Marie-Paule Lory

Graduate Appointment: Language and Literacies Education Program (Curriculum, Teaching and Learning, OISE)

Marie-Paule was born and raised in France and completed her PhD at the University of Montréal. Her main research interests focus on linguistic social representation among language learners, as well as the inclusion of linguistic and cultural diversity in teaching practices. She has extensive experience in training teachers on innovative plurilingual pedagogical practices in Quebec and Ontario, and she is currently collaborating with the Ontario Ministry of Education, as well as school boards in Ontario, on several pedagogical projects on plurilingualism. She is also part of innovative research projects that support second language development through Creative Expression.

Current Courses

• FRE227 (Teaching and Learning a Second/Foreign Language)
• FRE354 (Teaching French in a Plurilingual Context)
• FRE453 (Teaching French Culture)

Graduate Course

• CTL3203 (Les approches pédagogiques plurilingues et pluriculturelles en éducation)

Education

• PhD, Didactique, University of Montréal
• MA, Second Language Acquisition, Université René Descartes (Paris, France)
• BA, Second Language Acquisition, Université René Descartes (Paris, France)

Areas of Teaching and Research Interests

• Plurilingualism
• Teaching and learning a second language
• Linguistic social representation
• Innovative pedagogical practices
• Inclusion and Equity in Education
• Linguistic and cultural collaboration in a learning space

Selected Publications 

Books 

• Lory, M.-P., & Valois, M. (2021). Online Pedagogical Guide: An Initiation to Plurilingual Pedagogical Approaches: Guide d’initiation aux approches plurilingues. https://edusourceontario.com/res/guide-approches-plurilingues

Articles & Book Chapters

• Lory, M.-P. (In Press). Plurilingual Kamishibaï: a plurilingual pedagogical art-based project to go beyond monolingualism in the classroom. In R. Zaidi, Boz, U. & Moreau, E. (Eds.). Transcultural Pedagogies for Multilingual Classrooms: Responding to Changing Realities in Theory and Practice. Multilingual Matters.
• Lory, M.-P. (2021). Plurilingual Practices, The Canadian Perspective. In E. Piccardo, G. Lawrence & A. Germain-Rutherford (Eds). The Routledge Handbook of Plurilingual Language Education (pp. 417–423). New York and London: Routledge.
• Prasad, G.L., & Lory, M.-P. (2020). Linguistic and Cultural Collaboration (LCC) in schools: Reconciling majority and minoritized language users. TESOL Quarterly, 54(4), 797–822. doi: 10.1002/tesq.560
• Farmer, D., & Lory, M.-P. (2019). Langues et identités plurielles en contexte éducatif canadien francophone : comment une langue s’épanouit-elle au travers des mouvements de société ? Revue canadienne des langues vivantes, 75(4), 353–364. doi:10.3138/cmlr.2019-0021

Other

• Lory, M.-P., Prasad, G., & DesOrmeaux, T. (2023). Monographie du ministère de l’Éducation : Une pédagogie sensible et adaptée à la culture et à la pérennisation de la langue française. CLÉ. Monograph, Ministry of Education of Ontario.

Selected Grants, Fellowships and Awards

• SSHRC Insight Development Grant, Co-investigator, 2020–2024, Awareness Matters: Fostering Critical Multilingual Language Awareness for All
• Current project with the ministry of Education of Ontario: Les approches plurilingues, Une ressource numérique pour les écoles de langue française de l’Ontario, CLÉ & Centre-Franco, 2023

Other

Member of the CREFO, Centre de recherches en éducation franco-ontarienne