Jordana Garbati, PhD
Contact InformationEmail: email@example.com
Phone: 519.884.0710 ext.3339
PhD (The University of Western Ontario)
MEd (Queen's University)
BEd (York University)
BA (York University)
Jordana Garbati began as the Writing Consultant at the Laurier Writing Centre in July 2013. She graduated with a BA (Hons.) with a specialization in French at York University and concurrently completed a BEd degree. She completed her MEd degree at Queen's and her PhD in Education with a focus on applied linguistics at The University of Western Ontario. She has taught students at the elementary, secondary, and post-secondary levels in Ontario and abroad. Her teaching and research interests include English language learners, French as a second language, and writing.
Garbati, J., & Samuels, B. (accepted, 2016). Analyzing stories from Canadian academic writing instructors: A collaborative autoethnography. Educational Studies.
Garbati, J., & Rothschild, N. (2016). Lasting impact of study abroad experiences: A collaborative autoethnography. Forum: Qualitative Social Research, 17(2).
Garbati, J. (2015). Book review: Language & learning: An introduction for teaching, Canadian edition. Canadian Journal of Education, 38(4), 1-3.
Garbati, J. F., & Mady, C. (2015). Oral skill development in second languages: A review in search of best practices. Theory and Practice in Language Studies, 5(9), 1763-1770.
Garbati, J., McDonald, K., Meaning, L., Samuels, B., & Scurr, C. (2015). Writing assignments and instruction at Ontario's publicly funded universities: A view from three disciplines. Toronto, ON: Higher Education Quality Council of Ontario.
Garbati, J. F. (2013). Core French teachers' perceptions of ELL inclusion: A mixed-methods investigation. Unpublished doctoral dissertation. The University of Western Ontario, London, Canada.
Garbati, J. F. (2013, August). French is hard: An English language learner’s experience in core French. In
C. Mady & K. Arnett (Eds.), Minority populations in Canadian second language education. Multilingual Matters.
Garbati, J. F., & Samuels, B.* (2013). Publishing in educational research journals: Are graduate
students participating? Journal of Scholarly Publishing, 44(4), 355-372.
Garbati, J. F. (2013, March). Curriculum as car. Réflexions, 32(1), 24-25.
Garbati, J., & Rothschild, N. (2012, October). Creating a positive core French learning environment.
Réflexions. 31(3), 20-21.
Garbati, J., & Samuels, B.* (August 22, 2012). Reflections on mentorship. University Affairs.
Garbati, J. F. (2009). [Review of the book The bilingual child: Early development and language contact.] The Canadian Journal of Linguistics, 54(3), 567-560.
Upitis, R., Smithrim, K., Garbati, J., & Ogden, H. (2008). The impact of art-making in the university
workplace. International Journal of Education & the Arts, 9(8).
CONFERENCE PRESENTATIONS (selected)
Garbati, J., Samuels, B., & Khimasia, T. (2014, February). Welcome to the Write Place: A reflection of our roles as writing instructors. Writing Research Across Borders conference, Paris, France.
Study finds a lack of structure and cohesion in how writing is taught at university. Written by Natalie Samson. University Affairs, October 14, 2015.
English Language Learners (ELLs) in the classroom. Written by Alyson Watson, Faculty of Education, The University of Western Ontario. Research in Action: Western Education's Research Report, Volume 2, Issue 1. Fall 2013.
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*Authors listed in alphabetical order.