Stephanie Arnott is an associate professor in the Faculty of Education, University of Ottawa. She completed her PhD in Second Language Education at OISE (University of Toronto) and worked as an elementary core French as a second language (FSL) teacher in Toronto (Ontario). She is presently coordinator of the Second Language Education Cohort (cL2c) in the Teacher Education program, and co-coordinator of the Second Language Teaching (SLT/ELS) program in partnership with the Official Languages and Bilingualism Institute (OLBI/ILOB). Her research focuses on second language education in Canada, including the shortage of French as a second language (FSL) teachers, the implementation of the CEFR in Canada, and innovation aimed at retaining teachers and students in FSL programs. Arnott is the recipient of the 2023 Robert Roy Award in second language teaching and research.
Stephanie Arnott
Profile
Director of Undergraduate Programs, Anglophone Sector
Journals
Fleming, D., Mbida, L., Bangou, F., Fleuret, C., Masson, M., Thibeault, J., & Arnott, S. (accepted). Plurilingualism: A review of theory and current practice. TESOL Canada Journal.
Azan, A., & Arnott, S. (accepted). From the peripheral to the transboundary: Documenting the lived experiences of students and parents with online math tutoring services. Canadian Journal of Family and Youth.
Arnott, S., Smith, C., Battistuzzi, A., Adatia, S., & Vignola, M.J. (2023). Exploring language examiner training as professional learning in a Canadian teacher education program. Second Language Teacher Education, 1(2), 89-113. https://doi.org/10.1558/slte.22643
Wernicke, M., Masson, M., Arnott, S., Le Bouthillier, J., & Kristmanson, P. (2022). La rétention d’enseignantes et d’enseignants de français langue seconde au Canada: Au-delà d’une stratégie de recrutement. Éducation et Francophonie, 50(2).
Smith, C. & Arnott, S. (2022). “French teachers can figure it out”: Understanding French as a second language (FSL) teachers’ work in the context of the COVID-19 pandemic. Canadian Journal of Applied Linguistics, 25(1), 88-109.
Arnott, S. & Mady, C. (2013), Obstacles and opportunities for literacy teaching: A case study of primary core French classrooms in Ontario, Language and Literacy, 15 (2), 101-127.
Arnott, S. (2011), Exploring the dynamic relationship between the Accelerative Integrated Method (AIM) and the core French teachers who use it: Why agency and experience matter, Canadian Journal of Applied Linguistics, 14 (2), 156-176.
Mady, C. & Arnott, S. (2010), Exploring the 'situation' of situational willingness to communicate: A volunteer youth exchange perspective, Canadian Journal of Applied Linguistics, 13 (2), 1-26.
Full list of publications and other scholarly contributions.
Research interests
- Student motivation in learning second/additional languages
- Canadian integration and adaptation of the Common European Framework of Reference (CEFR) (e.g. use of language portfolios in FSL teacher education)
- Canadian French as a second language (FSL) program implementation and stakeholder perspectives