Leila Ranta, PhD
Contact
Associate Professor, Faculty of Education - Educational Psychology Dept
- lranta@ualberta.ca
- Phone
- (780) 492-7511
- Address
-
6-119K Education Centre - North
8730 - 112 St NWEdmonton ABT6G 2G5
Overview
Research
A second area of engagement has been the study abroad experience. This includes a SSHRC-funded study of international graduate students’ exposure to English and my ongoing role as the Academic Advisor for the Visiting Students Certificate Program (VSCP) at the University of Alberta International.
Courses
EDPY 417 - Grammar of English for Teachers of Adult ESL
The aim of this course is to develop students' explicit knowledge of English grammar, which provides the conceptual basis for grammar instruction. Emphasis will be placed on developing students' ability to provide explanations of the most important grammar rules for adult ESL and to design grammar focused activities. Prerequisite: LING 101 or equivalent.
EDPY 418 - Methodology in the Teaching of English as a Second Language to Adults
Students will learn how to respond to adult ESL students' learning needs using current ESL teaching principles and techniques, design lesson plans, evaluate resources, and assess learner progress. Prerequisites: EDPY 416.
EDPY 581 - Psychological Aspects of Bilingualism and Bilingual Education
Introduction to the study of bilingualism. Deals with the following questions: What is bilingualism? How do we measure bilingualism? How does a person become bilingual? What are the consequences of individual and societal bilingualism? Priority given to TESL Diploma, MEd, and PhD students. Students from other programs require consent of the TESL program.
Featured Publications
Ranta, L. & Lyster, R.
Routledge Handbook of Language Awareness. 2018 January;
Light, J. & Ranta, L.
TESL Canada Journal. 2016 January; 33 (2):40-56
Ranta, L., & Meckelborg, A.
Canadian Modern Language Review. 2013 January; 69 (1):1–33
White, J., & Ranta, L.
Language Awareness. 2002 January; 11 (4):259-290
Lyster, R., & Ranta, L.
Studies in Second Language Acquisition. 1997 January; 19 (1):37-66