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Faculty of Humanities
Department of English Language Education
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Department of English Language Education

Dr VAN VIEGEN, Saskia

Dr VAN VIEGEN, Saskia

Associate Professor
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.