Applied Linguistics. Second Language Education
B.A., University of Windsor
M.A., University of Guelph
M.A., University of New England
Ph.D., University of Toronto
Research and Teaching Interests：
As an applied linguist, my primary research examines developmental processes informing L2 writing and draws from dynamic systems theory and usage-based theories of additional language development. I also explore the interface between emergentism and Vygotysky’s sociocultural theory, as well as the utility of literary texts for developing L2 proficiency. In the classroom, I engage students with recent studies on writing and literacy development, and encourage students to reflect upon and apply various educational theories to their own developing academic literacies.
- Fogal, G. G. & Verspoor, M. H. (Eds.). (under contract). Complex dynamic systems theory and L2 writing development. Amsterdam: John Benjamins.
- Fogal, G. G. (2012). Global focus: Integrated skills. Toronto: Oxford University Press.
- Fogal, G. G. (under contract). Unpacking ‘simplex systems’: Curricular thinking for L2 writing development. In G. G. Fogal & M. H. Verspoor (Eds.) Complex dynamic systems theory and L2 writing development. Amsterdam: John Benjamins.
- Fogal, G. G. (in press). Using thought modeling to identify control parameters: A complex dynamic systems theory perspective on ESL Shakespeare studies in Ontario secondary schools. In A. Paran (Ed.), Shakespeare and the second language learner. Bristol, UK: Multilingual Matters.
- Fogal, G. G. & Pinner, R. (in press). Exploring literary texts as a tool for developing L2 oral proficiency. In C. Jones (Ed.) Literature, spoken language and speaking skills in second language learning. Cambridge, UK: CUP.
- Fogal, G. G. (2019). Investigating variability in L2 development: Extending a complexity theory perspective on L2 writing studies and authorial voice. Applied Linguistics, 1-27.
- Fogal, G. G. (2017). Tracking microgenetic changes in authorial voice development from a complexity theory perspective. Applied Linguistics, 1-25.
- Fogal, G. G. (2017). Developing concept-based instruction, pedagogical content knowledge: Implications for teacher educators and L2 instructors. Language and Sociocultural Theory, 4(1), 53-75.
- Fogal, G. G. (2016).Genre-based writing classrooms and learner beliefs in East Asian EAP contexts. Asian Journal of English Language Teaching, 26, 1-27.
- Fogal, G. G. (2015). Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research. Language and Literature, 24, 54-72.
- Fogal, G. G., Graham III, F. H. & Lavigne, A. G. (2014).Blended learning: An evolving praxis. TESOL Journal, 5(2), 353–373.
|Courses No||Title||2020 Semester Offered|
Spring / Autumn
|THP101||THINKING PROCESSES||Spring / Autumn|