Monica Waterhouse

1er cycle

• Didactique de l’anglais, langue seconde
• Culture et didactiques des langues
• Supervision des stages au primaire et au secondaire

2e et 3e cycles

• LNG-7002 Méthodologie de recherche en didactique des langues (2019, 2017, 2016)
• LNG-7014 Sujets spéciaux en linguistique I - Introduction à la linguistique appliquée dans une perspective critique (2024)
• LNG-7015 Sujets spéciaux en linguistique II - Pédagogies critiques et enseignement des langues. (2014)
• LNG-7054 Lectures en Linguistique I (2025, 2023, 2020, 2015).

Projets subventionnés

• 2024-2025: co-chercheure; Entente Canada-Québec - Volet Enseignement des langues secondes - Action concertée, 154 864$ (27 720$ administré à l’Université Laval), CAPs et développement professionnel pour les futurs enseignants d'ALS. Avec Philippa Parks (chercheure principale, Université de Sherbrooke) et Caroline Riches (co-chercheure, McGill).
• 2025-2028: co-chercheure; Research Partnership Program, Canadian Association of Second Language Teachers, 4000$ + contributions en nature. Strengthening resilience in early-career ESL teachers. Avec Philippa Parks (chercheure principale, Université de Sherbrooke) et Caroline Riches (co-chercheure, McGill).
• 2016-2019: chercheure principale; Fonds de recherche du Québec sur la société et la culture - Établissement de nouveaux professeurs-chercheurs, 50 292$, Perspectives des enseignants sur les dimensions affectives des classes de langue pour les immigrants: implications pédagogiques et sociales
• 2013-2014: chercheure principale; Budget de développement de la recherche Nouveaux chercheurs, 5000 $, Faculté des lettres et des sciences humaines, Université Laval, Exploring the transformative powers of Deleuzean affect in immigrant English langugage classrooms: curricular and pedagogical implication.

Projets non-financés

• 2020-2024: Is an anti-racist, anti-colonial ESL practice possible?

Encadrement des étudiant.e.s de 2^e et 3^e cycles

Doctorant, Carl Laberge (en cours). Titre provisoire: Portraits des fonds de connaissances relevés dans deux réseaux de soutien : comment s’organisent des personnes immigrantes en processus d’alphabétisation et leur entourage. *Co-direction avec Catherine Maynard, UQAM.

Doctorant, Fabio Leonardo Cortés Rodríguez (en cours).  Titre provisoire: Second language teachers’ and students’ uses of AIs: describing and developing AI literacies in Quebec at the college level.

Doctorante, Natalia Carolina Cifuentes Sanchez (en cours). Exploring EAL pre-service teachers’ emerging identities and beliefs regarding plurilingual pedagogies through a professional development workshop. 

Doctorante, Célia Aparecida Barros Santiago (en cours). A mixed methods study of learner’s perceptions of the sociocultural content of an online French language program for immigrants: implications for supporting social integration and intercultural competence.

Doctorante, Terri-Ann Barrett (2020). An analysis of the language needs of Social Science Students at the University of the West Indies: Implications for assessment and teaching.

Nicolas Gaudet, Maîtrise avec essai (en cours). Sujet : à déterminer.

Bryony Ross, Maîtrise en littératures d'expression anglaise avec essai (2025). The Picturebook Triad: Exploring the Child-Adult-Picturebook Dynamic in Bill Martin Jr.’s Brown Bear, Brown Bear, What do You See?, Lynley Dodd’s Slinky Malinki, and Anthony Browne’s Voices in the Park. *Conseillère en collaboration avec la directrice Liani Lochner.

Narimane Taalba, Maîtrise avec essai (2024). L’intégration linguistique et socioculturelle des étudiants internationaux au niveau postsecondaire : les défis et les stratégies adoptées pour favoriser leur intégration.

Christina Driedger, Maîtrise avec mémoire (2020). Students’ Perceptions of their Intercultural Communicative Competence Following Intercultural Encounters with Language Assistants: A Multiple Case Study. *Co-direction avec Suzie Beaulieu.

Martha Lucia Navas. Maîtrise avec essai (2017). Contributions of the concept of investment as an alternative for understanding adults’ language learning motivation in contemporary contexts.

Articles

Waterhouse, M. (2021). Art, affect, and the production of pedagogy in newcomer language classrooms. Language and Education, 35(3), 268-284. DOI: 10.1080/09500782.2020.1846554 

Bangou, F. & Waterhouse, M. (2021). Introduction numéro spécial sur les Regards néo-matérialistes sur la didactique des langues (Introduction, special issue on New materialist perspectives on language education). Canadian Modern Language Review/Revue canadienne des langues vivantes, 77(4), 291-301.

Fleming, D., Waterhouse, M., Bangou, F., Bastien, M. (2017). Agencement, second language education and becoming: A Deleuzian take on citizenship.  Critical Inquiry in Language Studies,15(2), 141-160. DOI: 10.1080/15427587.2017.1365237

Waterhouse, M. (2016). Telling stories of violence in adult ESL classrooms: disrupting safe spaces. Special Issue of TESL Canada Journal/Revue TESL du Canada, 33(10), 20-41. http://dx.doi.org/1018806/tesl.v33i0.1244 

Masny, D., & Waterhouse, M. (2016). Capitalism, immigration, language and literacies:  mapping a politicized reading of a policy assemblage. Policy Futures in Education, 4(7), 1005-1019. DOI: 10.1177/1478210316663393  

Waterhouse M., & Arnott, S. (2016). Affective disruptions of the immigrant experience: Becomings in official language education research in Canada. International Multilingual Research Journal, 10(2), 121-136.  DOI: 10.1080/19313152.2016.1147307.

Waterhouse, M. (2012). "We don’t believe media anymore": Mapping critical literacies in an adult immigrant language classroom. Discourse, 33(1), 129-146.

Waterhouse, M. (2011). This Land is Our Land? Multiple literacies and becoming-citizen in an adult ESL classroom. Power & Education, 3(3), 238-248.

Waterhouse, M. (2011). Deleuzian experimentations in Canadian immigrant language education: Research, practice, and policy. Policy Futures in Education, 9(4), 505-517.

Masny, D., & Waterhouse, M. (2011). Mapping territories and creating nomadic pathways with Multiple Literacies Theory. Journal of Curriculum Theorizing,27(3), 287-307.

Waterhouse, M. (2008). A pedagogy of mourning: Tarrying with/in tragedy, terror, & tension. Transnational Curriculum Inquiry, 5 (2), 16-32.

Waterhouse, M. (2008). De/territorializations and language monsters. Educational Insights, 12(1).

Bangou, F., & Waterhouse, M. (2008). On ‘becoming’ technologically literate: A Multiple Literacies Theory perspective. Journal of E-Learning, 5(4), 445-456.

Chapitres

Parks, P., Babin, J., Waterhouse, M., Riches, C., & Mills, J. (under review). Building resilience in pre-service ESL teachers: A study of professional development and communities of practice in Quebec. In B. Kutsyuruba, K.D. Walker Mini, & S. Cherkowski (Eds.), Research Handbook on Educator Wellbeing and Resilience. Edward Elgar Publishing.

Waterhouse, M. (2025). Deleuze and Guattari and applied linguistics research. In C.A. Chapelle & K. Toohey (Eds.), The Encyclopedia of Applied Linguistics (Qualitative Methods). Wiley. https://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal20123

Waterhouse, M. (2020). Affect Theory as a lens on teacher thinking in adult language classrooms. Dans Toohey, K.,  Smythe, S., Dagenais, D., & Forte, M. (Eds.). Transforming language and literacy education: new materialism, posthumanism, and ontoethics (pp. 136-152). Routledge.

Waterhouse, M. (2020). Rhizocurriculum in ESL: instances of a nomad-education. In F. Bangou, M. Waterhouse & D. Fleming, & (Eds.), Deterritorializing language, teaching, learning, and research: Deleuzo-Guattarian perspectives on second language education (pp.21-42). Koninklijke Brill NV. DOI: https://doi.org/10.1163/9789004420939_002

Waterhouse, M., & Bangou, F. (2020). Introduction: towards extraordinary research in second language education. In F. Bangou, M. Waterhouse & D. Fleming, & (Eds.), Deterritorializing language, teaching, learning, and research: Deleuzo-Guattarian perspectives on second language education (pp.1-18). Koninklijke Brill NV. DOI: https://doi.org/10.1163/9789004420939_001

Waterhouse, M., & Chaudhuri, A. (2020). Experimentations in affective reading in adult language classrooms. In K. Lenters & M. McDermott (Eds.). Affect, embodiment, and place in critical literacy: assembling theory and practice (pp.51-61). Routledge.

Waterhouse, M. & Masny, D. (2017).  Rhizocurricular processes of dis-identification and becoming-citizen: provocations from newcomer youth.  In E. Lyle (Ed.), At the Intersection of selves and subject: exploring the curricular landscape of identity (pp.115-124). Sense Publishers.

Waterhouse, M. (2014). "We don’t believe media anymore": Mapping critical literacies in an adult immigrant language classroom. In D. Masny & D. R. Cole (Eds.), Education and the politics of becoming (pp. 129-146). Routledge.

Waterhouse, M. (2009). Reading peace as text: Multiple Literacies Theory as a lens on learning in LINC. Dans D. Masny & D.R. Cole (Eds.), Multiple Literacies Theory: A Deleuzian Perspective (pp. 133-149). Sense Publishers.

Masny, D. & Waterhouse, M. (2009). Apprendre des systèmes d’écriture: la perspective des littératies multiples. Dans D. Masny (Ed.), Lire le monde: Les littératies multiples et l’éducation dans les communautés francophones (pp. 329-363). University of Ottawa Press.

Waterhouse, M. (2008). Towards a conceptualization of ‘peace literacies’ on the front lines of peace education. In C. Maltais (Ed.), Perspectives on Multiple Literacies: International Conversations (pp.45-52). Temeron Books Inc.

Livres

Bangou, F., Waterhouse, M., & Fleming, D. (Eds.). (2020). Deterritorializing language, teaching, learning and research: Deleuzo-Guattarian perspectives on second language education. Koninklijke Brill NV.

Liste partielle

Waterhouse, M. (2025, June 5). Teacher responses to reading ‘The Arrival’ with adult newcomer language learners. Paper presented at the 20th Annual Symposium of LESLLA (Literacy Education and Second Language Learning for Adults). Québec City, Canada.

Waterhouse, M. (2025, January 8). Dream Team – Affectively charged events in inquiries: Vignettes as playgrounds for thinking. Workshop at the 8^th European Congress of Qualitative Inquiry. University of Edinburgh, Scotland. In collaboration with Geneviève Brisson, Magali Forte, Gabriele Budach, and Eugenia Vasilopoulos.

Waterhouse, M. (2023, May 29). (De)colonial becomings and language teacher education in Québec. Paper presented at the conference of Association canadienne de linguistique appliquée / Canadian Association of Applied Linguistics (ACLA-CAAL), York University, Toronto. Part of the symposium entitled Journeys in decolonizing FSL/ESL language teaching practice.

Waterhouse, M. (2021, August). Walking with teacher stories of/as affective becomings. Paper presented online at the 19^th World Congress of the Association internationale de linguistique appliquée (AILA). Groningen, The Netherlands. Part of the symposium entitled Ways of ‘becoming’: Exploring new materialist perspectives in Educational Research.

Waterhouse, M. & Driedger, C. (2019, June 3). Attending to affect and embodiment in research with language teachers. Paper presented at the Association canadienne de linguistique appliquée / Canadian Association of Applied Linguistics (ACLA-CAAL), University of British Columbia, Vancouver, BC.

Waterhouse, M. (2019, May 13). Art, affect, and the production of pedagogy. Paper presented at the 8^th International Second Language Pedagogies Conference (SLPC8). Second and Foreign Language Teaching and Learning: Continuities and Specificities. University of Sherbrooke, Québec.

Waterhouse, M. (2019, March 12). A materialist reading of arts-based language pedagogy in two immigrant classrooms. Paper presented at the American Association for Applied Linguistics (AAAL) Conference, The Sheraton, Atlanta, Georgia. Part of the Wilga Rivers Language Pedagogy Invited Colloquium entitled Expanding the Applied Linguistics Lens on Multiliteracies: Sociomaterial Assemblages.

Waterhouse, M. & Driedger, C. (2018, June 26). Rare yet significant: teachers’ views on affectively-charged events in newcomer language classrooms. EducLang Colloquium, University of Ottawa.

Waterhouse, M. (2017, July 6). Emotions in immigrant language education: from acquisition barrier to affective pedagogy.  Paper presentation at the International Symposium "Emo-learning: Affects in Language Learning" at the Catholic University of Louvain in Louvain-la-Neuve, Belgium.

Waterhouse, M. & Santiago, C. (2017, May 29). Vignette-based questionnaires for studying affect in ESL classrooms.  Paper presentation at the Association canadienne de linguistique appliquée / Canadian Association of Applied Linguistics (ACLA-CAAL), Ryerson University, Toronto, Ontario.

Waterhouse, M. (2016, June 1). Telling stories of violence in adult immigrant ESL classrooms: disrupting safe spaces. Paper presentation at the Canadian Society for Studies in Education (CSSE) Conference, University of Calgary, Calgary, AB.

Arnott, S., & Waterhouse, M. (2015, June 2). Two becomings of an immigrant life in second language education. Paper presented at the Canadian Society for Studies in Education (CSSE) Conference, University of Ottawa, Ottawa, ON. Note: Part of a symposium entitled.Research on Immigration and Language Learning: Blurring the Boundaries.

Waterhouse, M. (2014, June 15). Pedagogical landmines in adult immigrant ESL classrooms. Paper presented at the International Society for Language Studies (ISLS). Akita International University, Japan.

Waterhouse, M., & Mortier-Faulkner, G. (2014, May 27). Conceptualizations of affect in Canadian adult immigrant second language education. Paper presentation at the Association canadienne de linguistique appliquée / Canadian Association of Applied Linguistics (ACLA-CAAL), Brock University, St.Catherine’s, Ontario.

Waterhouse, M. (2013, April 30). (Re)thinking ethics as an event in educational research and practice. Paper presented at the American Educational Research Association (AERA) Meeting, San Francisco, CA.

Waterhouse, M. (2012, July 3). Mapping different curricular landscapes across citizenship education. Paper presented at the 4th World Curriculum Studies Conference of the International Association for the Advancement of Curriculum Studies, Rio de Janeiro, Brazil.

Waterhouse, M. & Masny, D. (2012, June 25). Irruptions of a rhizocurriculum: Deterritorializing literacies and citizenship. Paper presented at the 5th International Deleuze Studies Conference, Tulane University, New Orleans, LA.

Waterhouse, M. (2011, June 1). Deleuzian Rhizomes for (Re)thinking Curriculum. Paper presented at the Canadian Society for Studies in Education (CSSE) Conference, University of New Brunswick, Fredericton, NB. 

Waterhouse, M. (2011, April 10). This Land Is Our Land? Multiple Literacies and becoming-citizen in an adult English as a second language classroom. Paper presented at the American Educational Research Association (AERA) Meeting, New Orleans, LA. 

Waterhouse, M. (2010, May 29). Reading, becoming: Disrupting the peace in LINC. Paper presented at the Canadian Society for Studies in Education (CSSE) Conference, Concordia University, Montreal, QC.

Waterhouse, M. (2009, August). A becoming-Deleuzian in educational research: Multiple Literacies Theory (MLT). Paper presented at Connect Deleuze – The 2nd International Deleuze Studies Conference, University of Cologne, Köln, Germany.

Waterhouse, M., & Masny, D. (2009, May). Peace education in LINC: learning to agree to disagree. Paper presented at the Canadian Society for Studies in Education (CSSE) Conference, Carleton University, Ottawa, ON.

Bangou, F. & Waterhouse, M. (2009, mai 14). Apprendre à enseigner les langues secondes à l’aide des TIC: le point de vue de la théorie des littératies multiple. Présentation au Congrès de l'Acfas (Association francophone pour le savoir), Université d’Ottawa, Ottawa, ON.

Waterhouse, M., & Masny, D. (2008, May 30). Reading peace as text: Multiple Literacies Theory as a lens on learning in LINC. Paper presented at the Language and Literacies Researchers of Canada Pre-CSSE Conference, University of British Columbia, Vancouver, BC.

Waterhouse, M. (2008, March). From Identities to haecceities: Possibilities of a Deleuzean-informed poststructural framework for conceptualizing English language learning in the LINC program. Paper presented at the American Educational Research Association (AERA) Meeting, New York, NY. 

• Doctorat en éducation, concentration: Société, culture et littératies, Université d’Ottawa, 2011
• Maîtrise ès arts en éducation, concentration: Enseignement et apprentissage des langues, Université d’Ottawa, 2005