Dr. Danielle Freitas

Book Chapters

• Freitas, D., Zainub, A. (2019). Reaching for my Multiplicity of Identities: My Decolonizing Journey as an English Language Proficiency Examiner. In Decolonization/Decolonial/Anti-Colonial Theory: Shared lineages and contestations. Sense Publishers.

• Freitas, D., Lima, C. (2008). Emendatio Libelli: Uma Reconstrução do Instituto a partir do Paradigma do Estado Democrático de Direito. In Direito Processual: Estudos no Estado Democrático de Direito. IEC PUC Minas.

Conference Presentations

• Freitas, D. (2021-11-13). The power of messaging apps to promote peer-learning in language teacher education. TESL Newfoundland and Labrador Conference. Newfoundland and Labrador, Canada.

• Freitas, D. (2021). Teacher Learning in Short, Intensive Preservice TESOL Certificate Courses. 17th Annual CamTESOL Conference on English Language Teaching. Phnom (virtual), Cambodia.

• Freitas, D. (2020). Same CELTA course, same learning? Explaining how CELTA trainees experience the same CELTA course differently. Cambridge English Awards Conference. (virtual), Turkey.

• Freitas, D. (2020). Using a mixed methods methodology in language teacher education – the way forward?. Symposium on new perspectives in Language Education. Toronto (virtual), Canada.

• Freitas, D. (2020). Peer-learning in language teacher education: The power of WhatsApp groups in mediating student-teachers’ learning. Canadian Society for the Study of Education Annual Conference. London, Canada.

• Freitas, D. (2021-02-21). Learning to become an English language teacher: What does it really mean?. JPFSR Symposium. Toronto, Canada.

• Freitas, D., Alexandre, S., Zolcinski, L., Sidhu, S., Liu, S., Physk, T., Verma, K. (2019-12-06). Becoming an English language teacher. TESL Ontario Conference. Toronto, Canada.

• Freitas, D., Alexandre, S., Zolcinski, L., Sidhu, S. (2019). What does it really mean to learn how to become and be an English language teacher?. TESL Toronto Conference. Toronto, Canada.

• Freitas, D. (2018). Plurilingualism in TESL/TESOL Programs: are we there yet?. 4th Colloquium on Languages, Culture, Identity in Schools and Society. Soria, Spain.

• Freitas, D. (2018). Integrating plurilingual pedagogies in the ESL classroom. TESL Toronto Conference. Toronto, Canada.

• Freitas, D. (2017). Overcoming the theory-practice debate: A perspective from the TESOL Plus program. TESL Ontario Conference. Toronto, Canada.

• Freitas, D. (2017). Developing trainee-teachers’ identity in a CELTA course. TESL Canada Conference. Niagara Falls, Canada.

• Freitas, D. (2017). Training and educating English language teachers. TESL Toronto Conference. Toronto, Canada.

• Freitas, D. (2017). The Social and academic integration of Syrian refugees in Canadian schools. Celebrating Linguistic Diversity Conference. Toronto, Canada.

• Freitas, D. (2016). IELTS examiners’ identities. TESL Ontario Conference. Toronto, Canada.

• Freitas, D. (2016). Constructing trainee-teachers’ identity through post-teaching reflection in a CELTA course.. the International Association of Teachers of English as a Foreign Language – IATEFL. Birmingham, United Kingdom.

• Freitas, D. (2016). Identity at work: How a new leader constructed her professional identity during the first eight months of leadership. America Association of Applied Linguistics – AAAL. Orlando, United States.

• Freitas, D. (2016). Non-native speakers testing native speakers’ language abilities?”: English language examiners’ identities in high-stakes English oral examinations. America Association of Applied Linguistics – AAAL. Orlando, United States.

• Freitas, D. (2015). Rethinking monolingualism in TESOL courses: A plurilingual view. International Association of Teachers of English as a Foreign Language – IATEFL. Manchester, United Kingdom.

• Freitas, D. (2015). Implementing change in the classroom: Tracing teacher’s learning and development. TESOL International Conference. Toronto, Canada.

• Freitas, D. (2014). Implementing Change in the Classroom: tracing teacher learning. TESL Ontario Conference. Toronto, Canada.

• Freitas, D. (2014). TESOL courses – Is teacher learning really taking place? . University of Cambridge Graduate Research Conference. Cambridge, United Kingdom.

• Freitas, D. (2014). Diverse learners in TESL programs – A case study of teacher learning. Celebrating Linguistic Diversity Conference. Toronto, Canada.

• Freitas, D. (2014). Success in Internationally recognised TESOL training courses – Is it a matter of luck? . Comparative International Education Society – CIES Conference. Toronto, Canada.

• Freitas, D. (2014). Novice teacher again? Struggles of an experienced l2 teacher during the implementation of a new curriculum. America Association of Applied Linguistics – AAAL. Portland, United States.

• Freitas, D. (2014). Reclaiming my multiple identities: A decolonizing journey. University of Toronto Decolonizing the Spirit Conference. Toronto, Canada.

• Freitas, D. (2013). Are you the right person? How culturally and socially constructed factors can facilitate success in a short introductory TESOL training course. America Association of Applied Linguistics – AAAL. Dallas, United States.

• Freitas, D. (2013). Learning to teach English in an intensive introductory TESL training course: A case study of English teacher learning. the University of Toronto Dean’s Graduate Student Research Conference. Toronto, Canada.

• Freitas, D. (2012). The effectiveness of one-month TESOL pre-service teacher education programs in changing student teachers’ prior learning experiences and beliefs. University of Toronto Dean’s Graduate Student Research Conference. Toronto, Canada.

• Freitas, D.. The power of messaging apps to promote peer-learning in language teacher education. Congress of Humanities and Social Sciences and the CSSE (Canadian Society for the Study of Education) Annual Conference. Edmonton, Canada.

• Freitas, D., Meridew, T.. Pedagogy: Rejects, fads and possibilities in language teaching and beyond. Plenary at the Vision 2020 Teaching Trends: Past, Present and Future .

• Freitas, D.. Plurilingual pedagogies in language teacher education: Rethinking TESL/TESOL programs. Symposium at TESL Canada Conference. Niagara Falls, Canada.

Conference Proceedings

• Freitas, D. (2018). Plurilingualism in TESL/TESOL Programs: are we there yet? . Proceedings of the International Colloquium on Languages, Cultures, Identity in School and Society, Spain.

Journal Articles

• Freitas, D. (2017). Overcoming the Theory and Practice Divide.Contact Magazine.

• Freitas, D. (2008). English Vowel Pronunciation and Language Transfer: a methodological investigation through Brazilian pronunciation.Revista Ethnic, 9(5).

• Freitas, D. (2008). English for Professional and Business Purposes: a methodological investigation.Revista Ethnic, 9(5), 1--6.