Profile

Director, Undergraduate Studies

Language professor IV and Interim Assistant Director, Official Languages and Bilingualism Institute (OLBI)

PhD Translation Studies, University of Ottawa, Canada, 2016

Room 021, Hamelin Hall, 70 Laurier Avenue East

Work E-mail : [email protected]

Work E-mail : [email protected] 

Work E-mail : [email protected]

Reza Farzi

Fields of interest

• Application of technology in second language learning

• Language curriculum development and research

• Academic literacies and readiness of international students in Canadian universities

• Global Englishes language teaching framework

• Plurilingualism and pluriculturalism in language teaching

• Translanguaging practices and pluralingual approaches

• Language-driven strategies for effective EDI and internationalization

Biography

My primary research and teaching interests lie in technology-enhanced language learning and data-informed language curriculum development. I am specifically interested in exploring the application of technology in additional language learning, devising effective language curricular content and conducting research on the academic literacies and readiness of international students in Canadian universities. I am also interested in developing language-driven strategies to enhance equity, diversity, and inclusion (EDI) in educational settings and contribute to the internationalization of academic institutions. This work is motivated by over 20 years of (ESL and EFL) teaching at the university level, both in Canada and Iran.

Awards and achievements

• APTPUO Geraldine Arbach Dedicated Service Award, 2023

• University of Ottawa Leadership Award: Transition to Online and Distance Teaching Award, 2021

• Faculty of Arts Teaching Excellence Letters of Commendation, 2017–2022

• APTPUO Professional Development Fund, 2012–2014

• Pierre Daviault Scholarship, School of Translation and Interpretation, University of Ottawa, 2009–2010

Selected publications

Farzi, R., & Fellus, O. (2022). Mission Possible: Incorporating Academic Literacy and Readiness into an English Intensive Program Curriculum. OLBI Journal, 12, 263-283.

Farzi, R., Romero, G., & Fleming, D. (2021). A professional development program for Chinese EFL teachers: A Global Englishes Language Teaching framework. In Language Teacher Education for Global Englishes. Routledge, 38-43.

Khatin-Zadeh, O., Eskandari, Z., Cervera-Torres, S., Ruiz Fernández, S., Farzi, R., & Marmolejo-Ramos, F. (2021). The strong versions of embodied cognition: Three challenges faced. Psychology & Neuroscience, 14(1), 16.

Vasilopoulos, G., Romero, G., Farzi, R., Shekarian, M., & Fleming, D. (2019). The practicality and relevance of peace in an EFL teacher training program: Applications and implications. Critical Inquiry in Language Studies, 16(1), 10-29.

Farzi, R., & Dion, C. (2019). Multimodal Self-Feedback to Foster Metacognition in a Second Language Writing Environment: The Insiders’ Perspectives. Méthodal, 3, 97-115.

Courses taught

Graduate Courses:
  • BIL 5104
  • EDU 5188
  • EDU 5190
  • EDU 5242
  • EDU 5287 
  • EDU 5384
  • EDU 6111
  • EDU 6241
DLS Courses:
  • DLS 2101
  • DLS 2102
  • DLS 3100
  • DLS 3101
  • DLS 3103
  • DLS 4900
ESL Courses:
  • ESL 1112
  • ESL 1113 
  • ESL 2111
  • ESL 2112
  • ESL 2121
  • ESL 2122
  • ESL 2181
  • ESL 2221 
  • ESL 2222
  • ESL 2341
  • ESL 2351
  • ESL 2361
  • ESL 2371
  • ESL 3011
  • ESL 3181
  • ESL 3363
  • ESL 3371
  • ESL 3373
  • ESL 3441
Communication Courses
  • CMN 1148