Jérémie Séror

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Jérémie Séror
Director and Associate Dean of the Faculty of Arts, Associate Professor, Official Languages and Bilingualism Institute, and Member of the Faculty of Graduate and Postdoctoral Studies and thereby authorized to supervise theses.

2008 : Ph.D., Language and literacy education, University of British Columbia;
2002 : M.A., Language and literacy education, University of British Columbia;
1996 : B.Ed., Teaching French and English, University of Ottawa;
1995 : B.A., Linguistics and Second language teaching, University of Ottawa.

Room: 70 Laurier Avenue East, Room 021
Bureau: 613-562-5800 ext. 3403
Work E-mail: jseror@uOttawa.ca

Jérémie Séror

Biography

My research interests focus on the socially constructed nature of academic literacies and multilingual students' educational and social achievement. These interests are motivated by the desire to improve the educational circumstances of multilingual students and their instructors. This work is motivated by over 15 years of working as both a French and English language teacher in public schools, overseas, and in university settings. 
I am specifically interested in drawing on social theories of language to produce more robust and explicit understandings of the interaction of linguistic and social factors linked to language development.

Awards and Achievements

  • LLED Doctoral TESL Award, University of British Columbia, 2008;
  • Faculty of Education Graduate Teaching Award, University of British Columbia, 2008;
  • Travel award offered by the The Canadian Modern Language Review/ la Revue canadienne des langues vivantes, 2006;
  • SSHRC Doctoral research grant, 2004-2005;
  • Scott Paper Graduate Fellowship, 2003.

Ongoing Research

  • Developing academic biliteracy: Longitudinal case studies of learning to write in Canada's official languages, SSHRC, 2017-2022
  • Exploring the language socialization of university students participating in immersion programs;
  • Investigating the writing processes and strategies of second language (L2) students as they learn to write in university contexts;
  • Exploring the uses and applications of the use of screen capture technology for research and teaching in the context of second language classrooms.

Courses Taught

  • BIL 5502 : Méthodologies de recherche en études du bilinguisme
  • DLS 2101 : Listening and Reading;
  • DLS 2102: Speaking and Writing;
  • DLS 3110 : Teaching Grammar;
  • DLS 4105 :Language education in a multicultural and minority setting: From theory to practice;
  • DLS 4505 : Enseignement des langues en milieu multiculturel et minoritaire : De la théorie à la pratique;
  • ESL 2121 : Reading and Writing Skills for Second Language Learners: Advanced Level;
  • FLS 2751 : Perfectionnement de l’expression orale en français langue seconde I.

Selected Publications

  • Weinberg, A., Séror J. et Simonet, T. (Accepted). Sur la piste des facteurs d’attrition et de rétention au sein du Régime d’immersion en français à l’université d’Ottawa. Revue canadienne des langues vivantes/Canadian Modern Language Review.
  • Slavkov, N., & Séror, J. (2018, April 18). Introducing the linguistic risk-taking passport. Invited talk presented for the FSL Provincial Working Group, Toronto, Ontario.
  • Séror, J. (2018, April 13). Encourager l’étudiant à sortir de sa zone de confort : Le Passeport de prise de risque. Invited workshop presented at the Annual AQEFLS Conference, Montreal, Québec.
  • Séror, J. (2017). Mieux comprendre les dimensions cachées de l’écriture grâce à la vidéocapture. Journal de l'immersion, 39(2), 21-23.
  • Hamel, M.-J., & Séror, J. (2016). L2 writing processes mediated by technology. In C. Caws & M.-J. Hamel (Eds.), Learner Computer Interactions: New insights on CALL theories and applications (pp. 137-162). Philadelphia: John Benjamins Publishing Company.
  • Séror, J., Gohard, A., & Knoerr, H. (2016). Des théories de la linguistique appliquée à la didactique des langues et des cultures : Genèse de l’immersion. In H. Knoerr, A. Weinberg & A. Gohard (Eds.), Politiques et pédagogies de l’immersion en français au niveau universitaire (pp. 77-93). Ottawa: University of Ottawa Presses.
  • Séror, J., & Weinberg, A. (2016). Idéologie linguistique des acteurs du Régime d'immersion : le cas des professeurs de langues. In H. Knoerr, A. Weinberg & A. Gohard (Eds.), L'immersion française à l'université : politiques et pédagogies (pp. 379-400). Ottawa : Les presses de l’Université d’Ottawa.
  • Séror, J., Gohard, A., & Knoerr, H. (2016). Des théories de la linguistique appliquée à la didactique des langues et des cultures : Genèse de l’immersion. In H. Knoerr, A. Weinberg & A. Gohard (Eds.), Politiques et pédagogies de l’immersion en français au niveau universitaire (pp. 77-93). Ottawa: Les presses de l’Université d’Ottawa.
  • Séror, J., & Weinberg, A. (2015). The University of Ottawa Immersion Program: Identity construction at the intersection of Canada’s ‘two solitudes’. Journal of Immersion and Content-Based Language Education, 3(2), 241–267.
  • Weinberg, A., Séror, J., Knoerr, H., & Burger, S. (2015). Lessons learned from implementing French immersion studies program at the University of Ottawa. In R. W. Wilkinson, M. (Ed.), Integrating content and language in higher education: From theory to practice (pp. 195-120). Frankfurt-am-Main: Peter Lang.
  • Séror, J., & Lamoureux, S. (2014). Regards croisés sur l'immersion au niveau universitaire : Perspectives étudiantes. Les dossiers des sciences de l'éducation, 32, 95-110.
  • Seror, J., "“Or, just it’s my fault right”: Language socialization through L2 writing feedback.", Reflexivity in language education, Rethinking multilingualism and interculturality, J. B. Clark & F. Dervin, New York, Routledge, 2014, 64-80.
  • Hamel, M.-J. & Seror, J., "Innovative practices in computer assisted language learning", OLBI Working papers / Les cahiers de l'ILOB, 5, 2013, 196 pp.
  • Gentil, G., & Seror, J., "Canada has two official languages—or does it? Case studies of Canadian scholars’ language choices and practices in disseminating knowledge.", Journal of English for Academic Purposes, 13, 2013, 17-3-.
  • Seror, J., & Weinberg, A., "Personal insights on a postsecondary immersion experience: Learning to step out of the comfort zone!", Les Cahiers de l'ILOB / ILOB Working Papers, 6, 123-140, 2013.
  • Seror, J., "Screen capture technology: A digital window into students' writing processes / Technologie de capture d’écran: une fenêtre numérique sur le processus d’écriture des étudiants", Canadian Journal of Learning and Technology/La revue canadienne de l'apprentissage et de la technologie, 39(3), 1-16, 2013.
  • Séror, J. (2013). Computer-Assisted Qualitative Data Analysis Software (CAQDAS). In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics
  • Séror, J., & Weinberg, A. (2012). Construction identitaire et linguistique : Le régime d’immersion en français de l’Université d’Ottawa. Synergies Europe, 7, 215-230.
  • Séror, J. (2012). Show me! Enhanced feedback through screencasting technology. TESL Canada Journal, 30(1), 104-116.
  • Séror, J. (2011). Alternative sources of feedback and second language writing development in university content courses. Canadian Journal of Applied Linguistics (CJAL)/Revue canadienne de linguistique appliquée (RCLA), 14(1), 118-143;
  • Séror, J. (2011). Exploring the contributions of second language socialization research for language teaching. Contact Research Symposium Issue, 37(2), 17-32;
  • Séror, J (2009). Institutional forces and L2 writing feedback in higher education. The Canadian Modern Language Review/ la Revue canadienne des langues vivantes, 66(2), 203-232;
  • Bournot-Trites, M., Belliveau, G., Spiliotopoulos, V., & Séror, J. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 3 (1), article 9;
  • Séror, J. (2005). Computers and qualitative data analysis: Paper, pens, and highlighters vs. screen, mouse, and keyboard. TESOL Quarterly, 39 (2), 321-328;
  • Séror, J., Chen, L., & Gunderson, L. (2005). Multiple perspectives on educationally resilient immigrant students. TESL Canada Journal, 22(2), 55-74;
  • Séror, J. (2004). On victims, innocents and the need for some degree of verifiability: A Response to Wheeler's, "Krashen, a victim of history". TESL Canada Journal, 21(2), 116-125.

Selected Papers Presented at conferences

  • Hamel, M.J., Seror, J. & Dion, C., Intégration par des enseignants de langue seconde d'un logiciel de capture vidéo écran pour documenter le processus d'écriture, Montréal, 2 mai, 2014, 2e Colloque inernational sur les TIC en éducation : bilan, enjeux actuels et perspectives futures.
  • Hamel, M.J., Seror, J. & Dion, C., Portraits of learners mediating with technology, Université d'Ottawa, 24-25 avril, 2014, CCERBAL 2014 conference.
  • Seror, J. & Assaf, F., Learning to Write in the Digital Age: Writing Strategies on the Computer Screen., Montreal, October, 2013, World Social Science Forum 2013.
  • Seror, J., Writing with Others: Exploring Digital Strategies in L2 Writing, Matsumoto, Japan, June, 2013, CALL JALT 2013.
  • Seror, J., Learning to choose the right Site: Examining L2 learners' digital writing processes and strategies, Honolulu, Hawaii, May, 2013, CALICO 2013.
  • Seror, J. & Weinberg, A., Language ideologies at the heart of the University of Ottawa immersion program., Maastricht, April, 2013, ICLHE Conference.
  • Seror, J. & Durepos, J., Struggling for the right words: Analyzing L2 students' writing processes, Purdue University, Illinois, September, 2012, Symposium on Second Language Writing.
  • Seror, J. & Weinberg, A., Prendre son courage à deux langues : nouvelles perspectives sur l'immersion au niveau post secondaire au Canada, Waterloo, Ontario, May, 2012, ACLA/CAAL Conference.
  • Séror, J. (October, 2011) Show Me! Enhanced Feedback Through Screencasting Technology. Paper presented at the TESL Ontario Conference, Toronto, Ontario. 

Fields of Interest

  • Socialisation langagière en langue seconde
  • Didactique des langues secondes en milieux multiculturels
  • Développement des habiletés d'écriture en langue seconde
  • L'utilisation de la technologie en didactique des langues secondes
  • Didactique des langues secondes en contexte d'immersion
  • Méthodes de recherches en didactique des langues secondes
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