Hong has worked at the University of Toronto since 2004. As the Director, Hong oversees all administrative operations, marketing & recruitment, budget & finance, partnerships, student experiences, international strategies & initiatives and more. Outside of the office, you can find him travelling around the world and eating everything along the way.
If you can only eat one thing for the rest of your life, what would it be?
No, just no. Why would you put me in that situation?!
What’s your favourite thing to do in Toronto?
A summer BBQ and picnic on Centre Island or a relaxed afternoon at a local coffee shop with a new podcast.
Share a fun thing about yourself!
I take vacations seriously.
Lily has been part of the International Programs team since 2002 as an undergraduate student. After graduation, she joined the team full-time. Now, as the Associate Director, Lily oversees all student services and administrative operations of the International Foundation Program (IFP). She liaises with various faculties and stakeholders at the university regarding IFP admissions, student advising, program regulations, and co-curricular support.
Do you have a hobby?
I enjoy history and reading…so I really enjoy reading historical fiction. I love to travel with my family and exploring different places and food.
Share a fun thing about yourself
I love the water, spending time on the beach with my family is the favourite place to be.
If you could witness any historical event, what would it be?
I would like to be a witness of the painting of the Sistine Chapel. I am also fascinated with ancient civilizations, so I would love to visit Ancient Greece and Ancient Rome.
Nicola has been with the International Programs team since 2012 and has taught a variety of courses both in the International Foundation Program and the International Summer Academy. In addition to teaching at the University of Toronto, Nicola brings his vast experiences from working in offshore programs to organizing professional development events for English language teaching. Now, as the Assistant Director, he leads the recruitment strategies and initiatives, collaborates with different parties to develop new programming, and manages operations for the International Summer Academy and Online Learning programs for over 1000 students each year.
Do you have a hobby you’d like to share?
Last year, I started taking private tarot classes to learn how to read the cards. I did about 9 months of classes and will start some more soon. I like reading about tarot, astrology, and numerology.
A fun thing you want to share about yourself!
I was a production assistant for a Canadian movie when I was 19. I never liked the process or being on set, but I got my name on IMDB.
Where’s your favourite place in Canada?
Halifax–I would love to retire there one day. Lunenburg is so beautiful and peaceful.
Sage first started working at the University of Toronto as a member of the front desk staff in 2006. Throughout the years, she has taken on different positions in New College and first joined the International Programs team in 2010. Sage works in the areas of university & program recruitment in Asia, new market development, and marketing and communications design. When she’s not playing video games or reading in her spare time, Sage is continuously preparing for the inevitable zombie apocalypse.
Do you have any hobbies you want to share?
I have interests in illustration, arts & crafts, and I hope to compete in Adult Ice Dancing if I ever manage to finish my tests.
Share a fun thing about yourself
I have a detailed zombie apocalypse survival plan, along with a fully prepped survival pack and maps of potential safe zones marked out in Ontario and Canada.
If you were an animal, what would you be?
I’d be a rabid hamster. My hamster life would be running nonstop in a hamster wheel, occasionally flung out a ways away by the momentum, then scrambling back into the wheel to run some more.
Since joining the International Programs team as a work-study student in 2013, Andrea has coordinated student registrations, designed communications and promotional materials, and assisted in marketing initiatives. She drives the administrative procedures and keeps the office running. When she’s not in the office, she loves sampling the new restaurants around Toronto – there’s always something new to try!
I like video games, cooking, anything crafty, and I’m starting to create my own herb garden.
How old were you when you learned Santa wasn’t real? How did you find out?
I was around 8 years old and my friend told me that her father said Santa would prefer beer and cake instead of milk and cookies.
Share a fun fact about yourself
Growing up, I have never lived in the same city for more than 5 consecutive years. Toronto will be my longest!
James joined the International Programs admin team in 2019, but has been part of our programs since 2017 as a camp counsellor and camp coordinator. In his role, James manages all student registrations for our Online Learning courses as well as our International Summer Academy programs, assists in planning and hiring for our non-degree programs, and oversees program logistics of all co-curricular events, social activities, scheduling, bookings and transportation needs for the International Summer Academy. When he is not in office hours, you can find him cooking, cycling, or spending time with his adorable dog.
Do you have a hobby you would like to share?
I like cooking, cycling, and taking on projects that I have little knowledge about so I can learn by doing – I built a free-standing bike rack for my apartment which was really fun to do! My longest cycle is a ride from Toronto to Niagara Falls which is about 160km.
I also have a lovely dog who you can read about in the pets’ blog post.
What’s your favourite spot at U of T?
The Brown Food Truck
What is something you would like to do that others wouldn’t dare to?
I’d like to do a sky dive one day. I’ve done some bungee/bridge jumping type stuff, but a skydive would be awesome! Especially if you could do it over or near something that would be cool to see from the air!
As the Coordinator, Kendra assists in all administrative tasks of the IFP, works with prospective and current students on the IFP application process and registration, and reviews applications. She collaborates on the IFP admission process, and advises on registration, finances, and enrolment issues. When she’s not in the office, you can find her with her two cats or trying out new recipes!
What’s your favourite thing to do in Toronto?
Eat! Because Toronto is so diverse, there are so many different types of food to experience. I love trying new restaurants with friends.
What’s your favourite thing to do at U of T?
Explore! There are always new places to discover and you never know what you’ll find when you walk around the beautiful campus.
A fun thing you want to share about yourself
I am the proud cat mother of two adorable kitties – Fawkes and Matilda. I’m always happy to talk about them if you ask (or even if you don’t ask!)
Mario joined the International Programs team in 2018 but has been working at the university since 2010. He brings extensive expertise in student recruitment and international partnerships. Mario manages our partner relations, oversees new partner application procedures, and coordinates student recruitment initiatives. Mario also bridges connections between the university and various government and private scholarship programs, bursaries, and funding opportunities.
What’s on your bucket list?
A safari in Africa
Do you have any scars?
Yes, a penguin bite on my wrist
What’s your favourite thing to do in Toronto?
Going to the Opera
Misha first joined the International Programs team as a camp counsellor for the summer programs and later joined the admin team full-time. As the Recruitment Assistant, Misha coordinates recruitment initiatives in key markets, including Eastern Europe and the Middle East. He also assists the team by developing online initiatives and creative solutions within student life and partner relations. In addition to his recruitment portfolio, Misha also works with the summer programs in event and activity planning, student registrations, and summer staff hiring to ensure that our students have the best experience possible with us.
Do you have a hobby you would like to share?
I love to play all kinds of sports – my favourites would be tennis, soccer, and basketball. I also enjoy learning languages! I find that it’s such a satisfying way of connecting with people all over the world.
What’s your favourite thing to do in Toronto?
Taking a boat cruise on Lake Ontario during the evening is a highlight.
A fun thing you want to share about yourself
I used to do ballet dancing, and my shining performance was dancing as a mushroom in front of 200 people.
Nao’s main focus is on researching, collecting, and analyzing data to facilitate program evaluation so that we can keep improving our programs. He also coordinates the marketing initiatives in Japan and Korea by creating marketing strategies, forecasting trends and opportunities through collected data and market research, and building closer relations with various partners. Nao is extremely experienced with many years working in this industry.
What are your favourite books?
Catcher in the Rye by J.D. Salinger
Mr. Vertigo by Paul Auster
Sekai no Owari to Hado-Boirudo Wandarando by Haruki Murakami
Share a fun thing about yourself
I like people who love the band, Wilco
What’s your motto?
Crazy about Wilco means a lot.
Bruce has been Director (Academic) of International Programs since 2004 where he oversees programming and instruction. Bruce is interested in how language support can be tailored to meet the needs of both international and domestic English language learners in post-secondary contexts. His research interests include specific purposes language assessment, content language integrated learning, translanguaging, and reliability and validity issues in language assessment.
PhD in Applied Psychology and Human Development (in progress) at OISE, University of Toronto; M.Ed. OISE, University of Toronto; B.A. (Hons) Queen’s University; B.Mus Queen’s University
Jang, E. E., Kim, H., Vincett, M., Barron, C., and Russell, B. 2019. Improving IELTS reading test score interpretations and utilisation through cognitive diagnosis model- based skill profiling. IELTS Research Reports Online Series, No. 2. British Council, Cambridge Assessment English and IDP: IELTS Australia.
Available at https://www.ielts.org/teaching-and-research/research-reports
VanViegen, Saskia & Russell, Bruce (2019) More than Language – Evaluating a Canadian EAP Bridging Program. TESL Canada Journal. Volume 36, Issue 1, 2019. DOI: https://doi.org/10.18806/tesl.v36i1.1304
Corcoran, J. Russell, D.B. (in press). Teaching Academic Integrity: Lessons Learned from an English for Academic Purposes Program. Proceedings of the 2018 BALEAP Conference. Garnet Education, Reading.
International Student Support Dashboard (iSSD)
Funded by the University’s International Student Experience Fund, the iSSD project serves to support international and domestic university students to develop academic language competencies and foster cross-cultural knowledge exchange through a digital platform.
As part of the English language teaching community, his focus is on public spaces for exploring teacher identity and development. These primarily include spaces like #tleap (bit.do/tleap), 4CinELT (fourc.ca), and IATEFL Teacher Development Special Interest Group (tdsig.org). As a university EAP instructor, his main area of interest is collaborative and cooperative intensive reading. This manifests itself mostly through his work on the Critical Reading & Writing and Information in the Digital Era courses, and through authoring Academic Reading Circles (bit.ly/arc-book).
M.A. Educational Technology and TESOL, B.A. Philosophy
Saumell, V. and Seburn, T. (2018). Teaching presence in Edmodo and Facebook Groups in Argentinian and Canadian blended language learning contexts. In A. Palalas (Ed.), Blended language learning: International perspectives on innovative practices (pp. 329-358). China Central Radio 7 TV University Press Co., Ltd.
Seburn, T. (2021). How to Write Inclusive Materials. ELT Teacher 2 Writer. https://eltteacher2writer.co.uk/our-books/how-to-write-inclusive-materials/
Seburn, T. (2017). Learner-sourced visuals for deeper text engagement and conceptual comprehension. In K. Donaghy and D. Xerri. (Ed.), The Image in English Language Teaching (pp. 79-88). Malta: ELT Council. https://www.teachingenglish.org.uk/article/image-english-language-teaching
Seburn, T. (2016). Academic Reading Circles (Print Ed). the round. http://bit.ly/arc-book
Seburn, T. (2015). R is for racism. In PARSNIPS in ELT: Stepping out of the comfort zone (Vol. 3). Digital Platform: Smashwords. https://www.smashwords.com/books/view/669186
Alexandra Guerson has been teaching world history in the IFP since 2010, where she gets to combine both her expertise in history with her past experience as an international student. At New College, she also coordinates New One: Learning without Borders.
PhD in History & Jewish Studies, University of Toronto; BA Honours with Great Distinction, Concordia University; BA Law, University of Rio de Janeiro
Recent publications include:
- Co-edited with Michelle Armstrong-Partida and Dana Wessell Lightfoot, Women & Community in Medieval and Early Modern Iberia, forthcoming at University of Nebraska Press.
- Co-author with Dana Wessell-Lightfoot, “Digging through the Archives Together: Collaborative Research in Medieval Gender and Jewish History,” Early Modern Women: An Interdisciplinary Journal Vol 13, No. 1 (Fall 2018): 92-105. Part of a special forum on “Rethinking Methodologies for Early Modern Women’s Studies.”
- Co-author with Dana Wessell-Lightfoot, “Jewish Women, Conversion, and Credit in Girona after the Disputation of Tortosa,” in Women & Community in Medieval and Early Modern Iberia, forthcoming at University of Nebraska Press.
- Co-author with Dana Wessell-Lightfoot, “Crises and Community: Catalan Jewish women and conversas in Girona, 1391-1420,” Tamid: Revista Catalana Annual d’Estudis Hebraics.
- Co-author with Dana Wessell-Lightfoot, “Jewish Women, Conversas, and Remarriage in Girona after the anti-Jewish violence of 1391”, in Stepfamilies in Europe, 1400 to 1800, 20-37, edited by Lyndan Warner. Routledge, 2018.
- “Death in the Aljama of Huesca: The Jews and Royal Taxation in Fourteenth-Century Aragon”, Sefarad Vol. 75, No. 1(2015): 35-63.
Alexandra Guerson’s doctoral research on Christian-Jewish relations in fourteenth-century Catalonia and Aragon was funded by a Canada Graduate Scholarship from the Social Sciences and Humanities Research Council of Canada (SSHRC), and grants from the Ontario and Quebec governments. Her work has been published recently in journals such as Jewish History, Sefarad, and the Journal of Early Modern Women’s History. Her current work, funded by SSHRC, is a collaborative project with Dana Wessell Lightfoot on Jewish women and conversas in late medieval Catalonia.
John McGaughey has been teaching English for academic purposes (EAP) for over 15 years at universities in Canada and in South Korea. His research interests include Vygotskian sociocultural theory and activity theory in understanding second language teaching/learning, teacher and learner identity and the first-year international ESL student experience; language policy and planning as well as translanguaging in EAP classes.
PhD Linguistics and Applied Linguistics, M.A. Applied Linguistics (TESOL), B.A. Psychology and Political Science
Kerstin Sandstrom has been an ESL professional for more than 20 years. She began her focus on EAP in 2008, and has been teaching at the University of Toronto for the last nine years. Kerstin is currently the Lead Instructor for Academic Listening and Speaking with the University of Toronto’s IFP program. In this role, she has developed a focus on curriculum and assessment design, as well as invigorating the speaking elements of the course by introducing vocabulary for production, speaking mechanics, and Academic Listening Circles.
Post-graduate TESOL Certificate, University of Toronto Woodsworth College, BA Biology, University of North Carolina, Chapel Hill
Janine Rivière has been teaching EAP and undergraduate History courses at universities in Canada and Australia for over 10 years. She received her PhD in History from the University of Toronto and is the Lead Course Instructor of the University Skills and Strategies course in the IFP. Rivière has published widely on the cultural history of dreams and nightmares in the early modern period. Her book – Dreams in Early Modern England – was published by Routledge in June 2017.
PhD. History, University of Toronto, M.Phil. History, University of Queensland. BA (Hons.) History, CELTA Certificate, EC Toronto.
Çağrı develops outcome-based, student-centred curricula taught at his direction, using the latest online teaching tools. His interests span theoretical, applied and computational linguistics. His research focuses on syntax, first and second language acquisition, and language documentation. He has been teaching EAP and ESL for more than a decade in Canada, Japan and China. He also works on the interplay between data science and linguistics. Çağrı strives to make sure that his courses are informed by theory, practice and technology in order to deliver a well-rounded, 21st century education to his students.
M.A. Linguistics, TESOL Post-Graduate Certificate, Specialized B.A. Linguistics
With nearly 15 years of experience in English language education, Stephen began his career as a teacher in South Korea after completing his B.A. After seven wonderful years, he returned to Canada to further his studies and continue his career as an English language educator in the post-secondary sector. Prior to joining the IFP, Stephen taught English for Academic Purposes in the GTA at George Brown College and Seneca College, as well as in China for short-term teaching projects. Now, as the Program Advisor, Stephen provides support to all IFP students in their academic journeys by sharing his expertise and experiences in English language learning and higher education.
M.Ed. in Adult, Community, and Higher Education, University of Calgary; TESL post-graduate certificate, George Brown College; B.A. in English Literature, St. Mary’s University
Chiharu Tabuchi McGee
Chiharu has been with the International Programs team since 2019. In her role, Chiharu assists in academic administration, managing inventory and records, and handles enquiries from students and instructors. Outside the office, she’s known as the “walking vintage dictionary” and enjoys yoga, photography and café hopping!
Nermine Abd Elkader
Nermine Abd Elkader has a special interest in ontological dialogue as an approach to transformative education. She believes that such dialogue is needed and often overlooked in second language teaching. It is especially important in EAP which prepares students to be linguistically competent in a post secondary setting. With some of the most recent approaches-such as Plurilingualism and Critical Pedagogy- emerging in EAP, Nermine is interested to see how she can incorporate Dialogic Pedagogy into these approaches to achieve a deeper and more equitable EAP education.
M.A. in TESL; Ph.D. in Education with a specialization in the Sociocultural and Communal Approaches in Education
Farhana Ahmed has a Ph.D. in Applied Linguistics from York University, Canada. Her area of concentration was educational technology in higher education. She also has a Masters (with thesis) and TESL Ontario certification from York University. Dr. Ahmed has specialised in the teaching of ESL, EAP and Business English in countries including Canada, Bahrain, Singapore and Bangladesh. She is currently working at University of Toronto and Sheridan College. Her publications and research projects have examined student and teacher beliefs towards educational innovation, online/blended language teaching methodology and curriculum design, along with virtual reality environments for the learning and teaching of languages and teacher education.
Ph.D. in Applied Linguistics; M.A. (thesis) in Applied Linguistics, M.A. in Languages; B.A. in English Literature; TESL (OCELT, ICTEAL) ON. certified.
Ahmed, F. (2021- upcoming). Students’ evolved beliefs of TELL benefits: Learner Voices from an EAP Programme. In English Language Teaching Research and Practice: Glocal Perspectives and Future Directions. Springer Publishing [In Press].
Lawrence, G., & Ahmed, F. (2020). Pedagogical Insights into Hyper-Immersive Virtual World Language Learning Environments. In Management Association, I. (Ed.), Language Learning and Literacy: Breakthroughs in Research and Practice (pp. 917-932). IGI Global. http://doi:10.4018/978-1-5225-9618-9.ch047.
Ahmed, F. (2020). Investigating learner autonomy and 21st century skills in blended tech-enhanced language learning. In M. Kruk, & M. Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching (Chapter 6) Hershey, PA: IGI Global. doi: 10.4018/978-1-7998-2591-3.
Lawrence, G., Ahmed, F., Cole, C., & Johnston, K. (2020). Not MORE technology, MORE effective technology: Examining the state of technology integration in EAP programs. RELC Journal, Vol. 51 (1), 101- 116.
Lawrence. G., & Ahmed, F. (2019). Avatar Teaching & Learning: Examining Language Teaching and Learning Practices in Virtual Reality Environments. In B. Zou, & M. Thomas (Eds.), Recent Developments with Technology-Enhanced and Computer-Assisted Language Learning (pp. 340-360). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-1282-1
Lawrence. G., & Ahmed, F. (2018). Pedagogical Insights into Hyper-Immersive Virtual World Language Learning Environments. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), Vol. 8 (1), 1- 14.
Ahmed, F. (2004). Error Correction and Speakers of English as a Foreign Language. The Dhaka University Studies, Vol. 61(1), 40 — 48.
Second Language Writing Assessment (SLWA) Project Research Assistant
September 2014 – August 2016 & Currently
YORK UNIVERSITY A SSHRC Insight Grant (IG) funded research project. This study investigated ESL/ EFL/ EAP/ LINC teachers’ beliefs and practices in writing assessment specifically. Working with Dr. Khaled Barkaoui and Dr. Antonella Valeo. Developed and distributed qualitative research surveys. Conducted site visits, teacher interviews in colleges and universities within the GTA. Prepared case summaries for the project combining materials from various sources, like, recorded interviews, handouts (taught materials) from teachers, course curriculum, student’s marked scripts, etc. Currently working on revisiting data and possible publications.
Project-ImmerseMe Lead Researcher & Designer
June 2020 – Present
Researching the ImmerseMe Virtual language learning platform for teaching languages. Designing the study currently through preliminary raw data collected and examination of the curriculum for teaching languages Working in collaboration with experienced academics in Oregon, USA and Riyad, Saudi Arabia as well as the platform developer in Auckland, New Zealand.
Project FLTA Co-researcher & Designer
August 2019 – Present
Co-researching into evolving perceptions and practices of Fulbright foreign language teaching assistants (FLTA) in technology-enhanced language learning and teaching contexts. Administered pilot surveys to participating US universities. Now analyzing collected survey to identify gaps and areas to be investigated in the actual project. Redesigning the data collection tools accordingly. Presented the research findings virtually in AAAL ‘2021 and CALICO’2021 international conferences.
Christina Cole has a particular interest in teaching second language listening, pronunciation, and using technology to facilitate language learning. Prior to the IFP program, she taught EAP at Sheridan College and Mohawk College and English Literature at York University. She has presented at TESOL, TESL Ontario, and TESL affiliates on diverse topics. She was team lead in the development and launch of TESL Ontario’s inaugural webinar series. Currently, she is a member of a research project at York University, investigating language teaching technology use in post-secondary EAP programs.
M.A. in Applied Linguistics, M.A. in English Literature, B.Ed., B.A.(Psychology) and TESL post-graduate certificate
Cole, C. (Summer 2019). Towards a Pedagogy for Reconciliation–Indigenization: What it is and Why it Belongs in the ESL Classroom. Contact Magazine, 30-45
Cole, C. (Summer 2018). Why teaching second language listening is difficult and how to use bottom-up listening strategies to teach listening more effectively. Contact Magazine, 13-18
Cole, C. (Spring 2015).An Introduction to TESL Ontario’s webinar series. Contact Magazine, 37-43
Galante, A., Okubo, K., Cole, C., Abd Elkader, N., Wilkinson, C., Carozza, N., Wotton, C., & Vasic, J. (2020). “English-only is not the way to go:” Teachers’ perceptions of plurilingual instruction in an English program at a Canadian university. TESOL Quarterly, 1-30, https://doi.org/10.1002/tesq.584
Galante, A., Okubo, C. Cole, C., Abd Elkaber, Carozza, N. Wilkinson, C., Wotton, C., Vasic, J. (2019). Plurilingualism in higher education: A collaborative initiative for the implementation of plurilingual tasks in an English for Academic Purposes program at a Canadian university. TESL Canada Journal, 36(1), 121–133. doi: 10.18806/tesl.v36i1.1305
Lawrence, G., Ahmed, F., Cole, C. & Johnston, K. (2020). Not MORE technology, MORE effective technology: Examining the state of technology integration in EAP programs. RELC Journal. 51 (1). https://doi.org/10.1177/0033688220907199
Jeannie has taught EAP for over ten years in Canadian universities. She has both developed and instructed university bridging programs for first-year economic and engineering students. Jeannie teaches academic listening and speaking with a focus on presentation, note-taking and lecture listening skills. She also teaches a business writing/communication course at York University. Jeannie has specialized training in and has tutored students with acquired brain injuries (ABI).
B.A. English Literature, M.A., Linguistics and Applied Linguistics with focus on academic listening and note-taking skills.
Since completing my Ph.D. at King’s College London, U.K. in 2003, I have worked in Iran, the UK, and Canada. My research revolves around socio-political aspects of academic literacy in higher education, which has led to various peer-reviewed publications. I have a wide range of post-secondary experience, ranging from teaching EAP and ESL to supervising postgraduate students. Currently, I teach EAP at the International Foundation Program at the University of Toronto.
Ph.D. in Education, King's College London, UK, 2003; M.A. in TESL (Hon.), University of Tehran, Iran, 1996; B.A. in English Literature (Hon.), University of Tabriz, Iran, 1994; I am certified by TESL Ontario as: Theory Instructor, Methodology Instructor, Practicum Supervisor, and Academic Coordinator.
Sa’diyya has been teaching mathematics for the International Foundation Program since 2013. Her courses aim to better prepare incoming students for mathematics at the University of Toronto by bridging the gap between grade school and university-level math. The central goal is to provide students with the fundamental skills and reasoning training required for success. Her passion for mathematics is joined by an enthusiasm and curiosity for the pedagogical creativity required to make mathematics accessible for all students.
PhD candidate in Mathematics Education (University of Toronto), MMT (University of Waterloo), Hon.B.Sc. and B.Ed. from University of Toronto
Carlos is an experienced multilingual language instructor who has over 13 years of experience teaching ESL. He has been teaching EAP for the last 5 years in different academic institutions across the GTA, such as McMaster University, George Brown College and Conestoga College. He has recently joined the IFP Program after teaching in a different academic program at U of T. He is fluent in Spanish, German, French and Italian. His passion for languages and different cultures has given him the chance to teach in China, South America and Europe. His current interests include the emphasis on learning strategies to promote student autonomy. When not teaching, Carlos enjoys going for long runs, working out at the gym or learning a new language.
Bachelor's Degree in ELT, Master of Conference Interpreting
After teaching EFL and American Drama in Japanese universities, Ai has been teaching EAP in Canada for 10 years. She is particularly interested in student growth, self-reflection, and wellness. Pursing ever more possibilities for creative classroom environments, she has been implementing sustained silent reading and self-reflective writing times in her classes. When not teaching, she is an avid piano player and a passionate theatre-goer.
Completed doctoral coursework in Language and Culture (American Drama) at Osaka University in Japan. M.A and B.A. in Language and Culture (North American Studies) at Osaka University of Foreign Studies. TESL Ontario.
Conttia Lai has taught Academic Reading and Writing in the IFP since 2015. Prior to teaching at New College, she taught academic and professional English to undergraduate students at the University of Hong Kong and academic writing to graduate students at the University of Toronto. She has a PhD in Language and Literacies Education from the Ontario Institute for Studies in Education (OISE) at the University of Toronto. She specializes her research in academic writing practices of international students, learner motivation and autonomy, and self-directed language learning.
Ph.D. Language and Literacies Education, M.A. Applied Linguistics, M.Phil. Communication, Education Postgraduate Certificate, B.A. English for Professional Communication
Vijay Ramjattan teaches Academic Listening and Speaking in the IFP. He is an interdisciplinary researcher who examines the intersections of language, race, and work in a range of professional settings. This research interest has taken the form of studies on racism and teachers’ work in English language teaching as well as how speech accent becomes a site of racialized workplace learning for international teaching assistants.
PhD in Adult Education and Community Development (with specialization in Workplace Learning & Social Change)-OISE/University of Toronto; MA in Adult Education and Community Development-OISE/University of Toronto; M.Ed. in Second Language Education-OISE/University of Toronto; CTESOL with Honours-University of Toronto; BA (Hons.)-University of Toronto at Mississauga
Recent Publications: Ramjattan, V.A. (2021), “The transracial aesthetic labour of an international teaching assistant”, Equality, Diversity and Inclusion, Vol. 40 No. 8, pp. 973-985. https://doi.org/10.1108/EDI-12-2020-0365 Ramjattan, V.A. (2020). Engineered accents: international teaching assistants and their microaggression learning in engineering departments. Teaching in Higher Education. DOI: 10.1080/13562517.2020.1863353
Arlene has been an instructor of Academic Listening and Speaking for many years. In her quest to develop listener autonomy, she strives to assist her students with the deep metacognitive processes of listening whereby they might notice where they normally would not and then looking at evidence of that learning in their speaking and writing. Arlene has taught ESL to Newcomer adults and Business Communications in the college system. In the corporate sector, she has facilitated courses in socio-cultural communication as well as Occupation Specific Language Training for Accounting and Finance, harnessing from her many years with IBM Canada, Ltd.
M.Ed. Adult Education and Second Language Learning, OISE, University of Toronto, TESL Postgraduate Cert., B.A. Administration and Information Management
Zoltan has over ten years years of experience teaching ESL to students from a variety of cultures and countries; he has taught in Canada, Spain, Hungary and the UK. For the past eight years he has been working as an EAP instructor in the International Foundation Program (IFP) at the University of Toronto during the September-April academic year. During the summer breaks, Zoltan combines his love of travel and teaching by working as a pre-sessional university tutor at various UK universities. His particular area of interest within EAP is vocabulary acquisition and learning strategies.
M.A. Political Science, Carleton University, TESOL certificate (with honours), Woodsworth College, University of Toronto, DELTA, Cambridge Assessment English
Fiore has been teaching English as a Second Language for over 10 years. For the last 5 years, he has been teaching EAP reading and writing courses at both the University of Toronto and Humber College. Fiore has been a TESOL practicum sponsor teacher, and he has also developed curriculum for Humber College courses for Speaking and Pronunciation, and a UofT ROTMAN Commerce preparation course. Fiore’s interests include providing individualized support for students through the Learning Support Program with the goal of helping students improve pronunciation and writing skills.
Teacher Education Postgraduate Certificate, TESL Postgraduate Certificate, Honours B.A. (History and Political Science)
With 30 years of experience in public and private sector education, I am passionate about language teaching in all its forms. I am particularly focused on the way EAP intersects with cultural equity and social justice. My current interests include test design and the construction of PLNs through social media. .
Interested in learning about different cultures and acquiring new languages herself, Claire has taught EFL in a variety of countries in South America, Asia, Europe and the Middle East. For the past seven years, she has been teaching ESL and EAP for both the ELP and the IFP programs at U of T. She has also developing curricula for the Trinity College exams, the MELAB and IELTS tests. From working with foreign students from various L1 backgrounds, she is interested in how to successfully change fossilized pronunciation features.
M. Ed. (Loyola College), TESL Certificate, B.A. Classical Studies
My fascination for education started when I was a child attending innovative alternative schools in Toronto, and after twenty-odd years of teaching, my interest in effective, critical, and learner-centred pedagogy continues to grow. As a teacher I value active learning, social justice, mutual trust and respect, humor, and kindness. Of particular scholarly interest lately has been the relationship between learner and teacher identity, autonomy, and motivation. When not teaching, I enjoy singing (ok, yes, sometimes while teaching too), and designing maps of imaginary places.
M.A. Applied Linguistics, TESL Postgraduate Certificate, B.A. Liberal Studies
Cat teaches Critical Reading and Writing for the International Foundations Program at the University of Toronto. Her research is focused on the evaluation of online platforms and their affordances to further academic writing in higher education. Currently, Cat’s projects include exploring writer commentary on evidence and collaborating on creating an evidence-based pedagogical approach to categorize comment types.
M.A. Teaching English for Academic Purposes, B.Ed. & H.B.A.
Alice has taught EAP for over ten years in universities in Canada and the Middle East, primarily within academic reading and writing. Her area of interest is critical pedagogy and the sociocultural, political and educational contexts of students that impact learning in the classroom. She is also interested in teacher development and contributes to this as a board member of TESL Toronto. She has helped to organize conferences such as T4T and TOSCON with the board. Her other teaching experiences include business English, IELTS prep, and general English to newcomers and refugees in Canada and overseas. She is a language learner of Korean and Arabic.
M.A.(TEFL), American University in Cairo; TESOL Certificate, Woodsworth College, University of Toronto; M.S.W., University of Toronto; B.Sc.(Psych), University of Toronto.
Tracy has a BA in English Literature from the University of Victoria, B.C., an MEd in Second Language Education and Comparative, International and Development Education from the Ontario Institute of Studies in Education, University of Toronto, and a MISt from the Faculty of Information, University of Toronto. She specialises in English for Academic Purposes (EAP) and has taught at universities in Southeast Asia and Toronto for the past 20 years. Her main research interests include information literacy skills in EAP, specifically the ability of students to incorporate outside sources in their academic writing and the language learning/affective benefits of extensive reading in EAP programs.
B.A. English Literature MEd Second Language Education and Comparative, International Development Education MISt Master of Information Studies
Since 2005, Lindsey has been teaching mathematics, computer science, and other related topics at the University of Toronto St. George campus. She joined the IFP team in 2011 as the instructor of the economics course, and is also coordinating the first year Calculus for Commerce course for the Faculty of Arts and Science. Her research interests focus on the overlap between the psychology of learning and STEM education.
Ph.D., M.Sc., and Hon.B.Sc. in Mathematics from the University of Toronto
After teaching academic English in the US and Canada for over ten years, Rebecca joined the IFP team in 2015. She has worked as a journalist, author, editor, writing tutor, English exam designer and assessor, writing centre manager and K-12 developmental reading teacher. These experiences inform her teaching focus on learner-driven and formative feedback, recursive learning, educational technology, and creativity in the classroom. She recently designed an online English literature course for business majors, and created an online module textbook for post-secondary learners needing to upgrade their reading and writing skills. When she is not teaching, she runs a small business drawing portraits and painting murals.
M.A. in English Literature (Rhetoric and Composition focus), Hon. B.A. English Literature, TESOL Post-graduate Certificate