SANDRA ZAPPA‐HOLLMAN
Biographic Data
| ID | 5998326 |
|---|---|
| NAME | SANDRA ZAPPA‐HOLLMAN |
| GIVEN NAMES | SANDRA |
| FAMILY NAME | ZAPPA‐HOLLMAN |
| SIGNATURE | HOLLMAN S Z |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0002-9042-3722 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Critical Applied Linguistics and Popular Culture
Popular culture is ubiquitous in contemporary social life, using an ever‐growing range and combination of forms, modes, and genres. It is not only potentially highly entertaining, but it can also be used productively for classroom‐based and out‐of‐class language teaching and learning. In addition, pop culture provides rich opportunities for critical applied linguists, educators, and the wider public to examine how these cultural artefacts constru…
The ‘hesitant multilingual’
Engaging in Linguistically Responsive Instruction
Disciplinary registers in a first-year program
With notable exceptions, few studies of teaching and learning of scholarly registers and genres to users of English as an additional language focus on curriculum. For a contextualized understanding of register-curriculum relations, this study investigates disciplinary registers in the Academic English Program at Vantage College, a new alternative-entry, first-year program at the University of British Columbia, Canada. In integrating content and l…
Plurilingual pedagogies at the post-secondary level
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…
Collaborations between language and content university instructors
The spread of integrated language and content approaches alongside with the move towards specificity in English for academic purposes (EAP) have increased expectations of interaction between language and subject-areas instructors. This, in turn has intensified the need to examine collaborations between these two groups. This information is necessary for institutions to be aware of the investments required to support such partnerships, and to asse…
Academic Discourse Socialization
Academic English Socialization Through Individual Networks of Practice
This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP—community of practice (CoP; Lave & Wenger, 1991; Wenger, 1998) and social network theory (Milroy, 1987)—and review relevant literature on academic discourse socializa…
Using Popular Culture in Language Teaching
Although popular culture is pervasive in contemporary Western and other highly urbanized, postindustrial societies impacted by globalization, it can be difficult to define and delimit the term.
Critical Discourse Analysis of Popular Culture
Critical discourse analysis (CDA) is an approach to discourse analysis that has evolved over the past several decades. It is associated with work conducted since the 1980s by European linguists Norman Fairclough, Ruth Wodak, and Teun van Dijk and their colleagues but has become quite interdisciplinary as a scholarly practice. CDA also has its North American counterparts with their own interpretations of, and orientations to, critical discourse st…
EFL in Argentina's Schools
Academic English Socialization Through Individual Networks of Practice
This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP—community of practice (CoP; Lave & Wenger, 1991; Wenger, 1998) and social network theory (Milroy, 1987)—and review relevant literature on academic discourse socializa…
Plurilingual pedagogies at the post-secondary level
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…
EFL in Argentina's Schools
EFL in Argentina's Schools
Using Popular Culture in Language Teaching
Although popular culture is pervasive in contemporary Western and other highly urbanized, postindustrial societies impacted by globalization, it can be difficult to define and delimit the term.
Critical Discourse Analysis of Popular Culture
Critical discourse analysis (CDA) is an approach to discourse analysis that has evolved over the past several decades. It is associated with work conducted since the 1980s by European linguists Norman Fairclough, Ruth Wodak, and Teun van Dijk and their colleagues but has become quite interdisciplinary as a scholarly practice. CDA also has its North American counterparts with their own interpretations of, and orientations to, critical discourse st…
Academic English Socialization Through Individual Networks of Practice
This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP—community of practice (CoP; Lave & Wenger, 1991; Wenger, 1998) and social network theory (Milroy, 1987)—and review relevant literature on academic discourse socializa…
Academic Discourse Socialization
Collaborations between language and content university instructors
The spread of integrated language and content approaches alongside with the move towards specificity in English for academic purposes (EAP) have increased expectations of interaction between language and subject-areas instructors. This, in turn has intensified the need to examine collaborations between these two groups. This information is necessary for institutions to be aware of the investments required to support such partnerships, and to asse…
Disciplinary registers in a first-year program
With notable exceptions, few studies of teaching and learning of scholarly registers and genres to users of English as an additional language focus on curriculum. For a contextualized understanding of register-curriculum relations, this study investigates disciplinary registers in the Academic English Program at Vantage College, a new alternative-entry, first-year program at the University of British Columbia, Canada. In integrating content and l…
Plurilingual pedagogies at the post-secondary level
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…
Engaging in Linguistically Responsive Instruction
The ‘hesitant multilingual’
Critical Applied Linguistics and Popular Culture
Popular culture is ubiquitous in contemporary social life, using an ever‐growing range and combination of forms, modes, and genres. It is not only potentially highly entertaining, but it can also be used productively for classroom‐based and out‐of‐class language teaching and learning. In addition, pop culture provides rich opportunities for critical applied linguists, educators, and the wider public to examine how these cultural artefacts constru…
Sociology (9 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (7 works) · Multilingual Education and Policy (7 works) · Second Language Learning and Teaching (7 works) · Pedagogy (6 works) · Psychology (6 works) · Computer Science (5 works) · Discourse Analysis in Language Studies (4 works) · Mathematics education (4 works)