H-CALM Current membership
Research Team Leader
Norman Segalowitz (Professor, Psychology, Concordia University). Prof. Segalowitz has over 30 years experience in research on adult bilingual development and the cognitive basis of second language fluency. Prof. Segalowitz has published extensively in many of the leading journals and handbooks in this field, including a recent book entitled Cognitive Bases of Second Language Fluency (2010, Routledge). He is also interested in cognitive science approaches to understanding how second languages can be more effectively taught. He has been the principal investigator on several FCAR/FQRSC team grants in addition to holding operating grants from NSERC and SSHRC and being a member on FCAR/FQRSC teams. He twice served as Chair of the Psychology Department at Concordia University (1977-1980; 1990-1993). He is currently an Associate Director of the FQRSC-funded Centre for the Study of Learning and Performance (CSLP).
Research Team Members
Antonia Arnaert, RN, MPA, PhD is Assistant Professor at the School of Nursing, and Associate Member of the Oncology Department at the McGill University. She also has an appointment as a visiting professor at the Catholic University of Leuven, Belgium. Her research program focuses on the concepts: e-care, e-community, and e-learning. More specifically, her research concentrates on the use of e-health to deliver whole-person care to palliative patients and their families living in rural and remote areas, and to train nurses regarding whole-person palliative care using e-learning tools. She is also interested in understanding the concept of wholeness and healing through a balance of body, mind and spirit.
Henrietta Cedergren (Professeure honoraire titulaire, Département de linguistique et de didactique des langues, UQAM). Prof. Cedergren is a sociolinguist with over thirty years experience. She is a widely-cited pioneer investigator of linguistic variation. She is also a specialist in Spanish language linguistics, prosody, phonology, and Québec French. She is currently involved in multi-dimensional modeling of phonological variation in Spanish and French taking into account social characteristics of speakers. Another of her projects involves the investigation of the role of prosody in the comprehension and perceived accentedness of L2 speech.
Elizabeth Gatbonton (Associate Professor, TESL/Education, Concordia). Prof. Gatbonton is an applied linguist with over thirty years experience in adult second language teaching and as a curriculum designer—in the Philippines, China, UK, and Canada. She has worked extensively on the development of language teaching methodology and materials for adult learners, has conducted research into sociolinguistic and cultural issues in adult second language learning, and has worked a great deal in language teacher training and ESL program evaluation. She has published widely, holds grants from SSHRC and FQRSC, and for many years was the director of Concordia's Credit-ESL program
Eva Kehayia (Associate Professor, School of Occupational Therapy, McGill University). Prof. Kehayia is the Scientific Director of the Centre for Interdisciplinary Research in Rehabilitation of greater Montreal (CRIR) (psychosocial research). She was an evaluator for two health networks (disability; women's health) in British Columbia. She has served as a panelist and consultant for the ministère de la Santé et des Services Sociaux (action plan for speech and language deficiencies in children and youth). Her research interests include the study of linguistic representation, organization and access in individuals across different languages, language breakdown in acquired and developmental language disorders and the impact of language disorders on the individual's everyday life. Prof. Kehayia heads the McGill branch of the SSHRC-Major Collaborative Research Initiative investigating the architecture and nature of the Mental Lexicon
Michel D. Laurier (Doyen, Faculté des sciences de l'éducation; Professeur agrégé, Département d'études en éducation et d'administration de l'éducation, Université de Montréal). Michel Laurier has been a professor in the field of Measurement and Evaluation at the University of Montreal since 1991. He obtained a Ph.D. in Curriculum from the Ontario Institute for Studies in Education. His work focuses on language assessment, and he has been involved in the development of policies and tools in relation to the assessment of learning. He has conducted projects in adaptive testing and language testing for adult immigrants learning French in Quebec. These instruments are based on a scale that was developed using a new methodology applied in a joint project with the Ministry of Education to different subjects in the new Quebec curriculum. His research interests also include the learning of heritage languages. He is the author of many articles on educational assessment. He recently published a new edition of Principes de mesure et d'évaluation des apprentissages. He is presently the Dean of the Faculty of Education at the University of Montreal.
Pavel Trofimovich (Assistant Professor, TESL/Education, Concordia). Prof. Trofimovich is a specialist in second-language acquisition and teacher education. His research focuses on phonological development in children and adults learning a second language, on sociolinguistic factors in adult second language development, and on cognitive/ psycholinguistic aspects of language learning and second language functioning. He has expertise in the development and application of computer-assisted language learning technologies and web design. As part of the TESOL Pre-Convention Workshops (1999, 2000), he conducted workshops on the use of technology in language teaching, and developed web-based and computer-based materials for teachers and teacher trainers.
Carolyn E. Turner (Associate Professor and Graduate Program Director, Department of Integrated Studies in Education, McGill University). Prof. Turner is a recognized specialist in the area of language testing and evaluation. She has published on language assessment in educational settings, comparisons of intensive and regular language teaching for children, the impact of high-stakes tests on teaching and learning, and empirically based rating scales for performance testing. Her research methodologies include qualitative, quantitative and mixed method approaches. She has obtained several research grants from SSHRC and the ministère de l’Éducation du Québec, and been on FCAR team grants in the past. She has served as chair of the committee on the Test of English as a Foreign Language–Test of Spoken English at Educational Testing Service (Princeton, NJ), on the Editorial Board of the International Language Testing Association, and as a founder and associate editor of Language Assessment Quarterly. She also served as program evaluator of the Costa Rica EFL Teacher Training Project for the Canadian International Development Agency.