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Roy Lyster

Professor

roy [dot] lyster [at] mcgill [dot] ca (Email)
(514) 398-4527 Ext. 094395
Room 304, Education Building

Areas of interest

    • Second language acquisition
    • Content-based language teaching
    • Biliteracy development
    • Classroom discourse
    • Corrective feedback


      Description of research/teaching activities

      My research examines content-based second language instruction and the effects of instructional interventions—such as teacher scaffolding and corrective feedback—designed to counterbalance form-focused and content-based approaches. My research interests also include collaboration among language teachers for integrated language learning and biliteracy development.

      Publications

      Books

      • Lyster, R. (2016). Vers une approche intégrée en immersion. Montréal : Les Éditions CEC.
      • Lyster, R. (2007). Learning and teaching languages through content. Amsterdam: John Benjamins.


      Co-Edited Special Issues

      • Ruiz de Zarobe, Y., & Lyster, R. (in progress). Instructional practices and teacher development in CLIL [Special issue]. International Journal of Bilingual Education and Bilingualism.
      • Lyster, R., & Ballinger, S. (Eds.). (2011). Content-based language teaching. [Special Issue]. Language Teaching Research, 15(3).
      • Sheen, Y., & Lyster, R. (Eds.). (2010). The role of oral and written corrective feedback in second language acquisition [Special Issue]. Studies in Second Language Acquisition, 32(2).
      • Lyster, R., & Lapkin, S. (Eds.). (2007). Multilingualism in Canadian schools [Special issue]. Canadian Journal of Applied Linguistics, 10(2).


      Articles in Refereed Journals

      • Lee, A. H., & Lyster, R. (2016). Can corrective feedback on second language speech perception errors affect production accuracy? Applied Psycholinguistics. doi:10.1017/S0142716416000254
      • Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners. System, 60, 117-127
      • Lee, A. H., & Lyster, R. (2016). Effects of different types of corrective feedback on receptive skills in a second language: A speech perception training study. Language Learning, 66(4). doi: 10.1111/lang.12167.
      • Whittle, A., & Lyster, R. (2016). Focus on Italian verbal morphology in multilingual classes. Language Learning, 66(1), 31–59.
      • Lee, A. H., & Lyster, R. (2016). The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition, 38(1), 35–64.
      • Lyster, R. (2015). Using form-focused tasks to integrate language across the immersion curriculum. System, 54, 4-13.
      • Hinenoya, K., & Lyster, R. (2015). Identifiability and accessibility in learning definite article usage: A quasi- experimental study with Japanese learners of English. Language Teaching Research, 19(4), 397-415.
      • Lyster, R., & Tedick, D. J. (2014). Research perspectives on immersion pedagogy: Looking back and looking forward. Journal of Immersion and Content-Based Language Education, 2(2), 210-224.
      • Llinares, A., & Lyster, R. (2014). The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms. The Language Learning Journal, 42(2), 181-194.
      • Poirier, J., & Lyster, R. (2014). Les pronoms objets directs de la 3e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion. The Canadian Modern Language Review, 70(2), 246-267.
      • Xu, H., & Lyster, R. (2014). Differential effects of explicit form-focused instruction on morphosyntactic development. Language Awareness, 23(1-2), 107-122.
      • Lyster, R. (2013). A counterbalanced approach to content-based language teaching. 与外教学 [Foreign Languages and Their Teaching], 35(5), 5-10.
      • Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169-197.
      • Guénette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers. The Canadian Modern Language Review, 69(2), 129-153.
      • Lyster, R., & Ranta, L. (2013). The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167–184.
      • Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40.
      • Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition, 34(4), 591-626.
      • Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62, 595-633.
      • Saito, K., & Lyster, R. (2012). Investigating the pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46, 385-396.
      • Ballinger, S., & Lyster, R. (2011). Student and teacher language use in a two-way Spanish/English immersion school. Language Teaching Research, 15, 289-306.
      • Costa, J., & Lyster, R. (2011). Revitalization of regional languages in France through immersion. Canadian Issues, 2011 Fall Issue, 55-58.
      • Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15, 279-288.
      • Lyster, R. (2010). Enseignement centré sur la forme et acquisition du genre grammatical en français L2. Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 13, 73-93.
      • Lyster, R., & Saito, K. (2010). Interactional feedback as instructional input: A synthesis of classroom SLA research. Language, Interaction and Acquisition, 1, 276-297.
      • Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past-tense forms. Studies in Second Language Acquisition, 32, 235-263.
      • Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265-302.
      • Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual read-aloud project. Language Awareness, 18, 366-383.
      • Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498.
      • Lyster, R. (2006). Predictability in French gender attribution: A corpus analysis. Journal of French Language Studies, 16, 69-92.
      • Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269-300.
      • Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. Journal of French Language Studies, 14, 321-341.
      • Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399-432.
      • Lyster, R. (2002). Negotiation in immersion teacher-student interaction. International Journal of Educational Research, 37, 237-253.
      • Panova, I., & Lyster, R. (2002). Patterns of feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-595.
      • Lyster, R., & Rebuffot, J. (2002). Acquisition des pronoms d’allocution en classe de français immersif. Acquisition et Interaction en Langue Étrangère, 17, 51-71.
      • Lyster, R., Lightbown, P., & Spada, N. (1999). A response to Truscott’s “What’s wrong with oral grammar correction.” The Canadian Modern Language Review, 55, 457-467.
      • Lyster, R. (1999). La négociation de la forme : la suite…mais pas la fin. The Canadian Modern Language Review, 55, 355-384.
      • Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-81.
      • Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48, 183-218.
      • Lyster, R. (1998). Form in immersion classroom discourse: In or out of focus? Canadian Journal of Applied Linguistics, 1, 53-82.
      • Fazio, L., & Lyster, R. (1998). Immersion and submersion classrooms: A comparison of instructional practices in language arts. Journal of Multilingual and Multicultural Development, 19, 303-317.
      • Spada, N., & Lyster, R. (1997). Macroscopic and microscopic views of L2 classrooms. TESOL Quarterly, 31, 787-795.
      • Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
      • Lyster, R. (1996). Question forms, conditionals, and second-person pronouns used by adolescent native speakers across two levels of formality in written and spoken French. The Modern Language Journal, 80, 165-182.
      • Lyster, R. (1994). The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence. Applied Linguistics, 15, 263-287.
      • Lyster, R. (1994). La négociation de la forme : stratégie analytique en classe d’immersion. The Canadian Modern Language Review, 50, 446-465.
      • Lyster, R. (1990). The role of analytic language teaching in French immersion programs. The Canadian Modern Language Review, 47, 159-176.
      • Lyster, R. (1987). Speaking immersion. The Canadian Modern Language Review, 43, 701-717.


      Book Chapters

      • Lyster, R. (in press). Content-based language teaching. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition. New York: Routledge.
      • Lyster, R. (in press). SLA perspectives on learning and teaching language through content. In A. Llinares & T. Morton (Eds.), Applied linguistics perspectives on CLIL. Amsterdam: John Benjamins.
      • Lyster, R. (in press). Language-focused instruction in content-based classrooms. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (2nd edition). Ann Arbor, MI: University of Michigan Press.
      • Lyster, R. (2016). La integració de la llengua al currículum d’immersió. In N. Camps, M Asas, L. Comajoan, & T. Punti (Eds.), L’ensenyament del català als territoris de parla catalana. Estat de la qüestió i perspectives de futur (pp. 15-32). Universitat de Vic: Vic, Spain.
      • Cumming, J., & Lyster, R. (2016). Integrating CBI into high school foreign language classrooms. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 77-97). New York: Routledge.
      • Lyster, R. (2015). The relative effectiveness of corrective feedback in classroom interaction. In N. Markee (Ed.), The handbook of classroom discourse and interaction (pp. 213-228). Oxford: Wiley-Blackwell.
      • Lyster, R. (2014). Children’s literature as a catalyst for dual language awareness. In C. Hélot, R. Sneddon, & N. Daly (Eds.), Children’s literature in the multilingual classroom (pp. 64-83). London: Trentham Books.
      • Lyster, R., & Sato, M. (2013). Skill Acquisition Theory and the role of practice in L2 development. In P. García Mayo, M. Gutierrez-Mangado, & M. Martínez Adrián (Eds.), Contemporary approaches to second language acquisition (pp. 71-92). Amsterdam: John Benjamins.
      • Blanc, N., Carol, R., Griggs, P., & Lyster, R. (2012). Lexical scaffolding in immersion classroom discourse. In E. Alcón & M. P. Safont (Eds.), Discourse and language learning across
L2 instructional contexts (pp. 31-51). Amsterdam: Rodopi.
      • Lyster, R. (2011). Content-based second language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, Vol. 2 (pp. 611-630). New York: Routledge.
      • Lyster, R. (2010). Vers une pédagogie de l’immersion qui fait le contrepoids entre forme et contenu. In R. Carol (Ed.), Apprendre en classe d’immersion (pp. 101-128). Paris: Harmattan.
      • Lyster, R. (2008). Evolving perspectives on learning French as a second language through immersion. In D. Ayoun (Ed.), Studies in French applied linguistics (pp. 3-36). Amsterdam: John Benjamins.
      • Lyster, R., & Mori, H. (2008). Instructional counterbalance in immersion pedagogy. In T. Fortune & D. Tedick (Eds.), Pathways to bilingualism and multilingualism: Evolving perspectives on immersion education (pp. 133-151). Clevedon, UK: Multilingual Matters.
      • Sato, M., & Lyster, R. (2007). Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 123-142). Oxford: Oxford University Press.
      • Lyster, R. (2007). Complementary roles for input and output enhancement in form-focused instruction. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second language education (pp. 129-151). Stillwater, OK: New Forums.
      • Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The Awareness-Practice-Feedback sequence. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141-160). Cambridge: Cambridge University Press.
      • Lyster, R. (2002). The importance of differentiating negotiation of form and meaning in classroom interaction. In P. Burmeister, T. Piske, & A. Rohde (Eds.), An integrated view of language development: Papers in Honor of Henning Wode (pp. 381-397). Trier, Germany: Wissenschaftlicher Verlag Trier.
      • Lyster, R. (1998). Immersion pedagogy and implications for language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 64-95). Clevedon, UK: Multilingual Matters.
      • Lyster, R. (1998). Diffusing dichotomies: Using the multidimensional curriculum model for developing analytic teaching materials in immersion. In S. Lapkin (Ed.) French second language education in Canada: empirical studies (pp. 195-217). Toronto: University of Toronto Press.
      • Genesee, F., Lyster, R., Richards, J., & Cloud, N. (1998). Content-based language instruction. In M. Met (Ed.), Critical issues in early language learning (pp. 103-124). Glenview, IL: Scott Foresman-Addison Wesley.
      • Rebuffot, J., & Lyster, R. (1996). L’immersion au Canada : contextes, effets et pédagogie. In J. Erfurt (Ed.), De la polyphonie à la symphonie. Méthodes, théories et faits de la recherche pluridisciplinaire sur le français au Canada (pp. 277-294). Leipzig: Leipziger Universitätsverlag GmbH.

       

      Presentations

      (since 2010)

      Invited Plenary Talks

      • Lyster, R. (2016, September). Making research on ISLA relevant for teacher practices. Second Language Research Form (SLRF). Teachers College, Columbia University. New York City, NY.
      • Lyster, R. (2016, September). Learning language through content when the language is not English. AEAL Preconference Seminar: Learning additional languages at home and abroad. The University of the Balearic Islands, Palma de Mallorca, Spain.
      • Lyster, R. (2016, April). The relevance of oral practice and corrective feedback in a communication-based approach. 5th Annual Meeting on Language Teaching (MELT): Optimizing the teaching and learning of oral proficiency. École de langues, Université du Québec à Montréal.
      • Lyster, R. (2016, April). Juggling language and content in second language teaching. Chinese Articulation Conference. Singapore American School. Singapore.
      • Lyster, R. (2015, September). Counterbalance in content-and-language integration. Integrating content and language in higher education (ICLHE) 2015: At the crossroads between innovation and practice. Université libre de Bruxelles, Brussels.
      • Lyster, R. (2015, August). Teaching language through content. International conference on innovative research in foreign language education. Universidad de Cordoba, Colombia. 

      • Lyster, R. (2015, May). Planning for teachable moments to enhance classroom interaction. Speaking in a foreign language: Enhancing the quality of classroom interaction. Institute of Modern Languages, State University of Applied Sciences. Konin, Poland. 

      • Lyster, R. (2015, April). What does it mean to be an immersion teacher? Annual conference of the BC Language Coordination Association. Victoria, BC. 

      • Lyster, R. (2014, October). What does it mean to be an immersion teacher? 5th International conference on 
language immersion education: Mainstreaming Access to Multilingual Communities. Salt Lake City, UT. 

      • Lyster, R. (2014, April). Integrating language across the immersion curriculum. IV Simposi internacional sobre l’ensenyament del català. Universitat de Vic, Spain.
      • Lyster, R. (2013, October). Forme et contenu en immersion : deux faces d’une même pièce? Congrès annuel de l’Association canadienne des professeurs d’immersion (ACPI). Calgary, AB.
      • Lyster, R. (2013, October). Décloisonnement linguistique et développement de la bilittératie en classe bilingue. 5e Colloque de l’Association pour le Développement de l’Occitan. Mende, France.
      • Lyster, R. (2013, June). Research perspectives on integrating language and content through counterbalanced instruction. Applied Linguistics Perspectives on Content and Language Integrated Learning Conference, Universidad Autónoma de Madrid, Spain.
      • Lyster, R. (2013, May). Research on content-and-language integrated learning AND integrated language learning. International CLIL Symposium. Université Catholique de Louvain, Belgium.
      • Lyster, R. (2013, April). The interplay between language and content in counterbalanced instruction. 4th Annual Conference of the China Educational Linguistics Association. Shanghai University, China.
      • Lyster, R. (2012, October). Integrated language learning across the immersion curriculum. 4th International Conference on Immersion Education. Center for Advanced Research on Language Acquisition, University of Minnesota, Minneapolis, MN.
      • Lyster, R. (2012, July). Teacher collaboration for dual language awareness. 11th International Conference of the Association for Language Awareness. Concordia University, Montreal, QC.
      • Lyster, R. (2012, June). Teacher collaboration for integrated language learning. 20th National Two-Way Immersion Conference. Newport Beach, CA. 
      • Lyster, R. (2012, May). The role of feedback in communicative language teaching. Primer Congreso Internacional de Investigación y Ciencias Educativas y segundo Congreso Regional de Didáctica de las Ciencias. Universidad Autónoma del Carmen, Ciudad del Carmen, Mexico.
      • Lyster, R. (2012, April). Vers une nouvelle conceptualisation de la pédagogie immersive. Colloque sur la didactique de l'enseignement bilingue. Université de Strasbourg, France.
      • Lyster, R. (2012, April). Connections and complementarity across CLIL and immersion contexts. CLIL 2012: From practice to visions. Utrecht University, The Netherlands.
      • Lyster, R. (2011, November). Strengthening L1-L2 connections through biliteracy projects. STEPS 3. Oulu International School, Finland.
      • Lyster, R. (2011, May). Convergent issues in content-based language teaching. 7th International Spanish Academy (ISA) Principal Seminar. Calgary, AB.
      • Lyster, R. (2011, April). Integrating focus on form and meaning through a counterbalanced approach. TESL Canada Conference. Halifax, NS.
      • Lyster, R. (2011, January). The role of feedback in communicative language teaching. SPEAQ Campus Conference. Université de Sherbrooke, QC.
      • Lyster, R. (2010, November). A counterbalanced approach to teaching language through content. 2nd International Conference on CLIL and Immersion Education. Kokkola University, Finland.
      • Lyster, R. (2010, October). The role of teacher talk and the importance of feedback. 2o Congreso Regional de Enseñanza en Lenguas. Universidad Autonoma de Estatdo de Hidalgo. Pachuca, Mexico.
      • Lyster, R. (2010, October). Interventions pédagogiques favorisant le bilinguisme : perspectives et recherches canadiennes. Langue-Plaisir-Apprentissage : 2e Colloque régional en Bretagne. Plésidy, France.
      • Lyster, R. (2010, July). The pivotal role of interaction in learning language through content. Jornades sobre plurilingüisme en la Comunitat Valenciana. Valencia, Spain.
      • Lyster, R. (2010, June). Feedback in classroom SLA. Meeting of the Canadian Association of Applied Linguistics (ACLA), Congress of the Humanities and Social Sciences. Concordia University, Montreal, QC.


      Papers at Refereed Scholarly Meetings

      • Lyster, R. (2016, October). Challenging the use of English as an essential scaffold in French immersion. 6th International Conference on Immersion and Dual Language Education. Center for Advanced Research on Second Language Acquisition, University of Minnesota. Minneapolis, MN.
      • Fujio, M., & Lyster, R. (2016, September). Understanding cognitive processes triggered by prompts. Second Language Research Form (SLRF). Teachers College, Columbia University. New York City, NY.
      • Lee, A. H., & Lyster, R. (2016, March). Can corrective feedback on L2 speech perception errors affect production accuracy? Annual meeting of the American Association for Applied Linguistics (AAAL), Orlando, FL.
      • Lee, A. H., & Lyster, R. (2015, October). Differential effects of different types of corrective feedback on L2 speech perception training. Second Language Research Forum (SLRF), Georgia State University. Atlanta, GA.
      • Isobe, Y., & Lyster, R. (2015, March). The effectiveness of immediate and delayed corrective feedback on pronunciation development. In P. Quinn (organizer), The timing of oral and written corrective feedback: Theoretical issues and empirical findings, Colloquium at the Annual meeting of AAAL, Toronto, ON. 

      • Lyster, R., & Lee, A. H. (2015, March) ‘Right-or-Wrong’ is not enough: Various types of corrective feedback and their differential effects on L2 speech perception. Annual meeting of the American Association for Applied Linguistics (AAAL), Toronto, ON. 

      • Lyster, R. (2014, August). The effects of teacher collaboration on children’s morphological awareness across languages. Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia. 

      • Lyster, R., & Llinares, A. (2014, August). A comparison of corrective feedback patterns in CLIL and immersion classrooms. In C. Dalton-Puffer, T. Nikula, & A. Llinares (organizers), Content and Language Integrated Learning (CLIL) as a catalyst for research cooperation in Europe and beyond. Invited colloquium at the Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia. 

      • Lyster, R. (2014, August). Content and language integration in Swedish schools: The CLISS project [Discussion Paper]. Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia. 

      • Lee, A. H., & Lyster, R. (2014, March). Effects of corrective feedback on L2 speech perception: Perceptual decisions, linguistic hypotheses, and negative evidence. Annual meeting of the American Association for Applied Linguistics (AAAL), Portland, OR. 

      • Lyster, R. (2013, October). Integrating form-focused tasks in content-based instruction. In María del Pilar García Mayo (organizer), The interface between TBLT and content-based instruction. Invited colloquium at the International Conference on Task-Based Language Teaching. University of Alberta, Banff, AB.
      • Lyster, R. (2013, March). Setting the scene for corrective feedback in learning-oriented assessment. In J. Purpura, N. Saville, & C. Turner (organizers), Learning-oriented assessment in classrooms: A place where SLA, interaction, and language assessment interface. Invited symposium at the annual meeting of the American Association for Applied Linguistics (AAAL), Dallas, TX.
      • Xu, H., & Lyster, R. (2012, July). Differential effects of awareness enhancement on morphosyntactic development. Language Awareness for our Multicultural World. 11th International Conference of the Association for Language Awareness. Concordia University, Montreal, QC.
      • Blanc, N., Carol, R., Griggs, P., & Lyster, R. (2011, September). Interactional patterns of lexical scaffolding during read-aloud activities in immersion classes. Annual Conference of the European Second Language Association (Eurosla). Stockholm, Sweden.
      • Lyster, R. (2011, August). CLIL and Immersion Education. [Research Network Symposium Discussant Paper.] Congress of the International Association of Applied Linguistics (AILA). Beijing, China.
      • Lyster, R., & Ballinger, S. (2011, August). Facilitating teacher and student collaboration for bilingual learning through a three-phase research initiative. Congress of the International Association of Applied Linguistics (AILA). Beijing, China.
      • Zhu, Y., & Lyster, R. (2011, August). The effects of focus-on-form treatments in Chinese CBI classrooms. Congress of the International Association of Applied Linguistics (AILA). Beijing, China.
      • Lyster, R., Blanc, N., Griggs, P., & Carol, R. (2011, June). Increasing depth of lexical processing through links to students’ L1 and prior experience. International Symposium on Bilingualism (ISB), University of Oslo, Norway.
      • Ballinger, S. & Lyster, R. (2011, June). Teacher collaboration for integrated language learning. International Symposium on Bilingualism (ISB), University of Oslo, Norway.
      • Poirier, J., & Lyster, R. (2011, June). A corpus analysis of grammatical gender markers in object clitic pronouns used by French immersion teachers. Meeting of the Canadian Association of Applied Linguistics (ACLA), University of New Brunswick, Fredericton.
      • Sato, M., & Lyster, R. (2011, June). Corrective feedback and peer interaction for accuracy and fluency development: Monitoring, practice, and proceduralization. Meeting of the Canadian Association of Applied Linguistics (ACLA), University of New Brunswick, Fredericton.
      • Lyster, R., Ballinger, S., & Brisebois, L. (2011, May). Collaboration entre enseignants en vue d’intégrer les apprentissages des langues. Congrès de l’ACFAS, Université de Sherbrooke, QC.


      Refereed or Invited Presentations at Professional Meetings

      • Lyster, R. (2016, October). Integrating language and content across the immersion curriculum. 6th International Conference on Immersion and Dual Language Education. Center for Advanced Research on Second Language Acquisition, University of Minnesota. Minneapolis, MN.
      • Lyster, R., & Bourbonnais, C. (2016, April). Vers une approche intégrée en immersion. Spring Conference of the Ontario Modern Language Teachers’ Association (OMLTA). Toronto, ON.
      • Lyster, R. (2016, January). Language is at the heart of the immersion program: A renewed look at immersion pedagogy with Roy Lyster. ACPI Forum for Administrators. Regina, SK. 

      • Lyster, R. (2015, April). Language is at the heart of the immersion program: A renewed look at immersion pedagogy with Roy Lyster. ACPI Forum for Administrators. Winnipeg, MB. 

      • Lyster, R. (2014, September). Pratiques pédagogiques en immersion pour optimiser la maîtrise du français. Our Students, Our North, Our Success. Conference of the Northwest Territories Teachers’ Association. Yellowknife, NT. 

      • Lyster, R. (2012, June). Connecting teachers, students, and languages through a three-phase research initiative. 20th National Two-Way Immersion Conference. Newport Beach, CA. 


      Invited Lectures

      • Lyster, R. (2016, July). Content-based language teaching. Distinguished Lecturer Series. Temple University Japan, Tokyo/Osaka.
      • Lyster, R. (2016, February). The pivotal role of corrective feedback in communicative language teaching. The Fifth Annual Graduate Student Teaching Colloquium. Department of Languages, Literatures, and Cultures. McGill University, Montreal, QC.
      • Lyster, R. (2016, February). Proactive and reactive approaches to integrating language and content. Middlebury Institute of International Studies at Monterey. Leo van Lier Lecture Series. Monterey, CA.
      • Lyster, R. (2014, December). Integrating language and content through counterbalanced instruction. Kansai University, Osaka, Japan. 

      • Lyster, R. (2014, December). The role of oral feedback in communicative language teaching. Department of English Education, Miyagi University of Education, Sendai, Japan. 

      • Lyster, R. (2014, December). Immersion education and implications for foreign language teaching. Department of English Education, Miyagi University of Education, Sendai, Japan. 

      • Lyster, R. (2014, December). A counterbalanced approach to teaching language through content. Department of English Education, Miyagi University of Education, Sendai, Japan. 

      • Lyster, R. (2014, November). A counterbalanced approach to integrating content-based and form-focused instruction. Dpto. de Filología Inglesa, University of the Basque Country, Vitoria-Gasteiz, Spain. 

      • Lyster, R. (2014, November). Form-focused instruction through teacher collaboration and cross-lingual pedagogy. Dpto. de Filología Inglesa, University of the Basque Country, Vitoria-Gasteiz, Spain. 

      • Lyster, R. (2014, April). Integrating a focus on language across the immersion curriculum. Departament de Filologia Anglesa i Alemanya, Universitat de Barcelona.
      • Lyster, R. (2013, November). Cross-lingual pedagogy for dual language awareness. Centre for Educational Research on Language and Literacies, Ontario Institute for Studies in Education, University of Toronto.
      • Lyster, R. (2013, November). The effects of biliteracy instruction on morphological awareness. Department of Linguistics, Georgetown University, Washington, DC.
      • Lyster, R. (2013, April). Research perspectives on oral feedback in second/foreign language classrooms. School of International Studies, University of International Business and Economics, Beijing, China.
      • Lyster, R. (2013, April). Convergent concerns across divergent contexts of content-based language teaching. School of Foreign Languages, Nanjing University, China.
      • Lyster, R. (2013, April). Classroom-based research on language teaching. School of Foreign Languages, Shanghai University, China.
      • Lyster, R. (2013, March). Roles for corrective feedback in language teaching. Department of Languages, Literatures, and Cultures, McGill University, Montreal, QC.
      • Lyster, R. (2011, April). Variables modulant l’efficacité de la rétroaction en classe de langue seconde. Département de didactique des langues, Université du Québec à Montréal.
      • Lyster, R. (2010, December). Intégration de l’enseignement centré sur la forme en classe de langue vivante et en classe bilingue. IUFM d’Alsace, Université de Strasbourg. Strasbourg, France.


      Summer Institutes

      • Lyster, R. (2016, August). Vers une approche intégrée en immersion. Institut d’été de l’ACPI, École Azurlingua. Nice, France.
      • Lyster, R. (2016, July). Teacher collaboration for integrating language and content. [30-hr course]. Center for Advanced Research on Language Acquisition, University of Minnesota. Minneapolis, MN.
      • Lyster, R. (2015, July). Partner teacher collaboration for biliteracy development [30-hr course]. Center for Advanced Research on Language Acquisition, University of Minnesota. Minneapolis, MN. 

      • Lyster, R. (2014, August). CLIL and content-based language teaching: New global perspectives of bilingualism and immersion [4 1.5-hr workshops]. Summer Seminar, The Japan Association of College English Teachers (JACET). Kusatsu, Japan. 

      • Lyster, R. (2014, August). CLIL and content-based language teaching. [2 1.5-hr workshops]. Summer Seminar, Gunma Chapter of the Japanese Association of Language Teachers (JALT). Kusatsu, Japan. 

      • Lyster, R. (2013, August). Planning for teachable moments in dual language immersion. [2 2.5-hr workshops]. Annual Utah Dual Immersion Institute, Utah State Office of Education, Salt Lake City, UT.
      • Lyster, R. (2012, August). Counterbalanced instruction for integrated language learning. [3 3-hr workshops]. Annual Utah Dual Immersion Institute, Utah State Office of Education, Salt Lake City, UT.
      • Lyster, R. (2012, August). Le contrepoids dans la pédagogie immersive. [3-hr workshop]. Annual Utah Dual Immersion Institute, Utah State Office of Education, Salt Lake City, UT.
      • Lyster, R. (2012, August). Counterbalanced instruction in immersion classrooms [30-hr course]. Center for Advanced Research on Language Acquisition, University of Minnesota. Minneapolis, MN
      • Lyster, R. (2011, July). Counterbalanced instruction in immersion classrooms [30-hr course]. Center for Advanced Research on Language Acquisition, University of Minnesota. Minneapolis, MN


      Professional Development Workshops

      • Lyster, R. (2016, October). L’approche intégrée en immersion. St. James-Assiniboia School Division. Winnipeg, MB.
      • Lyster, R. (2016, August). Vers une approche intégrée en immersion. Northwest Regional Learning Consortium. Grande Prairie, AB.
      • Lyster, R. (2016, April). The pivotal role of oral corrective feedback in second language teaching. Singapore American School, Singapore. 
      • Lyster, R. (2016, March). The pivotal role of oral corrective feedback in second language development. St. Paul’s School 3rd Education Conference. São Paulo, Brazil.
      • Lyster, R. (2016, March). Content and language integration. St. Paul’s School 3rd Education Conference. São Paulo, Brazil.
      • Lyster, R. (2016, March). Teacher collaboration for biliteracy development. St. Paul’s School 3rd Education Conference. São Paulo, Brazil.
      • Lyster, R. (2016, February). Vers une approche intégrée en immersion. Division Scolaire Rivière Seine, Lorette, MB.
      • Lyster, R. (2016, January). Pratiques pédagogiques en immersion pour intégrer la langue et le contenu. Edmonton Regional Learning Consortium, Edmonton, AB.
      • Lyster, R. (2015, December). Vers une approche intégrée en immersion. Ottawa-Carleton District School Board. Ottawa, ON.
      • Lyster, R. (2015, August). Oral corrective feedback as a catalyst for second language development. International conference on innovative research in foreign language education. Universidad de Cordoba, Colombia.
      • Lyster, R. (2015, June). Planning for teachable moments to enhance classroom interaction. MeySen Academy, Sendai, Japan. 

      • Lyster, R. (2015, April). Vers une approche intégrée en immersion française. Association manitobaine des directeurs et directrices des écoles d’immersion française. Winnipeg, MB. 

      • Lyster, R. (2015, April). Vers une approche intégrée en immersion française. Seven Oaks School Division. Winnipeg, MB. 

      • Lyster, R. (2015, April). A counterbalanced approach to immersion pedagogy. Annual conference of the BC Language Coordination Association. Victoria, BC. 

      • Lyster, R. (2014, December). Integrating language and content through proactive and reactive approaches. MeySen Academy, Sendai, Japan. 

      • Lyster, R., (2014, November). Pratiques pédagogiques pour optimiser la maîtrise du français. Lycée Français de la Nouvelle-Orléans/Tulane University. New Orleans, LA. 

      • Lyster, R. (2014, November). Amélioration du français langue seconde par son intégration en univers social. Eastern Townships School Board, Sherbrooke, QC. 

      • Lyster, R. (2014, May). Le rôle de la rétroaction corrective dans l’enseignement du français par immersion. Brain Power North: Transformations in Teaching. Toronto French School and Glendon College, Toronto, ON.
      •  Lyster, R. (2014, May). The role of oral interaction and corrective feedback in immersion pedagogy. 2nd Brazilian Immersion Conference. Escola Beit Yaacov, São Paulo, Brazil. 

      • Lyster, R. (2014, March). Quelques mystères de la grammaire française pour l’apprenant anglophone. Normandale Elementary French Immersion School, Edina, MN. 

      • Lyster, R. (2013, June). Teacher collaboration and counterbalanced instruction in immersion and bilingual programs. Calgary Board of Education, Calgary, AB.
      • Lyster, R. (2013, June). Integrating a language focus into content-based instruction. Seminario de formación: Retos de la instrucción bilingüe en la Educación Superior. Universidad de Córdoba, Spain.
      • Lyster, R. (2013, May). Planning teachable moments for content-and-language integrated learning. International CLIL Symposium. Katholieke Universiteit Leuven, Belgium.
      • Lyster, R. (2013, February). Counterbalanced instruction, classroom interaction, and integrated language learning [2-day workshop]. Lafayette Parish School System. Lafayette, LA.
      • Lyster, R. (2013, January). Planning for teachable moments: Integrating a language focus into content-based instruction. Calgary Regional Consortium and Calgary Board of Education, Calgary, AB.
      • Lyster, R. (2012, November). Planning for teachable moments: Integrating a language focus into communicative language teaching. Edmonton Regional Learning Consortium, Edmonton, AB.
      • Lyster, R. (2012, October 25). Communication orale et rétroaction corrective. Eastern Townships School Board, Magog, QC.
      • Lyster, R. (2012, October 26). Intégration de la langue et du contenu. Eastern Townships School Board, Magog, QC.
      • Ballinger, S., & Lyster, R. (2012, October). Integrated and reciprocal language learning. 4th International Conference on Immersion Education. Center for Advanced Research on Language Acquisition, University of Minnesota, Minneapolis, MN.
      • Lyster, R. (2012, October 5). Apprentissage de la grammaire en français L2. Eastern Townships School Board, Magog, QC.
      • Lyster, R. (2012, September). Counterbalanced instruction and dual language learning [2-day workshop]. Blaine Country School District, Hailey, ID.
      • Lyster, R. (2012, August). Counterbalanced instruction for integrating language and content. Washington International School, Washington DC.
      • Lyster, R. (2012, June). Integrating language and content through a counterbalanced approach. 20th National Two-Way Immersion Conference. Newport Beach, CA. 
      • Lyster, R. (2012, April). Conscientisation, pratique et rétroaction : la formule gagnante pour améliorer le français oral de vos élèves. Edmonton Regional Learning Consortium, Edmonton, AB.
      • Lyster, R. (2012, February). The role of corrective feedback in L2 learning and teaching. Canadian Forces Language School. St-Jean, QC.
      • Lyster, R. (2011, December). Integrating language and content objectives. Kemp Mill Elementary School, Silver Spring, MD.
      • Lyster, R. (2011, November). The role of awareness, practice and feedback in CLIL. Oulu International School. Oulu, Finland.
      • Lyster, R. (2011, October). Integrating language and content objectives in immersion. Key School, Arlington, VA.
      • Lyster, R. (2011, May). Conscientisation, pratique et rétroaction : un projet de recherche sur l’enseignement des pronoms objets. Centre d’enseignement du français, Université McGill.
      • Lyster, R. (2011, March). Vers une pédagogie en immersion qui fait le contrepoids entre forme et contenu. French Immersion Students in Manitoba: Proud, Engaged, Global Citizens. Manitoba Education, Winnipeg, MB.
      • Lyster, R. (2010, April). Rétroaction corrective et communication orale. Formation pour les conseillers et conseillères pédagogiques sur la progression des apprentissages au primaire en FLS. Ministère de l’Éducation, du Loisir et du Sport. Montréal, QC.
      • Lyster, R. (2010, March). Rétroaction corrective à l’oral. Canada School of Public Service. Gatineau, QC.
      • Lyster, R. (2010, February). Intégration de l’enseignement centré sur la forme en classes de FLS et d’immersion. CASLT Chez Vous – Canadian Association of Second Language Teachers (CASLT) and Saskatchewan Ministry of Education. Regina Public School Board, Regina, SK.
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