Roy Lyster

Title: 
Professor Emeritus
Contact Information
Address: 

Faculty of Education
3700 McTavish Street
Montreal, QC  H3A 1Y2

Google Scholar Profile

 

 
Email address: 
roy.lyster [at] mcgill.ca
Department: 
Department of Integrated Studies in Education
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 and serves on the Editorial Boards of Studies in Second Language Acquisition, Journal of Instructed Second Language Acquisition Research, and the Journal of Immersion and Content-Based Language Education. He is author of a module called Content-Based Language Teaching published by Routledge in 2018, and two books: Learning and Teaching Languages Through Content published by Benjamins in 2007 and Vers une approche intégrée en immersion published by Les Éditions CEC in 2016. 

 
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)

 

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

 

Current research: 

The missing links in the acquisition of grammatical gender by second language learners of French

  • In collaboration with the French Language Centre and the Montreal Neurological Institute, and supported by the Social Sciences and Humanities Research Council of Canada

 

Projects: 

Improving French through content-and-language integrated learning in social sciences: https://mcgill.ca/etsb/

  • In partnership with the Eastern Townships School Board and supported by the Quebec Ministère de l’Éducation et de l’Enseignement supérieur

 

Selected publications: 

Books

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

Lyster, R. (2018). Content-based language teaching. [The Routledge E-Modules on Contemporary Language Teaching edited by B. VanPatten & G. Keating.] 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

Lyster, R. (2018). Making research on instructed SLA relevant for teachers through professional development. Language Teaching Research. DOI: 10.1177/1362168818776667

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. (2019). Pushing French 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). 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). 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.

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

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.

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.

 

Graduate supervision: 

PhD Graduates

Andrew Lee, PhD, 2018 (Assistant Professor, Brock University, St. Catharines): The effects of different instructional and cognitive variables on the acquisition of grammatical gender by second language learners of French

Takashi Oba, PhD, 2018 (Lecturer, Showa Women’s University, Tokyo): The effects of form-focused practice and corrective feedback on proceduralizing simple and complex L2 grammar during EFL task-based interaction

Yasuyo Isobe, PhD, 2018 (Instructor, Hokkaido University and Hokkaido University of Education): The effectiveness of integrated pronunciation instruction on aural, oral, and affective development

Megumi Fujio, PhD, 2017 (Lecturer, California Institute of Technology): Cognitive processes triggered by oral corrective feedback in second language learning

Susan Ballinger, PhD, 2013 (Assistant Professor, McGill University): Learning across languages: Bilingual literacy and peer language learning strategies in French immersion

Margaret Quéguiner, PhD, 2013 (Lecturer, State University of New York College at Plattsburgh): Foreign language learning in New York State: Individual differences, perceptions, and sociocultural values

Masatoshi Sato, PhD, 2011 (Associate Professor, Universidad Andres Bello, Santiago): Transforming language learners into corrective feedback providers: Interaction, language development, and perception in foreign language classrooms

Kazuya Saito, PhD, 2011 (Lecturer, Birkbeck College, University of London): Effects of form-focused instruction on L2 phonological development of /ɹ/ by Japanese learners of English

Daniele Guénette, PhD, 2010 (Associate Professor, Université du Québec à Montréal until 2015): The Cyberscript Project: A study of pre-service ESL teachers’ corrective feedback beliefs and practices 

Kimiko Hinenoya, PhD, 2009: Conceptual complexity and accessibility of the article ‘the’

Yingli Yang, PhD, 2008 (Associate Professor, University of International Business and Economics, Beijing): Corrective feedback and Chinese EFL learners’ acquisition of English past tense

Jesús Izquierdo, PhD, 2007 (Professor, Universidad Juárez Autónoma de Tabasco, Mexico): Multimedia environments in the foreign language classroom: Effects on the acquisition of the French perfective and imperfective distinction (co-supervised with Dr. Laura Collins)

Andrea Sterzuk, PhD, 2007 (Associate Professor, University of Regina): Dialect speakers, academic achievement, and power: First Nations and Métis children in standard English classrooms

Dawn Allen, PhD, 2004 (Lecturer, University of British Columbia): Language, identity, and integration: Immigrant youth ‘made in Quebec’ (co-supervised with Dr. Nancy Jackson)

Lucy Fazio, PhD, 1999: The role of an experiential component in analytic classrooms for minority-language children (co-supervised with Dr. Florence Stevens)

MA Graduates

Mélanie Vergara Lavdas, MA, 2019: Types of practice and their effects on L2 development: A classroom study (Co-supervised with Dr. Masatoshi Sato)

Ethan Xu, MA, 2018: Effects of an uninstructed study-abroad program on L2 learners’ perceptions of Mandarin tones

Wenrui Duan, MA, 2017: Teaching French pronunciation to Chinese adult learners in communicative language classes 

Xiao Han, MA, 2017: Investigating the effectiveness of corrective feedback provided by NS/NNS teachers 

Emily Helgerson, MA, 2017: The effects of supporting target language use in immersion 

Michael Dawson, MA, 2016: Breaking solitudes and claiming the right to speak: Agency in a group of adult language learners

Jun Ming Hao, MA, 2016: The effectiveness of form-focused instruction, textual enhancement and corrective feedback on second language word order acquisition

Victor Shasavar-Arshad, MA, 2016: Learning to bridge language and content: Teachers’ experiences during a PD initiative

France Bourassa, MA, 2016: The complementary roles of L1 and L2 in vocabulary acquisition with young learners in immersion contexts

Wei Zhao, MA, 2015: Learners' preferences for oral corrective feedback and their effect on noticing and motivation

Reggie Gooch, MA, 2015: Teaching English /ɹ/ to Korean EFL learners: The role of corrective feedback type in phonological FFI (co-supervised with Dr. Kazuya Saito)

Andrew Lee, MA, 2013: Effects of corrective feedback on L2 speech perception: Perceptual decisions, linguistic hypotheses, and negative evidence

Natalia Miranda-Calderón, MA, 2013: EFL learner and teacher perspectives on corrective feedback and its effect on L2 learning motivation

Jorge Quiroga, MA, 2013: Measuring morphological awareness across languages

Joy Morgan, MA, 2013: Counterbalanced instruction in practice: Integrating a focus on content into a foreign language classroom

Samira Tanaka, MA, 2011: Targeting count and noncount nouns in English through textual enhancement and elaboration tasks

Norie Moriyoshi, MA, 2011: Content-based instruction in Japanese college classrooms: Focusing on language, content, or both?

Heather Phipps, MA, 2010: Exploring students’ experiences with literature and collaboration in the immersion classroom

Michael Lennane, MA, 2008: Cross-cultural influences on corrective feedback preferences in English language instruction

Sherry Blok, MA, 2006: Read-aloud editing: How talking about writing pushes L2 learners to self- and peer-repair

Masatoshi Sato, MA, 2006: Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types

Sophie Beaudoin, MA, 2004: Attitudes d’enfants allophones et de leurs enseignants envers différents accents français

Sina Ghadirian, MA, 2004: A CALL-based approach to optimizing reading-based vocabulary acquisition

Eva Kleinman, MA, 2003: The effect of input enhancement and metalinguistic awareness on the acquisition of plural -s

Susan Ballinger, MA, 2003: Oral language use in dual immersion classrooms 

Yvonne Christiansen, MA, 2003: Pragmatic ability and proficiency of Japanese learners of English (co-supervised with Dr. Carolyn Turner)

Kristina Eisenhower, MA, 2003: American attitudes toward accented English

Andrea Sterzuk, MA, 2003: Indigenous English speakers in the standard English classroom

David Syncox, MA, 2003: The effects of audio-taped feedback on ESL graduate student writing

Jennifer Hrazdil, MA, 2001: Writing between the lines: Managing impressions in written performance self-appraisals

Michel Gagnon, MA, 1999: Éléments discursifs, sociolinguistiques et les actes de parole dans les BD (co-supervised with Dr. Jacques Rebuffot)

M.Ed. Graduates

Muriel Barret, M.Ed., 2000: Diverses fonctions de la référence pronominale dans le discours immersif

Galina Stepanova, M.Ed., 2000: La pédagogie de l’enseignement du genre grammatical aux apprenants du russe L2

Marie-Christine Hanlon, M.Ed., 1999 : The effect of form-focused instruction on the learning of avoirand êtredistinctions in French

Colette Lampron, M.Ed., 1999: La négociation de la forme : stratégies utilisées par un groupe d’élèves en français langue seconde

Iliana Panova, M.Ed., 1999: Corrective feedback and learner responses: An observational study in an adult ESL classroom

Dawn Allen, M.Ed., 1997: Cultural barriers to L2 acquisition: Mexican immigrants in a California high school

Lyne Laganière, M.Ed., 1997: The effect of collaborative tasks with francophone peers on FSL learners’ oral production

Corinne Roland, M.Ed., 1997: Tasks classified and compared: To what extent are they useful to the second language learner?

Lorraine Laliberté, M.Ed., 1996: La correspondance scolaire : une façon de conjuguer langue et culture 

 

Selected talks and presentations: 

(since 2015)

Invited Plenary Talks

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. (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 Refereed Scholarly Meetings

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. (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. (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. (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. (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.