Saskia Van Viegen Stille
Saskia Van Viegen Stille
Department of Languages, Literatures and Linguistics, York University
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TitleCited byYear
English language learners in Canadian schools: Emerging directions for school-based policies
J Cummins, R Mirza, S Stille
TESL Canada Journal, 25-25, 2012
" Through the Kaleidoscope": Intersections between Theoretical Perspectives and Classroom Implications in Critical Global Citizenship Education.
S Eidoo, LA Ingram, A MacDonald, M Nabavi, K Pashby, S Stille
Canadian Journal of Education 34 (4), 59-84, 2011
Foundation for learning: Engaging plurilingual students' linguistic repertoires in the elementary classroom
S Stille, J Cummins
TESOL Quarterly 47 (3), 630-638, 2013
Frames of reference: Identity texts in perspective
J Cummins, M Early, S Stille
Identity texts: The collaborative creation of power in multilingual schools …, 2011
“Imaginings”: Reflections on Plurilingual Students’ Creative Multimodal Works
S Stille, G Prasad
TESOL Quarterly 49 (3), 608-621, 2015
Ethical readings of student texts: Attending to process and the production of identity in classroom-based literacy research
S Stille
Language and Literacy 13 (2), 66-79, 2011
Investigating the homogeneity and distinguishability of STEP proficiency descriptors in assessing English language learners in Ontario schools
EE Jang, J Cummins, M Wagner, S Stille, M Dunlop
Language Assessment Quarterly 12 (1), 87-109, 2015
It really comes down to the teachers, I think’: Pedagogies of choice in multilingual classrooms
J Cummins, M Early, L Leoni, S Stille
Identity texts: The collaborative creation of power in multilingual schools …, 2011
Participatory research with teachers: toward a pragmatic and dynamic view of equity and parity in research relationships
SMC Lau, S Stille
European Journal of Teacher Education 37 (2), 156-170, 2014
Framing representations: Documentary filmmaking as participatory approach to research inquiry
S Stille
Journal of Curriculum and Pedagogy 8 (2), 101-108, 2011
Identity as a site of difference: toward a complex understanding of identity in multilingual, multicultural classrooms
S Stille
Intercultural Education 26 (6), 483-496, 2015
Broadening educational practice to include translanguaging: An outcome of educator inquiry into multilingual students’ learning needs
SVV Stille, R Bethke, J Bradley-Brown, J Giberson, G Hall
Canadian Modern Language Review 72 (4), 480-503, 2016
Steps to English Proficiency (STEP): Validation study
J Cummins, EE Jang, S Stille, M Wagner, J Byrd Clark, M Trahey
Final research report presented to the Ministry of Education). Toronto, ON …, 2009
Issues and challenges in using English proficiency descriptor scales for assessing school-aged English language learners
EE Jang, M Wagner, S Stille
Cambridge ESOL Research Notes 45, 8-13, 2011
Investigating the quality of STEP proficiency descriptors using teachers’ ratings
EE Jang, S Stille, M Wagner, M Lui, J Cummins
Final research report presented to the Ministry of Education, Modern …, 2010
Building teachers’ assessment capacity for supporting English Language Learners through the implementation of the STEP language assessment in Ontario K-12 schools
SVV Stille, E Jang, M Wagner
TESL Canada Journal, 1-23, 2015
Identity Text Projects
J Cummins, BY Ntelioglou, G Prasad, S Stille
Creative Dimensions of Teaching and Learning in the 21st Century, 69-76, 2017
Putting inner city students first: A school-university partnership
K Gallagher, D Rivière, C Fusco, S Niyozov, J Cummins, S Stille, J Flessa, ...
Toronto, ON: OISE/University of Toronto, Centre for Urban Schooling, 2011
Participatory methodologies and literacy studies
S Stille
The Routledge Handbook of Literacy Studies, 626-638, 2015
" Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms
S Stille
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