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Areas of interest
Dr. Bullock's research focuses on teacher education and professional learning in plurilingual and multicultural contexts. She examines how teachers and teacher educators develop, enact, and transform their practices through classroom interactions, pedagogical decision-making, and reflective inquiry. Grounded in self-study methodology and arts-based research, her work explores the dynamic relationship between professional knowledge and practice, with particular attention to how educators make sense of and respond to the complexities of teaching and learning.
Drawing on the perspectives of la didactique du plurilinguisme and the conceptual lenses of agir enseignant and theories of practice, She investigates how professional knowledge is mobilized in action and how educators negotiate their professional and personal identities across diverse educational settings. Through this research, she seeks to deepen understanding of plurilingual pedagogies, teacher learning, and the evolving practices of teachers and teacher educators in increasingly diverse learning communities.
Une partie de les recherches du Dr. Bullock est conduite en français. En tant que locutrice bilingue, le rapport à la langue et aux langues est au cœur de sa réflexion. Dans le cadre de ses travaux sur la formation des enseignant.e.s, elle analyse notamment la manière dont les langues constitutives des répertoires plurilingues contribuent à la médiation communicative, à la construction du sens ainsi qu’à l’élaboration des identités linguistiques, culturelles et professionnelles.
Biography
Within the Faculty of Education, at Simon Fraser University (Canada), I work with pre-service and in-service teachers in French Education at the undergraduate and postgraduate levels. I have been trained as a French as a Second/Foreign Language Teacher and my foundational educational experiences were developed within la didactique du plurilinguisme in France.
My scholarship is situated primarily within Plurilingual Education and examines plurilingual practices and attitudes to multilingualism in families, schools and communities, as well as addressing issues relevant to teacher training and professional development in our rapidly expending world.
Une partie de ma recherche est conduite en français. En tant que locutrice bilingue, le rapport à la langue et aux langues en général, est au coeur de ma réflexion. Je m'attache ainsi à examiner la façon dont les langues qui composent les répertoires plurilingues participent à la médiation communicative et sociale pour construire et donner du sens aux identités individuelles (que celles-ci soient linguistiques, culturelles, ou professionnelles).
Keywords
- Education plurilingue/Plurilingual Education
- Didactique du plurilinguisme
- Language(s) Education
- Agir enseignant/Theories of Practice
- Teachers and Teacher Educators’ Identities
- Self-study Methodologies
Research Highlights
BULLOCK, S. M. & BULLOCK, C. (2022). Mediating Critical Friendship Through Language(s): A Plurilingual Approach. In B. Butler & S. M. Bullock (Eds.). Learning through collaboration in self- study: Communities of practice, critical friendships, and collaborative self-study (pp. 313-323). Singapore: Springer.
BULLOCK, C. (2022). Migrants' identities in Multilingual Cities: Plurilingualism as transformative social asset. In L. Fisher & W. Ayres-Bennett (Eds). Multilingualism and Identity: Interdisciplinary Perspectives (pp. 91-107). Cambridge, U.K.: Cambridge University Press.
BULLOCK, C. (2020). Didactique du français et agir enseignants en contexte minoritaire britanno- colombien. In J. Thibeault & C. Fleuret (Eds.). Didactique du français en contextes minoritaires: enjeux actuels et regards prospectifs (pp. 57-79). Ottawa, Canada: Presses de l’Université d’Ottawa.
BULLOCK, C. & BULLOCK, S. M. (2020). Exploring Challenges to and From Self-Study: Novice and Expert Perspectives from a French Scholar. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir & L. Thomas (Eds.), Second International Handbook of Self-Study of Teaching and
Teacher Education (pp. 483-505), Singapore: Springer Nature Singapore Pte Ltd. [https://doi.org/10.1007/978-981-13-1710-1_15-1]
LAGHZAOUI, G. & BULLOCK, C. (2021). Les jeunes et l’engagement communautaire: Les clés d’un partenariat réussi. Conseil Jeunesse Francophone de Colombie-Britannique.
Teaching
Courses
Future courses may be subject to change.