momentum in academe since the early 21st century. Focusing on how coloniality survives colonialism, scholars from the Global South have been instrumental in uncovering how the hidden agenda of modernity defines knowledges, languages, and beings in racial terms to justify the superiority of European colonizers. This entry not only traces the early decolonizing efforts in applied linguistics but also describes the rec…
A social justice research agenda for multilingual assessment in diverse educational contexts
Research and practice in bilingual education have contributed significant insights into teaching and learning from a multilingual stance. Despite these efforts, language and curriculum subject assessment continue to adhere to monolingual practices, not reflecting students’ dynamic language use and potentially reinforcing English dominance and linguistic hierarchies. Transforming education practice requires concomitant change in current monolingua…
Creating a multilingual assessment ecology in the classroom
Addressing the educational needs of bi/multilingual students in K‐12 classrooms, this study explores teachers' engagement with multilingualism in assessment practice. Drawing on fieldwork conducted with language and mathematics teachers in Ontario, Canada, the study generates empirical insight into teachers' development and use of multilingual assessment strategies to engage students' full linguistic repertoire, cultivate multilingual awareness, …
The ‘hesitant multilingual’: Why do some students who use multiple languages not identify as multilingual
Pre-admission EAP course completion as evidence of English language proficiency for university admission: A longitudinal evaluation study
To increase the number of international students, a growing number of English-medium universities offer multiple pathways for demonstrating English language proficiency (ELP) as part of the admission process. While the standard practice requires achieving a minimum score on a standardized ELP test, an alternative pathway entails completing one or more pre-admission English for Academic Purposes (EAP) courses successfully. This practice assumes th…
Years of Critical Inquiry in Language Studies
This year, the international journal Critical Inquiry in Language Studies (CILS) publishes its 20th volume, marking twenty years of contribution to critical scholarship in the broad, interdisciplin
Spoken Word Poetry with Multilingual Youth from Refugee Backgrounds
This article reports insights from a spoken word poetry workshop conducted with youth from refugee backgrounds and their teachers at a large suburban secondary school. The broad aim of engaging spoken word poetry in the educational context was to encourage and listen to student voice and creative self‐expression, and to explore opportunities within the class to speak to sociopolitical issues and injustices relevant to students’ lives and experien…
Plurilingual pedagogies at the post-secondary level: Possibilities for intentional engagement with students’ diverse linguistic repertoires
This paper draws draw on conceptualisations of language as heteroglossic to examine whether and how multilingual practices and plurilingual pedagogies are enacted as instructional strategies in two multilingual English-medium universities in western Canada. Multilingual educational contexts have the potential to comprise ‘translanguaging spaces’ [Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. d…
Plurilingual pedagogies at the post-secondary level: Possibilities for intentional engagement with students’ diverse linguistic repertoires
This paper draws draw on conceptualisations of language as heteroglossic to examine whether and how multilingual practices and plurilingual pedagogies are enacted as instructional strategies in two multilingual English-medium universities in western Canada. Multilingual educational contexts have the potential to comprise ‘translanguaging spaces’ [Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. d…
Plurilingual pedagogies at the post-secondary level: Possibilities for intentional engagement with students’ diverse linguistic repertoires
This paper draws draw on conceptualisations of language as heteroglossic to examine whether and how multilingual practices and plurilingual pedagogies are enacted as instructional strategies in two multilingual English-medium universities in western Canada. Multilingual educational contexts have the potential to comprise ‘translanguaging spaces’ [Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. d…
Spoken Word Poetry with Multilingual Youth from Refugee Backgrounds
This article reports insights from a spoken word poetry workshop conducted with youth from refugee backgrounds and their teachers at a large suburban secondary school. The broad aim of engaging spoken word poetry in the educational context was to encourage and listen to student voice and creative self‐expression, and to explore opportunities within the class to speak to sociopolitical issues and injustices relevant to students’ lives and experien…
Years of Critical Inquiry in Language Studies
This year, the international journal Critical Inquiry in Language Studies (CILS) publishes its 20th volume, marking twenty years of contribution to critical scholarship in the broad, interdisciplin
The ‘hesitant multilingual’: Why do some students who use multiple languages not identify as multilingual
Pre-admission EAP course completion as evidence of English language proficiency for university admission: A longitudinal evaluation study
To increase the number of international students, a growing number of English-medium universities offer multiple pathways for demonstrating English language proficiency (ELP) as part of the admission process. While the standard practice requires achieving a minimum score on a standardized ELP test, an alternative pathway entails completing one or more pre-admission English for Academic Purposes (EAP) courses successfully. This practice assumes th…
Decolonizing Applied Linguistics
The Decolonial Turn has gained momentum in academe since the early 21st century. Focusing on how coloniality survives colonialism, scholars from the Global South have been instrumental in uncovering how the hidden agenda of modernity defines knowledges, languages, and beings in racial terms to justify the superiority of European colonizers. This entry not only traces the early decolonizing efforts in applied linguistics but also describes the rec…
A social justice research agenda for multilingual assessment in diverse educational contexts
Research and practice in bilingual education have contributed significant insights into teaching and learning from a multilingual stance. Despite these efforts, language and curriculum subject assessment continue to adhere to monolingual practices, not reflecting students’ dynamic language use and potentially reinforcing English dominance and linguistic hierarchies. Transforming education practice requires concomitant change in current monolingua…
Creating a multilingual assessment ecology in the classroom
Addressing the educational needs of bi/multilingual students in K‐12 classrooms, this study explores teachers' engagement with multilingualism in assessment practice. Drawing on fieldwork conducted with language and mathematics teachers in Ontario, Canada, the study generates empirical insight into teachers' development and use of multilingual assessment strategies to engage students' full linguistic repertoire, cultivate multilingual awareness, …
EFL/ESL Teaching and Learning (7 works) · Multilingual Education and Policy (7 works) · Linguistics (5 works) · Second Language Learning and Teaching (5 works) · Multilingualism (4 works) · Pedagogy (4 works) · Psychology (4 works) · Applied linguistics (3 works) · Curriculum (3 works) · Sociology (3 works)