The Importance of Language, Identity, and Diversity in 21st Century Canadian Post-Secondary Education


  • James Corcoran OISE/University of Toronto


L2 writing, multilingualism, graduate, education, support


This editorial provides an argument for the centrality of issues of language, diversity, and identity in graduate education across Canadian post-secondary institutions. Highlighting the need for increased support for an expanding, increasingly diverse population of multilingual scholars with fluid, dynamic identities, this piece aims to stimulate critical reflection by educators and policy makers at Canadian universities on how to (better) support these students' academic enculturation. This support potentially includes increased writing (for publication) support, something the CJNSE provides through its mentored peer review process. This editorial concludes with a description of the five contributions in this issue related to issues of diversity and identity in language teaching/learning in varying Canadian elementary (Du), secondary (El Sherief), post-secondary (Godfrey-Smith; Kozak), and new Canadian (Mulcahy) contexts.

Author Biography

James Corcoran, OISE/University of Toronto

James is a recent PhD graduate from the Language and Literacies Education program in the Curriculum, Teaching and Learning department at the Ontario Institute for Studies in Education/University of Toronto. James' dissertation topic was "Academic writing for publication of multilingual scholars". He is currently working as an English for academic purposes instructor at the International Foundation Program at New College-University of Toronto and as adjunct faculty in Applied Linguistics at Brock University.