Researcher explores the intersections of trauma, migration and language learning

Tell us about yourself!

My name is Ava Becker, and I’m an Assistant Professor of Language and Literacy Education in the Secondary Education program here at the University of Alberta, where I wear many hats. Outside of the university, I am a proud partner, mama, daughter, sister, tía, friend and neighbour. 

What brought you to the U of A Faculty of Education?

The opportunity to grow as an early career researcher in a research intensive institution, while giving back to the public education system that I came up through.

What are your current research interests?

For many years, my research focus was on heritage language socialization in post-exile contexts. Recently, though, I’ve been building on insights from that research to engage more directly with the intersections of trauma, migration and plurilingualism. Drawing on my background in discourse analysis and multimodality, I’ve been exploring new methods for researching plurilingualism in trauma-informed ways. 

In one of my current projects, Towards Trauma-Informed Plurilingual Pedagogies in an Urban High School, I’m working with some outstanding graduate students and experienced teachers to co-design teaching methods that support students to use all of their language resources safely – that is, that foreground psychological, interpersonal and institutional safety. Plurilingualism refers to  “the dynamic use of multiple languages/varieties and cultural knowledge, awareness and/or experience in social situations,” and honours “even the most partial competences in and awareness of languages and cultures.” A groundswell of research in this area has found that inviting students to use all of their linguistic resources at school can lead to an increased sense of self-worth, greater engagement with the subject matter, and improved literacy in English and home or community languages. For some students, though, the use of particular languages at school can be experienced as unsafe, so this project aims to foster learning environments that are both validating and supportive of healing from language-based harm. 

What inspired you to enter this field?

I entered the field of education by way of applied linguistics. Because language – in all of its many forms – is the water we swim in, we don’t often have time to think about what we’re doing with language and how language shapes our realities and relationships. Teacher education is a powerful space to begin to examine the water together critically, so that we can make thoughtful choices when teaching language, and when teaching through language. I entered the field of applied linguistics by way of my honours BA in Spanish, which brought my attention to the distinction between Sausurre’s langue and parole, that is: there’s how we conceive of language in the abstract (langue) and then there's how we actually use language in the social world (parole). For me, studying what people do with language in the social world is an endless source of intellectual and creative satisfaction, and also a powerful space for social change.

Describe your teaching philosophy.

My teaching philosophy is a living document, but my core belief is that teaching and learning have the potential to transform our relationships to ourselves and to each other if they take place in spaces that honour human dignity. This belief took root at the beginning of my teaching career, and has become more important in recent years as more of the world has begun to witness mounting instability, ideological conflict and the erosion of democratic institutions.

As an applied linguist, praxis is central to my pedagogy. In my classes, I walk alongside my brilliant citizen sociolinguist students to analyze how social inequities are manifest in, perpetuated by, and resisted in everyday interactions both in and outside of the classroom. Doing this invites us to (re)examine how our beliefs about people and society manifest in our linguistic choices, and vice versa. Building awareness about the impacts of our languaging practices can show students what’s possible when it comes to developing a teaching practice that is in alignment with their own teaching philosophies.

What are your impressions of the U of A so far?

I completed my BA and MA here (Faculty of Arts), so my impressions are not first impressions. Despite the challenges that the U of A is grappling with at this tumultuous point in its history, I’ve had the privilege of working with some inspirational students and faculty here in Education and across campus. These connections fill my sails and remind me that without people, universities are just buildings. 

What interests you outside work?

Spending time with my young family, connecting with friends and community, and taking in Edmonton's vibrant performing arts scene.