B.A. English and Design (Brighham Young University, 2000)
M.A. TESOL (Brighham Young University, 2002)
Ph.D. Applied Linguistics/ESL and Higher Education Administration (Purdue University, 2006)
Dr. Lucie Moussu is an Associate Professor in Writing Studies (Interdisciplinary Studies) and in her home Department, English & Film Studies, as well as Director of the University of Alberta's Centre for Writers (since 2009). At Ryerson University, in Toronto, she worked for three years as Assistant Professor in Applied Linguistics, Coordinator of ESL writing courses, and Director of the Writing Centre. She is Past-President of the Canadian Writing Centres' Association (CWCA) and organized the 2016 CWCA's conference in Calgary (bringing to the association its first ever SSHRC conference funding). She's also member of the University of Alberta's Academic Integrity Council and on the Journal of Response to Writing Editorial Board. Her research interests include Second Language Writing, writing centre administration, and the strengths of native and nonnative English-speaking ESL/EFL teachers.
She has published research articles in Language Teaching; TESOL Quarterly; The TESL Canada Journal; The TESOL Journal; Essential Teacher; WLN: A Journal of Writing Center Scholarship; TESL Reporter; ESC: English Studies in Canada; and English for Specific Purposes.
She is also the 2018-2019 Vice-President of the University of Alberta’s Faculty Women’s Club.
Moussu, L. (2018). Strengths of NESTs and NNESTs. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1217-1223). Hoboken. NJ: Wiley/Blackwell Publishers. https://doi.org/10.1002/9781118784235.eelt0813
Moussu, L. (2018). Shortcomings of NESTs and NNESTs. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1211-1217). Hoboken. NJ: Wiley/Blackwell Publishers. https://doi.org/10.1002/9781118784235.eelt0044
Moussu, L. (2016). Student attitudes, teacher self-perceptions, and Intensive English Program administrator beliefs and practices towards native and nonnative ESL teachers: Implications for teacher education and professional development. Book chapter for Teacher Education and Professional Development in TESOL: Global Perspectives, edited by TIRF (TESOL’s International Research Foundation for English Language Education). Routledge, pp. 68-80.
Moussu, L. and David, N. (2015). Writing centers: Finding a center for ESL writers. Book chapter in ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support, edited by Norman Evans and Neil Anderson. Routledge.
Moussu, L. (2013, Spring). Let’s Talk! ESL students’ needs and writing centre philosophy. The TESL Canada Journal (30)2, 55-68.
Moussu, L. (2012). Writing center. Book chapter in R. Kubota & Y. Sun (Eds), Demystifying Career Paths after Graduate School: A Guide for Second Language Professionals in Higher Education. Information Age Publishing Press.
Moussu, L. (2012, February). Bridging gaps--An unusual writing center bringing unusual high school students to university. WLN: A Journal of Writing Center Scholarship 36(5-6), 7-10.
Moussu, L. (2010). Influence of teacher-contact time and other variables on ESL students attitudes towards native- and nonnative-English-speaking teachers. TESOL Quarterly, 44(4), 746-768.
Moussu, L. (2010). Toward a conversation between ESL teachers and Intensive English Program administrators. TESOL Journal, 1(4), 400-426.
Moussu, L. & Llurda, E. (2008). Non-native English-speaking ESL teachers: History and Research. Language Teaching, 41(3), 315-348.
Moussu, L. & Braine, G. (2006). The attitudes of ESL students towards nonnative English language teachers. TESL Reporter, 39, 33-47.
Writing Studies (WRS) 301/603: Writing Centre Theory/Practice
Writing Studies (WRS) 605: Issues in Second Language Writing
This course will provide an overview of the theory and practice of teaching English for Academic Purposes to advanced proficiency English as a second language students.Winter Term 2021
Introduces students to the primary themes of interdisciplinary writing studies and collaborative learning necessary to successfully work as peer writing coaches in a university writing centre. Building on the foundation of theory, the course guides students through coaching sessions to synthesize an appropriate coaching practice. Prerequisites: *6 selected from 100-level ENGL or 100-level WRS (or consent of instructor).Fall Term 2020
Introducing students to research in writing studies with a focus on writing in the disciplines and in writing centres.Fall Term 2020