Tina Beynen Tina Beynen – MA/15

What drew me to Carleton was the chance to work with a highly-regarded language testing researcher and what looked to be interesting courses; neither disappointed. This combined with the camaraderie I developed with fellow students, and the unwavering support of faculty members and the office staff made my experience in the MA program far exceed my expectations. My supervisor and course professors pushed me to grow and excel. The faculty and staff always found the time when I had questions about my courses, research, scholarship applications, or conference proposals. As I navigate the job market with my newly-developed skill set, apply to conferences to present the findings of my thesis research, and prepare to publish those findings, I still feel the support and encouragement of my ALDS family!

Headshot of Erin Erin Bidlake, MA/05 (Carleton), PhD/10 (Newcastle University, UK) – Contract Instructor, School of Linguistics and Language Studies, Carleton University; Research Consultant, Academy for Innovation in Medical Education, University of Ottawa

In 2005 I completed my MA in Applied Language Studies at Carleton University. My MA research explored self-instructed language learning using commercial audio packages. After taking a year off from my studies to teach EFL in Japan, this interest in self-instruction led me to Newcastle University, UK, where I began my PhD in Education and Applied Linguistics in 2006. My PhD research grew out of my MA research – again exploring self-instructed language learning – but this time focusing on commercial CALL (computer-assisted language learning) packages. As a PhD candidate I had the opportunity to truly follow my interests and I was fortunate enough to attend international conferences in the UK, Greece, and the US. Since completing my PhD in 2010 (and having a baby in 2009!), I have been working as a Research Consultant in the Faculty of Medicine at the University of Ottawa, and most recently I have been working as a Contract Instructor in the School of Linguistics and Language Studies at Carleton University.

Headshot of Mish

Photo credit: Mélanie

Mish Boutet, MA/05 – Research Coordinator, Academy for Innovation in Medical Education, University of Ottawa

I am currently working as a research coordinator at the Academy for Innovation in Medical Education at the University of Ottawa Faculty of Medicine. Among other things, my job involves helping PhD and clinician researchers apply for funding, obtain approval from research ethics boards, and write and revise research papers and abstracts. On occasion, I participate in data analysis on qualitative studies. I am certain that I would not be able to do this job, let alone have been hired for it in the first place, without having completed the MA program at SLaLS first.

Headshot of Katie Katie Bryant, MA/05  – PhD Candidate in Integrated Studies in Education, McGill University

In December of 2005, I completed my Masters degree in Applied Language Studies. My research was based in the Writing Studies stream of this programme. Since completing my studies, I have held numerous exciting professional opportunities that allowed me to use this degree. For example, I have worked as the Coordinator of Carleton’s Writing Centre, as an Instructor in Carleton’s School of Linguistics and Applied Language Studies, and as a Research Fellow at Canada’s International Development Research Centre. Currently, I am a second-year PhD student in the Department of Integrated Studies in Education at McGill University. I have won a fellowship with International Development Research Centre which enables me to conduct my doctoral research that focuses on the potential rhetorical and epistemological reasons African researchers struggle to publish in the international journals of their academic fields. The fellowship has allowed me to travel to Africa and spend some time there interviewing African academics about their experiences publishing in international journals. One of the key reasons I strongly recommend pursuing graduate studies in SLaLS is because of the incredible amount of support offered by this department’s faculty members. They go out of their way to offer you the support and assistance you require to succeed in your studies. Without their unwavering support, helpful advice, and continual mentorship, I would never have been able to achieve my professional or academic goals.

Mike Celuch, MA/12 – Assistant Professor, Korean University 

The graduate program in Applied Linguistics and Discourse Studies at Carleton University paved the way to a challenging career at a Korean university. Many of the skills acquired during my graduate studies have now become indispensable in my daily duties as an assistant professor. In many ways working at a Korean university has proved to be a very rewarding experience. In addition to teaching compulsory credit courses under the umbrella of English as a Foreign Language (EFL), the position offers a variety of intriguing professional development opportunities that keep me connected to research and pedagogy. One of the more significant aspects of my work experience thus far, has been the undertaking of an empirical study aimed at stimulating further critical analysis of using English as a foreign language in Korean University classrooms. With English as the preferred medium of international communication and research, many universities in Korea offer courses that are taught entirely in English. This has resulted in the implementation of English as a Medium of Instruction (EMI) in content – based courses in which the students are not native speakers. Not surprisingly, the motivation of students that enroll in EMI courses is also an important factor in its overall acceptance and educational value. The effectiveness and overall success of EMI as a pedagogical method are currently actively studied mediums because the results help structure its use according to the characteristics of the various disciplines that implement it. Both my teaching career and research have put me squarely in the middle of this new and exciting situation and my previous experience as a graduate student has been instrumental in how I engage this important subject. I enjoy what I do because the fruits of my labor are contributing to the field of linguistics, developing practical pedagogical methods, and expanding the future goals of my students.

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Sebastien Cloutier, MA/14 EAP Instructor, Carleton University

When I left my EFL teaching job in Japan to come do my Master’s degree in Applied Linguistics and Discourse Studies at Carleton University, my plan was to upgrade my education and qualifications in order to secure a teaching job at a university in Japan. However, as soon as I graduated with my degree I was immediately contacted and offered a position to teach English for Academic Purposes (EAP) at Carleton University. This represented an amazing opportunity for me to get my foot in the door, as they say, and get experience teaching at the tertiary level. So of course, I accepted the offer. After two semesters teaching at Carleton, I find myself once again at a junction. This morning I was offered a position to teach at a university in Japan. So in under less than three years, my goal has been realized. At the end of April I’ll be making my way back to Japan and using best teaching practices I learned in my program at Carleton to give my students an edge as they learn English. I’m very grateful of all the doors that have become open to me as a result of my degree in applied linguistics and discourse studies from Carleton University.

Also, read about Sebastien’s teaching experience on Japan’s Peace Boat.

Matthew Cochrane, MA/10 

My time at SLaLS was instrumental in my current trajectory.  Following completion of my degree, I completed an MSc in Speech-Language Pathology. I currently work in Quebec. I provide services to the minority Anglophone and Mi’gmaq population along the east coast of Gaspesie and to the Anglophone fly-in communities along the Lower North Shore. I am also working, in an informal capacity, to support local level initiatives to promote the Mi’gmaq language; my activities focus on curriculum design, accurate language description, and creating web-based resources.  All very interesting.

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David Cooper, MA/09 – Professor, English for Academic Purposes, Humber College

Prior to starting my degree at Carleton in 2007, I had been teaching part-time in an EAP program. Over that time, my reflective practices became increasingly focused on questions regarding the teaching and learning process(s) occurring in my writing classes. I felt that my questions could best be solved through focused graduate studies. My search for the ideal program to fit my interests ended when I found the MA program at Carleton. I wanted to take the SLaLS’s MA in ALDS because of its structure and scope. The program allowed me to focus my learning through course work and a thesis in second language pedagogy and discourse studies.

During the two years of my studies at SLaLS, I learned a lot. My courses provided me with the content I wanted to discuss and understand. My professors became my mentors, supporting and challenging my ideas. They guided me through my learning, especially with my research projects and thesis. I not only found answers to some of my original queries but also developed the skills for how to continue the search on my own. Further, being a teaching assistant in the EAP program gave me the opportunity to collaborate on ideas and projects with classroom instructors. Overall, I was extremely satisfied with my learning experience in the MA program.

I have gained a deeper theoretical understanding of both my classroom pedagogical practices and profession as a result of graduating from the MA program. Further, my degree has given me the credentials needed to attain a permanent teaching position in a college EAP program. Thank you to all of my amazing professors and everyone in SLaLS for such a fulfilling and rewarding learning experience!

Headshot of Ann Ann Evers, MA/06 – Test Development Manager, GED® Testing Service

I decided to go to Carleton after working as an ESL teacher for five years. The Applied Language Studies program interested me because I wanted to learn new skills that would help me transition into another area of expertise within the field of education.  Many of the Linguistic graduate programs across Canada tend to focus their courses on theory rather than applied studies.  I wanted to learn applied skills that would translate into the work place. All ALS courses were grounded in theory but they were also blended with applied applications of the theory such as teaching English as a Second Language, curriculum design and language testing. These courses were designed to show students how to take the theory they learned and apply it in a real-life task. As a teacher I was often tasked with creating my own tests for my class but really knew nothing about how to create a test!  While studying at Carleton I expanded my language teaching skills, designed a curriculum in my thesis and began my career in language testing with the Canadian Academic English Language Assessment (CAEL).After graduation, I moved to Washington, DC to work in the assessment field and currently work for the GED® Testing Service as a Test Development Manager.  I have often reflected on my classes at Carleton when I have shared certain resources or references with colleagues. Over the years, I have worked on many different kinds of tests at a variety of companies.  I began working on large-scale state assessments for the states of Ohio, Hawaii and the city of Chicago at the American Institutes for Research (AIR). I also led the test development for the Ohio Test of English Language Acquisition (OTELA). After several years of working on large-scale state assessments I decided to shift gears and managed the development of Translation and Interpretation language tests for a number of US Department of Defense contracts. Later, I decided to return to the field of English Language Learners and was offered a position at the Center for Applied Linguistics (CAL) to develop a new nation-wide, innovative test for English Language Learners who are also Significantly Cognitively Disabled for the World-Class Instruction Design and Assessment (WIDA). I am currently working on my next task which is to create a new diagnostic test for test takers who wish to take the new 2014 GED ® Assessment.

Headshot of Matt Matthew Falconer, MA/13 Project Assistant/Assistant de projets, Academy for Innovation in Medical Education/Académie pour l’innovation en éducation médicale, Faculty of Medicine/Faculté de médecine, University of Ottawa/L’Université d’Ottawa

Entering the SLALS MA in Applied Linguistics and Discourse Studies in 2011 was a difficult step for me to take. I finished an Honours BA in Carleton’s Department of History and attempted to go into the workplace hoping that somewhere my degree and experience would resonate with someone. It did… sort of – I ended up working full-time in an office supply store in Ottawa (my ‘motivation year’). I started the MA with the assistance and encouragement of SLALS faculty and, over the next two years, I studied Discourse/Writing Studies, worked in the Writing Tutorial Service, attended/volunteered for conferences, got involved in departmental societies and committees, ran a Symposium, worked as a Research Assistant, got my first publication, and completed my MA thesis.

Since graduating, I did a six-month research internship in 2013 with the Council of Canadian Academies, which conducts evidence-based assessments with an interdisciplinary, multi-sectored Expert Panel to inform science and technology policy in Canada. During my internship, Council staff expressed a need to better understand current writing practices. Being uniquely positioned to study this with my background in Writing Studies, I undertook researched how writing is understood, discussed, and used in the Council and presented my findings to Council staff. After the internship, I started my current position as a Project Assistant with the Academy for Innovation in Medical Education in the University of Ottawa’s Faculty of Medicine. My research skills that I developed through ALDS prepared me to work in unfamiliar disciplines by introducing me to core research methods and raising my ability to communicate effectively, which has proven to be a highly transferable skill set. I also learned how to make my skill set an asset to any new environment, to not be afraid to step into otherwise unfamiliar territories, and to be excited to take on new challenges.

Headshot of Jarret Jarret G. Geenen, MA/09 – Assistant Professor, Department of English Language & Culture,  Radboud University (The Netherlands)

I completed my MA in 2009 and the experience played a  formative role in my professional development and career trajectory. I am currently an Assistant Professor in the Department of English Language & Culture at Radboud University in The Netherlands where I teach undergraduate and graduate courses in Discourse, Intercultural and Interlanguage Pragmatics and supervise graduate research. Alongside a solid foundation for immersion in doctoral research, I owe a great deal of my pedagogical philosophy to that which is both espoused and concretely practiced by faculty in the program.

Throughout the experience, I found myself challenged and supported in both coursework and individual research. Paramount were the ways in which the faculty facilitate a passion for language, discourse and critical thinking within various thematic domains. The MA program not only laid the groundwork for further empirical and academic work, it contributed to the acquisition of a keen critical faculty in relation language use in its various forms which has been directly applicable to a variety of endeavours in the private sector as well.

To this day, my empirical orientation is permeated by an interest in linguistic and multimodal phenomena which originally manifested during my MA work. More importantly, it was the passion and encouragement from faculty in the department which was a crucial factor in perusing a career of professional inquiry.  The experience was and will continue to be one of the critical component in my professional maturation.

Viviane Grandpierre, MA/12 – PhD student, Rehabilitation Sciences Program, University of Ottawa; Research assistant, Audiology Research Lab, CHEO

After graduating the Applied Linguistics and Discourse Studies Masters program at Carleton University in 2012, I was hired as a research assistant at the Audiology Hearing Lab at the Children’s Hospital of Eastern Ontario.  After having first-hand experience working in a research environment, I decided to pursue my research interests in the accountability of cultural diversity in healthcare services at a doctoral level. In 2013, I applied and got accepted into the Rehabilitation Sciences PhD program at the University of Ottawa.  My interest in cross-cultural communication came about after taking Professor Trudy O’Brien’s classes on intercultural communication. It was her passionate way of teaching that inspired the direction of my career and Carleton’s MA program in Applied Linguistics and Discourse studies that ensured its attainability.

John Haggerty on the beach in Vancouver John F. Haggerty, MA/11 – PhD Candidate and Sessional Lecturer, Dept. of Language and Literacy Education, University of British Columbia, Vancouver, Canada

After spending many years teaching English overseas, I decided in 2010 that an academic upgrade was necessary. Given my age and the length of time I had been out of academics (20 years), I was somewhat apprehensive about coming back to do my MA. Right from the start, the professors and staff at Carleton made me feel right at home. I received excellent guidance and support as I completed my field research in Asia, presented at international conferences, and prepared for the challenges of academic writing and publishing. My MA experience prepared and inspired me to pursue my doctorate and continue my academic journey. I am now a Sessional Lecturer and Doctoral Candidate (ABD) in the Dept. of Language and Literacy Education at the University of British Columbia, Canada. Since completing my MA, I’ve authored or co-authored two journal articles and two book chapters, continue to present at conferences, and have gained valuable experience participating in a number of collaborative research projects. In addition to the financial support I received from Carleton to complete my MA, I also was fortunate to be awarded both a 4-year UBC Doctoral Fellowship in 2012 and a 3-year Joseph-Armand Bombardier Canada Graduate Scholarship in 2014 in support of my doctoral studies. All of this would not have been possible without the solid foundation I received at Carleton and the continued support I’ve received.

Nicole Jacobson Nicole Jacobson, MA/16  Research Facilitator, Department of Academic Family Medicine, College of Medicine, University of Saskatchewan

I completed my MA in Applied Linguistics and Discourse Studies at Carleton in 2016. My research was rooted in writing and genre studies—specifically, academic writing in tertiary education and writing in blended and online learning environments.

I currently work as a research facilitator with the Department of Academic Family Medicine’s Research Division at the University of Saskatchewan. Our division supports the research efforts of AFM residents in rotation around Saskatchewan. I assist with the development and delivery of Clinical Research Methodology, an online course aimed at helping first-year AFM residents develop their clinical research skills. I consult on the course’s curriculum and work to adapt it into an effective and engaging OL environment on a continuing basis. I also write and revise research articles (abstracts and literature reviews, mostly) for other members of the division.

The ALDS program helped me to develop fundamental research skills and to refine my writing abilities, faculties that are essential in my day-to-day work. In pursuing writing studies, I’ve learned about what knowledge can look like and what function it can serve in both academic and non-academic communities. Understanding how different communities undertake, translate, and mobilize research has helped me to navigate the broad canon of clinical research for myself and for residents. Without ALDS and its professors, staff, and students, I would not have been able to occupy this role as confidently and as comfortably as I have.

Headshot of Amanda in a hooded parka at -50 Celcius Amanda Juby, MA/06 – English Curriculum Development Counselor, Kativik School Board

My quality of life was and remains amazing. I have had the opportunity to explore who I am as a person and as a teacher. It has been an interesting journey, not always easy. My life has slowed down. I haven’t worn a watch in two almost three years. I am still working for the Kativik School Board but I am now working in curriculum development. My main projects include the construction of competency-based exams for the high school end-of-cycles (i.e. Grade 8 and Grade 11). In addition, I am working on constructing a competency-based Social Studies program. It is particularly challenging as it must be adapted to ESL, respect Inuit culture and traditions, and conform, to a certain extent, to the expectations of the MELS (Ministre de l’education du Loisir et du Sport). It is an interesting and motivating project.(This photo was taken at – 49° Celsius.)

Headshot of Aman Aman Khan, MA/12 – Lead ESL Instructor, Saskatchewan Intercultural Association

I am writing today to express my great gratitude to School of Linguistics and Language Studies, Carleton University. The School awarded me with a scholarship and, over the past two years, gave me the opportunity to equip myself with an understanding of modern trends and traditions in Applied Linguistics, in particular Academic Discourse.  The School broadened the horizon of my learning and opened up new avenues for critical thinking. As well the School provided me with new tools of analysis and gave me enlightening insight into words and their meanings. During my degree program at Carleton, I worked with several organizations as a material developer, course writer and reviewer particularly focused on creating language learning materials. Also, I was invited as a guest speaker to Boston and Monterey, California. The encouraging words of all my teachers kept me on track during my education and encouraged me to continue my intellectual search and research. My research interest lies in the identity formation and educational discourse of post-secondary students at a tertiary level.  I have been through many different stages during my research but finally I achieved my goal. I completed my degree program on December 31, 2011 and on the very same day applied for an ESL Instructor position at the Saskatchewan Intercultural Association. I was successful in this application and will soon begin my job as lead instructor at SIA where we teach English to immigrants from different countries around the world. Today, I feel so special and proud about my school experience and see it as the best experience I’ve ever had.So again, thank you so much to everyone in the School. I will be in touch again soon. I am flying Saskatoon this weekend!

Headshot of Heekyeong Heekyeong Lee, MA/99 (Carleton), PhD/05 (McGill) – Assistant Professor, Graduate School of Translation, Interpretation, & Language Education, Monterey Institute of International Studies (A graduate school of Middlebury College), Monterey, California

I came to Canada in 1997 as a high school teacher wanting to improve my English instruction. While enrolled at Carleton University I became familiar with various theories and practices of second/foreign language teaching and research methodologies and thanks to the esteemed and inspiring faculty at SLALS, I found my new passion: doing research to understand how students learn and what influences their learning process. I then subsequently enrolled in a PhD at the Faculty of Education, Integrated Studies of Education at McGill University. Since I graduated from Carleton, I have worked as a language specialist and teacher educator in various linguistic, cultural, professional environments. One of the first challenges I had was to work as a pedagogy consultant for the Foreign Language Institute of Ottawa (FLIO) that offers 43 different foreign language training programs to the Canadian diplomatic corps and Members of Parliament in Canada. I was responsible for the in-service training of teachers from varied age, cultural, educational and professional backgrounds including African, Asian, and Arabic countries. I soon realized that I was able to put what I have learned at Carleton into practice by conducting workshops on various themes such as language teaching methodology, learning styles, material development, and intercultural effectiveness. After completing my doctoral study, I taught EFL at the University of L’Aquila in Italy where I also worked as a tester of PET (Preliminary English Test) and FCE (First Certificate in English) following the Common European Framework of Reference. I was Adjunct Faculty at College of Saint Elizabeth in New Jersey teaching academic listening and speaking skills for international students. Currently, I am an Assistant Professor in MA TESOL/TFL programs at Monterey Institute of International Studies in Monterey, California. I have been teaching various graduate courses covering principles and practices of language teaching, second language acquisition, applied linguistics research, and language teaching practicum. These days I often reflect on the excellent academic and professional trainings, tools, and supports I have received while I was in SLALS and try to practice with my current students and colleagues at the Monterey institute.

Headshot of Xuemei in garden Xuemei Li, MA/03 – Assistant Professor, Faculty of Education, Memorial University of Newfoundland

I spent two wonderful years at Carleton. What I learned and what I did research on while in SLALS contributed significantly to my subsequent doctoral research. This research was mostly centered on identities of cross-cultural individuals: academic writers, professional writers, and international students. After I graduated from Queen’s, I started to write a TESL textbook with two colleagues. The idea occurred when I was a graduate teaching fellow at Queen’s and I couldn’t find a suitable Canadian oriented textbook for my class. The book will be published by Oxford in 2011. Since moving to Newfoundland, I have become interested in the ESL and immigrant support programs at schools and in local communities. Today, part of my job is to develop B.Ed. and graduate courses for our new ESOL/TEFL program at the Faculty of Education. I would say my experience at Carleton was the first step toward my professional life in Canada.

 Headshot of Yoichi Yoichi Mukai, MA/14 – PhD student in Linguistics at the University of Alberta

My time in SLaLS provided me with a strong preparation to further pursue my academic career. That was not only to understand theoretical considerations of my research interests (e.g., second language acquisition and applied psycholinguistics) but also to gain great hands-on experience. My current doctoral study in the Department of Linguistics at the University of Alberta is built on the insights, knowledge, and research skills acquired as a graduate student and a research assistant at SLaLS. In addition, my master’s thesis supervisor, Dr. David Wood, was a great mentor as a researcher as well as an educator.

My present research interests lie in psycholinguistics, experimental phonetics, and second language speech (e.g., processing, perception, and fluency). I am under the supervision of Dr. Benjamin V. Tucker and Dr. Juhani Järvikivi. Research projects that I am involved in are (1) Priming effects and pupillometry in processing morphologically complex words (under the supervision of Dr. Juhani Järvikivi). (2) Pupillometry and processing of phonetic reduction of flap and /g/ in spontaneous speech (as well as processing of accented speech) (working as a research assistant under the supervision of Dr. Benjamin V. Tucker).

Don Myles Don Myles, MA/14  Sessional Lecturer, English for Academic Purposes, SLALS, Carleton University

After spending almost 5 years teaching English in language schools and universities in Mexico and China, I decided to return to Carleton to continue my education and improve my teaching qualifications. I was nervous about entering the ALDS MA program as a returning mature student after more than two decades away from school, but I should not have worried. I was treated wonderfully by the entire SLALS community at Carleton University and they continue to exceed my expectations both in my role as a student and as a colleague. Their support and generosity have played an important role in my success and enjoyment of my time at Carleton. The MA degree was a great balance of theory and practicality, and the experience continues to help inform my pedagogy to this day. In various courses, I gained experience with different research methodologies that could take my future beyond teaching. I entered the program with a focus on second language teaching and was introduced to the field of genre studies. My thesis combined these two complementary interests. While completing my MA, I accepted a position as a contract instructor teaching EAP at Carleton. I am confident I gained the position due to my experiences at Carleton, including my time as a TA. I continue to teach at Carleton and I love being a member of this wonderful educational community. I recognize that I would not be teaching here without my Masters. This degree has opened many new opportunities for me and has provided a solid foundation upon which to build my future. What I have learned in this MA program and in other courses and certificates still influences my own teaching and my continued professional development. With the help of the faculty and my supervisor Dr. Natasha Artemeva, I completed my thesis, presented the findings at a major international conference (SSLW 2014), and co-wrote a book chapter. My MA will certainly be the key that opens doors in my future.

 Headshot of Maureen Maureen O’Connor, MA/07 – Researcher/Project Manager/Consultant

I graduated in 2007 with an MA in Applied Language Studies, with a focus on French immersion, core French studies, and writing (through my Teaching Assistantship at the Writing Tutorial Service). Following my degree, I worked at Algonquin College as an instructor in the Language Institute and as a Research Associate at Carleton University on a study on language retention and motivation in the Canadian Public Service language training programs. With the experience I gained in qualitative and quantitative research at SLALS, I became a consultant with the University of Ottawa where I collected data on the communication and teamwork of health care teams and even had the opportunity to conduct observations in an operating room. Since then, I have continued to collect and analyze data, as well as manage research projects, and I am currently a Research Associate at the Conference Board of Canada. My 2 years in the MA program exceeded my very high expectations and were some of my favorite years thus far. The excellent and supportive Faculty, course content, and exceptional environment made it an unforgettable learning experience.

Christen Rachul Christen Rachul, MA/08, PhD/16 – Research and Evaluation Lead, Office of Educational and Faculty Development, Rady Faculty of Health Sciences, University of Manitoba.

I completed my MA in Applied Language Studies in 2008 with a focus on writing studies. Soon after I began working as a research associate at the Health Law Institute at the University of Alberta. I applied the research skills and theory that I had gained during the MA program to conduct studies in the field of health law and science policy. In 2012, I joined the first cohort of the PhD in Applied Linguistics and Discourse Studies. For my PhD research I combined my interest in writing studies with my research experience in health law and science policy in a study of Eating Well with Canada’s Food Guide. I successfully defended my PhD in May 2016. I am now the Research and Evaluation Lead, Office of Educational and Faculty Development, Rady Faculty of Health Sciences, University of Manitoba. I am responsible for developing and conducting evaluation and research projects for the health sciences education programs, particularly medical education, at the university. The graduate programs in the School of Linguistics and Language Studies provided me with a strong methodological and theoretical background and the faculty and staff in the School of Linguistics and Language Studies were and continue to be extremely supportive as I pursue my continually evolving career goals.

Fathiya Al Rashdi, MA/07 – PhD Candidate in Sociolinguistics, Georgetown University

Fathiya is a lecturer in the Department of English at Sultan Qaboos University in Oman. Currently, she is also pursuing a PhD in Sociolinguistics at Georgetown University in Washington D.C.

Headshot of Lori Lori Rosove, MA/09 – Instructor (Communication Skills for Engineering Students), Carleton University

Coming back to university as a mature student certainly had its challenges, which I was only able to meet with the guidance of the outstanding faculty, whose compassion and wisdom exceeded my expectations. When I began the masters program, my goal was to gain a stronger knowledge base from which to teach ESL. My interests veered over to the writing studies stream after a few short weeks of working as a teaching assistant at Carleton’s Writing Tutorial Service. This experience ultimately led to my research topic on first year students’ writing needs. Since graduating, I have attained teaching positions at Carleton University and the University of Toronto, both in the areas of ESL and Engineering Communication. I would not have been considered for any of these positions without my masters degree in language studies. My new career in teaching, particularly in writing communication, has been rewarding and I look forward to ongoing opportunities within the field.

Headshot of Phillip Phillip Sloan, MA/07 – PhD Candidate in Literacy, Rhetoric, and Social Practice, Kent State University

The Masters program in Applied Language Studies played a pivotal role in launching my academic career, and represents a positive turning point in my life. I came to Carleton from Detroit after finishing my Masters in Education, hoping to build a theoretical knowledge base to support my experiences as a writing instructor. During my two years in the program, my general interest in written communication blossomed into very specific goals for research and pedagogy. The classes were compelling and challenging, encouraging me to reflect on my own knowledge and assumptions. I began to conceptualize and re-conceptualize writing in new and interesting ways, expanding my notion of what it means to write. The ALS faculty were simply wonderful – knowledgeable, accessible, and unequivocally supportive. Even now, years after completing the program, they continue to advise me, both personally and professionally. With their help, I developed the confidence to join professional conversations, presenting at international conferences and submitting work for publication. Through the ALS program, I became a more effective instructor and researcher, a teacher-scholar for whom theory and practice directly inform one another. Within weeks of my graduation, I landed a full-time position at a university writing centre. Today, I move towards completion of a Ph.D. in Literacy, Rhetoric, and Social Practice at Kent State University. I can honestly say that I found my direction through the Applied Language Studies program; it was, for me, a formative experience.

Karin Tomosky-Chambers, MA/09 – Writer/Researcher, Academic Health Council

Hired by the Academic Health Council to write articles, documents and research regarding how to effectively use the OSCE (Objective Structured Clinical Examination) to assess teams rather than individually assessing medical students/graduates.

Michael Volek, MA/08 – Academic Coordinator, Athabasca University

During my time at Carleton, I developed an interest in discourse analysis based on systemic functional linguistics (SFL) and APPRAISAL theory. After graduation, I joined the English department at the University of British Columbia, where my attention turned to the work of an early 20th century language theorist named Mikhail Bakhtin. I am currently in the final stages of a doctoral project concerned with the role of Bakhtinian theory in contemporary sociolinguistic research, and have recently taken up a position as Academic Coordinator for English Language and Effective Writing Skills at Athabasca University. It is fair to say that none of this would have been possible without the dedicated support of the faculty and staff at SLALS.

Maria in front of a stop sign written in English and Inuktitut Maria Wilson, MA/02 – Senior Policy Advisor, Department of Health and Social Development, Inuit Tapiriit Kanatami

My MA degree has definitely helped me in my professional development. Studying genre, writing theories and workplace communication assisted me enormously in advanced comprehension of the context of workplace writing wherein organizational discourse is heavily influenced by the internal and external political, cultural and socio-economic environment. Since my graduation I have been in the milieu of written text as a means of communication and I have produced various pieces ranging from presidential speeches, briefing notes, federal government reports, proposals, and operational and strategic plans. Word and text are so powerful and disempowering at the same, which makes the whole process of creating texts engaging and exciting. Using emails on a daily basis as a key communication tool is another domain of its own. I was very lucky to have many professors who I still respect very much and remember.

Alisa Zavialova Alisa Zavialova, MA/15 – PhD Candidate in ALDS, Carleton University; Research Assistant for Dr. Janna Fox and Linguistic Scholar at Elsie MacGill Learning Centre, Carleton University; ESL Instructor at Graybridge Malkam, Ottawa, Canada.

I came to Carleton University as an international student from Ukraine, where I studied teaching English as a foreign language and graduated with Master’s degree in Foreign Language Philology in 2013.

Since I have always been passionate about language teaching and had taught English for several years prior to coming to Canada, I decided to complete the courses required for TESL Ontario certification as part of my MA course of study. In June 2015 I completed my Master’s degree in ALDS. My research investigated the role of explicit instruction of formulaic expressions for developing and improving second language (L2) pragmatic competence. When I was in my second year, I started to receive part-time job offers from several language schools in Ottawa, where I did my TESL practicum and later volunteered as an ESL teacher. I am currently working as an ESL instructor at Graybridge Malkam, where I teach LINC (Language Instruction for Newcomers to Canada) classes to newcomers to Canada as well as group and individual ESL courses for government employees at Health Canada

At the same time, I was extremely fortunate to be offered a research assistantship position by Dr. Janna Fox, who had been working on a longitudinal project on diagnostic assessment of academic writing skills of first year engineering students. I have been working with Dr. Fox since then and it has been a unique and valuable professional experience. I am extremely grateful to Professor Janna for giving such a great opportunity to me. As a result of my language assessment experience gained during my RA, I was hired as a linguistic scholar (writing instructor) by the Elsie MacGill Learning Centre that provides academic support for all 1st year engineering students. I want to emphasize that without gaining theoretical knowledge as well as practical experience during my MA program, I would not have been able to work as a language teacher with confidence.

I am currently a first-year PhD student at SLaLS, where I continue working with my MA thesis supervisor, a great teacher and mentor, Dr. David Wood. My present research interests lie in explicit teaching formulaic language and second language pragmatics, as well as in teaching formulaic expressions for enhancing grammatical competence.

One of the best things about the MA program in ALDS at Carleton is the great amount of support and guidance that all professors of our department are always willing to provide. Not only they help their students to succeed academically, but also share information on possible job opportunities where they can apply their professional skills and knowledge.

I strongly and without hesitation recommend this program to any Canadian or international students who are interested in pursuing graduate studies in the field of Applied Linguistics and Discourse Studies. This program will open doors to various opportunities for those who want to explore the power of language in use.