Mission

Mission Statement (2025-2029) 

CLIC-GR is dedicated to advancing research on second-language learning as a deeply social, cultural, and identity-driven process. Our mission is to investigate how language education shapes—and is shaped by—learners’ identities, communities, and lived experiences, with particular attention to the interplay between language, culture, and power. Grounded in both theoretical inquiry and practical application, we aim to develop and evaluate innovative, culturally responsive, and ethically informed pedagogical approaches that foster inclusive, transformative, and contextually relevant language learning in higher education. Our work seeks to contribute to more equitable and reflective language education by addressing pressing contemporary issues such as decolonization, diversity, learner agency, and global-local tensions in language use. 

Research Axes 

Evolving Roles and Transformative Pedagogies in L2 Classrooms – how teaching and learning roles are being redefined in second-language classrooms; the impact of alternative assessment practices (e.g., gradeless approaches); shifting conceptions of the teacher’s role, and the relevance of classroom-based instruction; how innovative pedagogical approaches—such as transformative, experiential, decolonizing, and reflective practices—support meaningful learning experiences. 

Decolonization and Cultural Norms in Language Education – a critical look at second-language teaching through a decolonial lens; how linguistic norms are constructed and challenged, particularly in relation to learners’ perceptions of legitimacy in language use; ways that such dynamics shape learners’ relationships to English and Anglophone cultures; promotion of more inclusive and critically aware approaches. 

Identity, Community, and Contextualized Language Learning – the connections between language learning, identity formation, and community engagement; the relevance of learning languages such as English and French in specific sociolinguistic contexts (e.g., Montreal); ways in which pedagogical practices can better reflect and respond to learners’ local realities; ways to support stronger sense of belonging and meaningful participation in diverse communities. 

Ethics, Accessibility, and Global-Local Perspectives in L2 Education – the ethical dimensions of second-language teaching in a globalized world; ways to balance the global accessibility of English with concerns about linguistic and cultural imperialism; educators’ responsibilities in situating language learning within both global and local frameworks, with a focus on equity, accessibility, and cultural responsiveness in higher education.