Roy Lyster

Title: 
Professor Emeritus
Roy Lyster
Contact Information
Address: 
Email address: 
roy.lyster [at] mcgill.ca
Phone: 
514-398-4527 Ext 094395
Biography: 

Roy Lyster is Professor Emeritus of Second Language Education at McGill University. His research examines content-based second language instruction and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches. His research interests also include professional development and collaboration among teachers for the purpose of integrated language learning and biliteracy development. He was co-recipient with colleague Leila Ranta of the 1998 Paul Pimsleur Award for Research in Foreign Language Education and was presented the Robert Roy Award by the Canadian Association of Second Language Teachers in 2017. He was co-president then president of the Canadian Association of Applied Linguistics from 2004 to 2008. He is author of a module called Content-Based Language Teaching published by Routledge in 2018, and three books: Learning and Teaching Languages Through Content published by Benjamins in 2007, Vers une approche intégrée en immersion published by CEC Publishing in 2016, and Scaffolding language development in immersion and dual language classrooms (with D. J. Tedick) published by Routledge in 2020. 

 
Degree(s): 

1993     PhD in Applied Linguistics (Ontario Institute for Studies in Education/University of Toronto) 

1988     M.Ed. in Second Language Education (Ontario Institute for Studies in Education/University of Toronto)

1982     B.Ed. in Teaching French as a Second Language (Faculty of Education, University of Toronto)

1981     Maîtrise ès lettres (Université de Paris VII)

1979     BA in French Language and Literature (University of Regina)

 

Areas of expertise: 
  • Second language education
  • Content-based language teaching
  • Biliteracy development
  • Classroom discourse
  • Corrective feedback

 

Group: 
Emeritus/Emerita Professors
Selected publications: 

Books

Tedick, D. J., & Lyster, R. (2020). Scaffolding language development in immersion and dual language classrooms. New York: Routledge.

Lyster, R. (2018). Content-based language teaching. New York: Routledge. 

Lyster, R. (2016). Vers une approche intégrée en immersionMontréal : Les Éditions CEC. 

Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. 

Co-Edited Special Issues

Ruiz de Zarobe, Y., & Lyster, R. (Eds.). (2018). Content and language integration in higher education: Instructional practices and teacher development [Special issue]. International Journal of Bilingual Education and Bilingualism, 20(5).

Lyster, R., & Ruiz de Zarobe, Y. (Eds.). (2018). Instructional practices and teacher development in CLIL and immersion school settings [Special issue]. International Journal of Bilingual Education and Bilingualism, 20(3).

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. & Lyster, R. (2023). The effects of different instructional variables on the acquisition of grammatical gender by second language learners of French. Language Awareness, 32(3), 508–529.

Lyster, R. (2019). Translanguaging in immersion: Cognitive support or social prestige? The Canadian Modern Language Review, 75(4), 340–352.

Lyster, R. (2019). Making research on instructed SLA relevant for teachers through professional development. Language Teaching Research, 23(4), 494–513.

Ruiz de Zarobe, Y., & Lyster, R. (2018). Content and language integration in higher education: Instructional practices and teacher development. International Journal of Bilingual Education and Bilingualism, 21(5), 523–526.

Lyster, R., & Ruiz de Zarobe, Y. (2018). Introduction: Instructional practices and teacher development in CLIL and immersion school settings. International Journal of Bilingual Education and Bilingualism, 21(3), 273–274.

Ballinger, S., Lyster, R., Sterzuk, A., & Genesee, F. (2017). Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion. Journal of Immersion and Content-Based Language Education, 5(1), 37-50.

Lee, A. H., & Lyster, R. (2017). Can corrective feedback on second language speech perception errors affect production accuracy? Applied Psycholinguistics38(2), 371-393.

Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English  /ɹ/ to Korean adult EFL learners. System60, 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), 809-833.

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 Awareness23(1-2), 107-122.

Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy instruction on morphological awarenessJournal 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 Teaching46(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 Learning62, 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 L2Canadian 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 Quarterly36, 573-595.

Lyster, R., & Rebuffot, J. (2002). Acquisition des pronoms d’allocution en classe de français immersifAcquisition 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., & Tedick, D. J. (2022). Oral language development in immersion and dual language classrooms. In T. Derwing, M. Munro, & R. Thomson (Eds.), The Routledge handbook on second language acquisition and speaking (pp. 328–343). New York: Routledge.

Arshad, V., & Lyster, R. (2021). Professional development in action: Teachers’ experiences in learning to bridge language and content. In K. R. Talbot, M.-T. Gruber, & R. Nishida (Eds.), The psychological experience of integrating content and language (pp. 233-250). Bristol, UK: Multilingual Matters.

Lyster, R. (2019). Pushing immersion forward. In M. Haneda & H. Nassaji & (Eds.), Perspectives on language as action: Festschrift in honour of Merrill Swain (pp. 11–26). Bristol, UK: Multilingual Matters.

Juan-Garau, M., & Lyster, R. (2019). Becoming bilingual through additive immersive programs. In A. De Houwer & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 213–232). Cambridge, UK: Cambridge University Press.

Ranta, L., & Lyster, R. (2018). Form-focused instruction. In P. Garrett & J. Cots (Eds.), The Routledge handbook of language awareness (pp. 40–56)New York: Routledge.

Lyster, R. (2017). Preface. In J. Valcke & R. Wilkinson (Eds.), Integrating content and language in higher education: Perspectives on professional practice (pp. 7–14). Frankfurt: Peter Lang.

Lyster, R. (2017). Content-based language teaching. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 87–107). New York: Routledge.

Lyster, R. (2017). Language-focused instruction in content-based classrooms. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: New perspectives on integrating language and content (pp. 109–123)Ann Arbor, MI: University of Michigan Press.

Lyster, R. (2017). SLA perspectives on learning and teaching language through content. In A. Llinares & T. Morton (Eds.), Applied linguistics perspectives on CLIL (pp. 19–31). Amsterdam: John Benjamins.

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, 2nd edition (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.

Encyclopedia Entries

Lyster, R. (2023). Oral corrective feedback as a pedagogical strategy. In C. Chapelle & M. Sato (Eds.), The concise encyclopedia of applied linguisticssecond edition: Instructed second language acquisition. Wiley-Blackwell.

Lyster, R., & Genesee, F. (2020). Immersion education. In C. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 570–576). Oxford: Wiley-Blackwell.

Lyster, R. (2012). Teacher talk. In P. Robinson (Ed.), The encyclopedia of SLA (pp. 632–634). New York: Routledge.

Lyster, R. (2012). Content-based language teaching. In P. Robinson (Ed.), The encyclopedia of SLA (pp. 125–128). New York: Routledge.

Selected talks and presentations: 

(since 2015)

Invited Plenary Talks

Lyster, R. (2023, May). Operationalizing form-focused instruction for young classroom learners. 18th LASLAB International Conference: Interaction and L2 Grammar Learning by Children in Foreign Language Contexts. Universidad del Pais Vasco. Vitoria-Gaseiz, Spain.

Lyster, R. (2023, April). Oral corrective feedback as a catalyst for second language development. 1st International Conference on Written Corrective Feedback in L1 and L2. Universitat de Vic. Vic, Spain.

Lyster, R. (2022, November). Enseignement du français par le biais de disciplines non linguistiques en immersion française au Canada. 5e congrès de la Commission du monde arabe de la Fédération internationale des professeurs de français. Hammamet, Tunisia.

Lyster, R. (2022, June). Why and how to support sustained use of the immersion language. Immersion Education: Taking Stock and Moving Forward. Mary Immaculate College. Limerick, Ireland.

Lyster, R. (2022, March). Scaffolding for minority-language growth in immersion and dual language education. 8th International Conference on Immersion and Dual Language Education. Salt Lake City, UT.

Lyster, R. (2021, November). Scaffolding language development in bilingual classrooms. X Encuentro del Profesorado de español. Virtual conference sponsored by the Embassy of Spain and Alberta Education.

Lyster, R. (2020, February). Research perspectives on integrating language and content. Language, Identity and Education in Multilingual Contexts. The Hague University of Applied Sciences. The Hague, The Netherlands.

Lyster, R. (2019, October). L'approche intégrée en immersion. Congrès de l’Association provinciale des professeurs d'immersion et du programme francophone de Colombie-Britannique. Vancouver, BC.

Lyster, R. (2019, September). SLA perspectives on content and language integrated learning. International Conference of the Applied Linguistics Association of Korea & 6th East Asia AILA Symposium. Seoul, South Korea.

Lyster, R. (2019, June). Translanguaging in immersion: Cognitive support or social prestige? 12th International Symposium on Bilingualism. University of Alberta, Edmonton, AB.

Lyster, R. (2019, March). Teaching language through content. Second Language Symposium. Kahnawà:ke Education Center, Kahnawà:ke, QC.

Lyster, R. (2018, November). The role of oral corrective feedback in instructed second language acquisition. 8th International Symposium on Second Language Acquisition in China. Qingdao, China.

Lyster, R. (2018, October). L’intégration de la langue au cœur des apprentissages pour atteindre des objectifs à la fois disciplinaires et linguistiques. Langues régionales et sociétés multiculturelles – Pratiques plurielles : 6ème colloque international. Mende, France.

Lyster, R. (2018, April). Learning language through content. Bilingual Teachers Conference. Calgary Board of Education. Calgary, AB.

Lyster, R. (2017, August). Research perspectives on integrating language and content. 1st International Conference on New Trends in English Language Teaching and Testing. Dubai, United Arab Emirates.

Lyster, R. (2017, August). Corrective feedback in second language learning and teaching. 2nd International Conference on New Trends in English Language Teaching and Testing. Ardabil, Iran. 

Lyster, R. (2017, April). Oral corrective feedback as a catalyst for second language development. 6th International Conference on Second Language Pedagogies. McGill University, Montreal, QC.

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). Integrating language and content in Canadian French immersion programs. 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. 4th International conference on teaching and learning speaking in a foreign language. 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.

Public Lectures 

Lyster, R. (2019, January). Instructed second language acquisition. Distinguished Lecturer Series. Temple University Japan, Tokyo/Osaka

Lyster, R. (2018, February). Juggling language and content across the curriculum. APPLE Lecture 2018. Teachers College, Columbia University, New York.

Lyster, R. (2017, May). Research perspectives on learning language through content. Distinguished Public Lecture Series. WYNG Foundation, Hong Kong.

Lyster, R. (2017, May). What does it mean to teach language in context? Professional Development Lecture. WYNG Foundation, Hong Kong.

Lyster, R. (2016, November). Making CLIL and immersion research relevant for instructional practices. Erasmus Staff Mobility Lecture. Université catholique de Louvain, Belgium.

Lyster, R. (2016, July). Content-based language teaching: Contexts and counterbalance. Distinguished Lecturer Series. Temple University Japan, Tokyo/Osaka. 

Lyster, R. (2016, February). Proactive and reactive approaches to integrating language and content. Leo van Lier Lecture Series. Middlebury Institute of International Studies at Monterey. Monterey, CA.

Papers at Scholarly Meetings

Lyster, R. (2022, September). Vers une approche intégrée en immersion française au Canada. Inaugural Colloquium: A Euskal Herria (Basque country) and Quebec Perspective on Language Teaching, Language Planning and Language Usage. McGill University, Montreal, QC.

Lee, A., & Lyster, R. (2019, September). Is the effectiveness of form-focused instruction mediated by second language learners’ individual differences? Second Language Research Forum (SLRF). Michigan State University, Lansing, MI.

Lyster, R. (2019, June). Advances in immersion teacher education research. [Discussion Paper.] 12thInternational Symposium on Bilingualism. University of Alberta, Edmonton, AB.

Lyster, R. (2019, June). The French-English connection: Research on Canadian cross-linguistic pedagogy. [Discussion Paper.] Annual meeting of the Canadian Association of Applied Linguistics (ACLA). University of British Columbia, Vancouver, BC.

Vergara Lavdas, M., Sato, M., & Lyster, R. (2019, June).The effects of different types of practice on L2 development in EFL classrooms. Annual meeting of the Canadian Association of Applied Linguistics (ACLA). University of British Columbia, Vancouver, BC.

Lee, A., Liakina, N., & Lyster, R. (2018, October).The effects of different instructional variables on the acquisition of grammatical gender by second language learners of French. Second Language Research Forum (SLRF). Université du Québec à Montréal, Montreal, QC.

Lee, A., & Lyster, R. (2018, May). The role of L2 pronunciation instruction in the acquisition of French grammatical gender. Annual meeting of the Canadian Association of Applied Linguistics (ACLA). Regina, SK.

Lee, A., & Lyster, R. (2018, March). The missing link in the acquisition of grammatical gender by L2 learners of French. Annual meeting of the American Association for Applied Linguistics (AAAL). Chicago, IL.

Hiligsmann, P., & Lyster, R. (2018, March). The state of language learning in Belgium and Canada: Linguistic aspects. Academic Conference on Multilingual Education and Language Learning: Belgium and Canada at a Crossroads. University of Ottawa, Ottawa, ON

Oba, T., & Lyster, R. (2017, August). Form-focused practice and corrective feedback in Japanese EFL classrooms. Annual Conference of the European Second Language Association. University of Reading, UK

Ballinger, S., & Lyster, R. (2017, June). Considering language status in Canadian French immersion. International Symposium on Bilingualism (ISB). University of Limerick, Ireland.

Lyster, R., & Shahsavar-Arshad, V. (2017, March). From theory to practice: Professional development for content-and-language integration. Annual meeting of the American Association for Applied Linguistics (AAAL), Portland, OR.    

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. CARLA, University of Minnesota. Minneapolis.

Fujio, M., & Lyster, R. (2016, September). Understanding cognitive processes triggered by prompts. Second Language Research Forum (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. Annual meeting of the American Association for Applied Linguistics (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.

Presentations at Professional Meetings

Lyster, R. (2019, October). Mise en pratique de l’approche intégrée proactive en immersion. Congrès de l’Association provinciale des professeurs d'immersion et du programme francophone de Colombie-Britannique. Vancouver, BC.

Lyster, R. (2018, April). Oral corrective feedback. Bilingual Teachers Conference. Calgary Board of Education. Calgary, AB.

Lyster, R., & Provençal, J. (2018, April). L’approche intégrée en univers social. Congrès annuel de l’Association québécoise des enseignants de français langue seconde. Montréal, QC.

Lyster, R. (2017, September). Making research relevant for teacher practices through professional development. Networking Day of the Canadian Association of Second Language Teachers. Gatineau, QC.

Lyster, R. (2017, April). Vers une approche intégrée en immersion. Congrès annuel de l’Association québécoise des enseignants de français langue seconde. Montréal, QC.

Lyster, R. (2017, April). The pivotal role of oral interaction and corrective feedback in L2 development. Languages Without Borders: National Conference for Second Language Educators. Edmonton, AB.

Lyster, R., & Bourbonnais, C. (2017, April). Vers une approche intégrée en immersion. Languages Without Borders: National Conference for Second Language Educators. Edmonton, AB.

Lyster, R. (2016, October). Integrating language and content across the immersion curriculum. 6th International Conference on Immersion and Dual Language Education. CARLA, 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. Toronto, ON.

Lyster, R. (2016, January). Language is at the heart of the immersion program: A renewed look at immersion pedagogy. 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. ACPI Forum for Administrators. Winnipeg, MB.

Invited Lectures

Lyster, R. (2020, February). Research perspectives on integrating language and content. University of Oxford Applied Linguistics Seminar Series. Department of Education, University of Oxford. Oxford, UK.

Lyster, R. (2019, December). Children’s literature as a catalyst for cross-linguistic awareness. Focus on Multilingualism in Education Symposium. University of the Basque Country, San Sebastián, Spain. 

Lyster, R. (2019, March). Comment exploiter le plein potentiel de la rétroaction corrective à l’oral. Mini-colloque de linguistique française. French Department, University of Toronto.

Lyster, R. (2019, February). A counterbalanced approach to content-based instruction. Department of English Language & Literature, Prefectural University of Kumamoto, Japan.

Lyster, R. (2019, February). Maximizing the potential of oral corrective feedback. Tohoku University, Sendai, Japan.

Lyster, R. (2018, February). Oral corrective feedback as a catalyst for second language development. APPLE Lecture 2018. Teachers College, Columbia University, New York.

Lyster, R. (2018, February). Research perspectives on oral corrective feedback. Department of English Language Education, The Education University of Hong Kong.

Lyster, R. (2018, January). Making research relevant for teacher practices through professional development. Faculty of Education, Hong Kong University.

Lyster, R. (2018, January). Oral corrective feedback as a catalyst for second language development. Faculty of Education, Hong Kong University.

Lyster, R. (2018, January). Juggling language and content across the curriculum. Faculty of Education, Hong Kong University.

Lyster, R. (2017, September). Language-focused instruction in content-based classrooms. University of Illinois at Urbana-Champaign, Urbana, IL.    

Lyster, R. (2016, December). Instructional practices for content and language integration. Erasmus Staff Mobility Lecture. Université catholique de Louvain, Belgium.

Lyster, R. (2016, November). Effects of corrective feedback on L2 development. Erasmus Staff Mobility Lecture. Université catholique de Louvain, Belgium.

Lyster, R. (2016, February). The pivotal role of corrective feedback in communicative language teaching. The 5th Annual Graduate Student Teaching Colloquium. Department of Languages, Literatures, and Cultures. McGill University, Montreal, QC.

Summer Institutes

Lyster, R. (2019, July). L'approche intégrée en immersion. Institut d’été de l’ACPI, Collège de Jonquière, QC.

Lyster, R. (2017, July). Vers une approche intégrée en immersion. CARLA, University of Minnesota. Minneapolis, MN.

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. CARLA, University of Minnesota. Minneapolis, MN.

Lyster, R. (2015, July). Partner teacher collaboration for biliteracy development. CARLA, University of Minnesota. Minneapolis, MN.

Professional Development Workshops

Lyster, R. (2023, February). Oral corrective feedback as a catalyst for second language development. Canadian Forces Language School. St. Jean, QC.

Tedick, D., & Lyster, R. (2022, March). Scaffolding language development in immersion and dual language classrooms. 8th International Conference on Immersion and Dual Language Education. Salt Lake City, UT.

Lyster, R. (2021, October). La rétroaction corrective. Virtual workshop : Western School Division, MB.

Lyster, R. (2019, November). Vers une approche intégrée en immersion. Yukon Education, Whitehorse, YT.

Lyster, R. (2018, April). Vers une approche intégrée en immersion. Calgary Board of Education, Calgary, AB.

Lyster, R. (2018, February). Vers une approche intégrée en immersion. Greater Victoria and Sook School Districts, Victoria, BC.

Lyster, R. (2018, February). Integrating a language focus into English-medium instruction. Department of English Language Education, The Education University of Hong Kong.

Lyster, R. (2018, January). Integrating language and content across the immersion curriculum. Saskatoon Public Schools. Saskatoon, SK.

Lyster, R. (2017, July). Instructional practices for integrating language and content. College of Liberal Arts, University of Alaska Fairbanks.

Lyster, R. (2017, April). L’approche intégrée en univers social. Eastern Townships School Board. Magog, QC.

Lyster, R. (2016, November). Vers une approche intégrée en immersion. Faculté de philosophie, arts et lettres, Université catholique de Louvain, Belgium.

Lyster, R. (2016, November). Integrating language and content for coherence across the curriculum. Canadian International School, Singapore. 

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). 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. 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.

 
Back to top