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Danielle Freitas

Dr. Danielle Freitas

Associate Dean

Faculty of Humanities & Social Sciences

danielle.freitas@sheridancollege.ca

Dr. Danielle Freitas is the interim Associate Dean of the School of Communication and Literary Studies in the Faculty of Humanities and Social Sciences. She holds a PhD in the Language and Literacies Education, with a specialization in Comparative, International and Development Education (CIDE) from the Ontario Institute for Studies in Education (OISE) of the University of Toronto.

She earned her first Master’s degree in Second Language Education, with a specialization in CIDE from OISE, University of Toronto, and earned her second Master’s degree in TESOL from the Institute of Education (IOE) of the University College London (UCL). She has been involved academically and professionally in English language teaching for over 15 years, and her main research interests and expertise lie in the areas of language teacher education, teacher learning and development, language learning, assessment, Vygotskian sociocultural theory of mind, and mixed methods research.

Dr. Freitas holds several teaching qualifications from the University of Cambridge, including CELTA, ICELT and DELTA. She is a TESL Canada, TESL Ontario, and  CELTA teacher educator and is also an IELTS and a Cambridge English Qualifications Examiner. She has worked as an administrator in post-secondary education, taught ESL and trained English language teachers in Brazil, England, USA and Canada. She has published papers and presented at several local and international conferences on various topics, including teacher identity, teacher learning and development, educational technology and assessment. She has carried out research studies on language proficiency examiners’ identity, teacher learning in TESL Canada courses, teacher learning and development in CELTA courses, amongst others. Dr. Freitas’ latest research project explores the teacher learning and development of student teachers in a TESOL Graduate certificate program in Canada.

Research Interests

  • Language Teacher Education; Teacher Learning; Teacher Development; Vygotskyan Sociocultural Theory of Mind; Mixed Methods Research; Assessment; Language Learning

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

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.

Grants

  • "Learning to teach English in the TESOL Plus graduate certificate program at Sheridan College (Phase 2)". Sheridan College. SRCA. $10,000. 2021-.
    Danielle Freitas (Principle Investigator), Team of seven research assistants.

  • "Learning to teach English in the TESOL Plus graduate certificate program at Sheridan College (Phase 1)". Sheridan College. SRCA Growth Grant. $5,000. 2018.
    Danielle Freitas (Principle Investigator), Team of seven research assistants.

  • "Sheridan College CPOD Grant". Sheridan College. Center for People and Organizational Development. $1,000. 2019.
    Danielle Freitas (Employee Grant).

  • "Sheridan College CPOD Grant". Sheridan College. Center for People and Organizational Development. $1,500. 2018.
    Danielle Freitas (Employee Grant), n/a.

  • "OGS Grant". University of Toronto. $15,000. 2017.
    Danielle Freitas (Recipient).

  • "Sheridan College CPOD Grant". Sheridan College. $1,500. 2017.
    Danielle Freitas (Employee Grant).

  • "Doctoral Grant". University of Toronto. OISE. $101,315. 2013.
    Danielle Freitas (Recipient).

  • "College Grant". Greystone College. $3,750. 2011.
    Danielle Freitas (Recipient).

  • "Master's Grant". University of Toronto. OISE. $22,000. 2011.
    Danielle Freitas (Recipient).

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