Our website uses cookies to enhance your browsing experience. If you continue to use this website, you consent to our use of cookies. Learn more

Emblem of The Education University of Hong Kong
繁简
Faculty of Humanities
Department of English Language Education
繁體简体
  • Facebook
  • Weibo
  • Twitter
  • Instagram
  • YouTube

Department of English Language Education

Prof VAN VIEGEN, Saskia

Prof VAN VIEGEN, Saskia

Professor (Teaching)
Teaching & Research InterestsPublicationsServiceAwards & HonorsProjectsSupervision

Journal Publications

  • Barkaoui, K., Holmes, J., Van Viegen, S. (2025) Pre-admission EAP Course  Completion as Evidence of English Language Proficiency for University Admission: A Longitudinal Evaluation Study. Journal of English for Academic Purposes. 77, 101555.
  • Griffiths, E., Neumann, H., Zappa-Hollman, S., & Van Viegen, S. (2025). The ‘hesitant  multilingual’: why do some students who use multiple languages not identify as multilingual?. International Journal of Multilingualism, 1-20.
  • Van Viegen, S., Lau, S.M.C., & Gu, M.M.Y. (2023). 20 years of critical inquiry in  language studies. Critical Inquiry in Language Studies. 20(1), 1-3.
  • Van Viegen, S., & Lau, S.M.C. (2022). Becoming critical sociolinguists in TESOL through translanguaging and embodied practice. TESL Canada Journal. 38(2), 199-213.
  • Van Viegen, S., & Jang., E.E. (2021). Moving from a Monolingual to Multilingual  Language Construct in Assessing English Language Development. Journal of Multilingual Theories and Practices. 2(2), 287-309.
  • Burton, J., & Van Viegen, S. (2021). Spoken word poetry with multilingual youth from  refugee backgrounds. Journal of Adolescent and Adult Literacy, 65(1), 75-84.
  • Van Viegen, S. (2020). Translanguaging for and as learning with youth from refugee  backgrounds.  Journal of Australian Applied Linguistics, 3(1), 60-76.
  • Van Viegen, S., & Zappa-Hollman, S. (2020). Plurilingual pedagogies at the post-secondary level:  Possibilities for intentional engagement with students’ diverse linguistic repertoires.  Language, Culture and Curriculum, 33(2).
  • Van Viegen, S., & Russell, B.  (2019). More than Language—Evaluating a Canadian University EAP Bridging Program.  TESL Canada Journal, 36(1), 97-120.
  • Van Viegen, S., Wernicke, M., & Zappa-Holman, S. (2019). On reconceptualizing linguistic and cultural boundaries in Canadian universities.  TESL Canada Journal, 36(1), vi-xxi.
  • Prasad, G., & Van Viegen, S. (2019).  Beyond two solitudes:  Integrating literacy research across linguistic, cultural and disciplinary boundaries.  Language and Literacy, 21(2), 1-4.
  • Stille, S., Bethke, R., Bradley-Brown, J., Giberson, J., Hall, G. (2016).  Broadening educational practice to include translanguaging:  An outcome of educator inquiry into multilingual students’ learning needs. Canadian Modern Language Review, 72(4), 480-503.
  • Stille, S., Jang, E.E., Wagner, M. (2016).  Building teachers’ assessment capacity for supporting English Language Learners through the implementation of the STEP language assessment in Ontario K-12 schools. TESL Canada Journal, 32, 1-23.
  • Stille, S. (2016). Identity as a site of difference: toward a complex understanding of  identity in multilingual, multicultural classrooms. Intercultural Education. 27(1), 483-496.
  • Stille, S.  & Prasad, G. (2015).  From “monolingual” to “multimodal” approaches to  teaching and learning in English language classrooms. TESOL Quarterly. 49(3), 608-621.
  • Jang, E.E., Cummins, J., Wagner, M., Stille, S., & Dunlop, M. (2015). Assessing school-aged English Language Learners in Ontario curriculum learning contexts using Steps to English Proficiency. Language Assessment Quarterly. 12(1), 87-109.
  • Stille, S. (2015).  Reconstructing literate identities:  Toward a plurilingual approach to language in education.  Canadian Diversity. 11(2), 113-118.
  • Lau, S.M., & Stille, S. (2014). Participatory research with teachers:  Toward a pragmatic and dynamic view of equity and parity in research relationships. European Journal of Teacher Education.
  • Stille, S., & Cummins, J. (2013). Foundation for learning: Engaging plurilingual students’ linguistic repertoires in the elementary classroom.  TESOL Quarterly. 47(3), 630-638.
  • Cummins, J., Mirza, R., & Stille, S.  (2012). Identity and engagement: Scaffolding learning among bilingual/ELL students. TESL Canada, 29(6), 25-48.
  • Stille, S. (2012). Re/making the ground on which they stand: Making a school garden with culturally and linguistically diverse students. Bilingual Basics: TESOL Newsletter, 13(1).
  • Stille, S.  (2011). Ethical readings of student texts: Attending to the process and production of identity in classroom-based literacy research.  Language & Literacy, 13(2), 66-79.
  • Stille, S.  (2011). Framing representations: Documentary filmmaking as research inquiry.  Journal of Curriculum and Pedagogy, 8(2).
  • Jang, E.E., Wagner, M., & Stille, S.  (2011). Issues and challenges in developing and  validating a language assessment framework, Steps to English Proficiency, for K-12 English language learners.  Cambridge ESOL Research Notes, 45, 8-13.
  • Jang, E.E, Wagner, M., & Stille, S.  (2011). A democratic evaluation approach to  validating a new English Language Learner assessment system: The case of Steps to English Proficiency. English Language Assessment, 4, 35-49.
  • Eidoo, S., Ingram, L., MacDonald, A., Nabavi, M., Pashby, K., & Stille, S. (2011). Exploring intersections in critical global citizenship education: Theoretical perspectives and classroom implications.  Canadian Journal of Education, 34(4), 59-85.

Books

  • Lau, S.M.C., & Van Viegen, S. (Eds.). (2020). Plurilingual Pedagogies: Critical and Creative Undertakings for Equitable Language (in) Education. Springer Educational Linguistics Series.

Book chapters

  • Lau, S.M.C., Oliveira, P. Van Viegen, S. (2025). Decolonizing applied linguistics. The Encyclopedia of Applied Linguistics. Wiley.
  • Spiliotopoulos, V., Van Viegen, S., Early, M., & Lam, C. (2024). Teacher professional learning communities and language assessment reform in western Canada. In L. Taylor & B. Baker (Eds.) Language assessment literacy and competence. Cambridge Studies in Language Testing (SiLT).
  • Habibie, P., & Van Viegen, S. (January, 2024). Editing, adjudicating and certifying scholarship: A humanist approach. Proofreading and Editing in Student and Research Publication Contexts: International Perspectives.
  • Van Viegen, S. (2022). Writing belonging with critical autoethnography. In P. Habibi & S. Burgess (Eds.) Scholarly publication trajectories of early career researchers: Insiders perspectives. (pp. 41-57). Palgrave MacMillan.
  • Anwarrudin, S., & Van Viegen, S. (2021).  Critical Literacies and Writing. In J. Pandya, R.A. Mora, J. Alford, N.A. Golden & R.S. de Roock, (Eds.), The Handbook of Critical Literacies. Routledge.
  • Lau, S.M.C., & Van Viegen, S. (2020).  Plurilingual pedagogies: An introduction.  In Lau, S.M.C., & Van Viegen, S. (Eds.), Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language Education.  Springer.
  • Moore, D., Lau, S.M.C., & Van Viegen, S. (2020).  Mise en écho perspectives on plurilingual competence and pluralistic pedagogies: A conversation with Daniele Moore.  In Lau, S.M.C., & Van Viegen, S. (Eds.), Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language Education.  Springer.
  • Van Viegen, S. (2020).  Remaking the ground on which they stand:  Plurilingual approaches across the curriculum. In S.M. Lau & S. Van Viegen, (Eds.), Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language Education. Springer.
  • Van Viegen, S., & Lau, S.M.C. (2020).  Core principles for plurilingual pedagogies. In S.M. Lau & S. Van Viegen, (Eds.), Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language Education. Springer
  • Van Viegen, S. (2020).  Becoming posthuman - bodies, affect, earth at the school garden.  In Toohey, K, Smythe, S., Dagenais, D., & Forte, M. (Eds.), Transforming Language and Literacy Education:  New Materialism, Posthumanism an Ontoethics. Routledge.
  • Cummins, J., Ntelioglou, B., Prasad, G., & Stille, S. (2017).  Identity text projects:  Generating academic power in multilingual classrooms.  In J. Cummings & M. Blatherwick (Eds.), Creative practices in curriculum and teaching in the 21st century. Pearson.
  • Stille, S.  (2015). Participatory and collaborative methodologies in literacy research.  In J. Rowsell & K. Pahl, (Eds.), Routledge Handbook of Literacy Studies. Routledge.
  • Stille, S. (2014).  Who were we becoming?  Revisiting cultural production in room 217.  In J. Rowsell & J. Sefton-Greene, (Eds.), Revisiting Learning Lives. Routledge.
  • Stille, S. (2013). Making an edible school garden with multilingual children:  Engaging inguistic, cultural, and community resources. In S.V. Chappell & C.J. Faltis, C. J. (Eds), The arts and emergent bilingual youth: Building critical, creative programs in school and community contexts. New York: Taylor and Francis
  • Stille, S. (2012).  Garden as text: Cultivating knowledge between parents and their children.  In K. Pahl, & J. Rowsell (Eds.), Literacy and education: Understanding new literacy studies in the classroom. (2nd ed.) Sage: London.
  • Stille, S. (2012). Multiple Stories: Alternate constructions of m/othering in the context of family violence.  In S. Springgay & D. Freedman (Eds.), Mothering a bodied curriculum: Emplacement, desire, affect.  University of Toronto Press, Toronto.
  • Cummins, J., Early, M., & Stille, S. (2011).  Frames of reference: Identity texts in perspective.  In J. Cummins & M. Early (Eds.), Identity texts: The collaborative creation of power in multilingual schools, pp. 21-44.  Staffordshire, UK:  Trentham Books
  • Cummins, J., Early, M., Leoni, L, & Stille, S. (2011). “It really comes down to the teachers, I think”: Pedagogies of Choice in Multilingual Classrooms.  In J. Cummins & M. Early (Eds.), Identity texts: The collaborative creation of power in multilingual schools, pp. 153-164. Staffordshire, UK:  Trentham Books
  • Cummins, J., & Stille, S. (2011). Engaging literacies:  Identity texts as catalyst and medium for academic performance.  In C. Rolheiser, M. Evans, & M. Gambhir (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum.  Ontario Institute for Studies in Education:  Toronto.

Edited Journal Special Issues

  • Van Viegen, S., Wernicke, M., & Zappa-Holman, S. (Eds.). (2019). Language in higher education.  Special issue of TESL Canada Journal, 36(1).
  • Prasad, G., & Van Viegen, S. (Eds.). (2019).  Beyond two solitudes:  Integrating literacy research across linguistic, cultural and disciplinary boundaries.  Language and Literacy, 21(2).
  • Low, B., Kugler, J., Borri-Anadon, C., DeMartini, A., Larochelle-Audet, J. Potvin, M., Stille, S., Stuart-Rose, L. (Eds.) (2015).  Equity, inclusive and culturally responsive pedagogies: Training and experiences of professional educators in Quebec and Ontario.  Special issue of Canadian Diversity.