Vander Tavares

• Tavares, Vander (2025). Becoming Critically Literate about the Other(ed): Proposing Disruptions and Innovations to a Portuguese as a Foreign Language Course. In Tavares, Vander (Eds.), Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity. Routledge. ISSN 9781032567891. p. 183–200. doi: 10.4324/9781003438847-15.
• Iversen, Jonas Yassin & Tavares, Vander (2024). Kritiske perspektiver på andrespråksopplæring, rase og utdanning: Forskningstrender og nordiske responser. Nordand : nordisk tidsskrift for andrespråksforskning. ISSN 0809-9227. 19(1), p. 57–71. doi: https:/doi.org/10.18261/nordand.19.1.5.
• Tavares, Vander (2024). Seeing the Unseen: Representations of Being and Feeling in Plurilingual International Students' Adjustment Experiences. In Kalaja, Paula & Melo-Pfeifer, Silvia (Ed.), Visualising Language Students and Teachers as Multilinguals: Advancing Social Justice in Education. Multilingual Matters. ISSN 9781800416505. p. 156–176.
• Tavares, Vander & Benediktsson, Artëm Ingmar (2024). But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning. Literacy. ISSN 1741-4350. p. 1–10. doi: 10.1111/lit.12366. Show summary

  This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well-being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi-sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview-based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open-mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences.

• Tavares, Vander (2024). Canadian Identity from a Multicultural Perspective: Foregrounding Immigrant and Indigenous Voices in an ESL Course. In Tavares, Vander & Maciel Jorge, Maria João (Ed.), Reconstructions of Canadian Identity: Towards Diversity and Inclusion. University of Manitoba Press (UMP). ISSN 9781772840698. p. 75–90.
• Melo-Pfeifer, Silvia & Tavares, Vander (2024). Future teachers of two languages in Germany: Self-reported professional knowledge and teaching anxieties. In Melo-Pfeifer, Silvia & Tavares, Vander (Ed.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 978-1-394-15453-1. p. 23–44.
• Melo-Pfeifer, Silvia & Tavares, Vander (2024). Language teacher identity and education in the crossfire of evolving raciolinguistic and monolingual ideologies. In Melo-Pfeifer, Silvia & Tavares, Vander (Ed.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 978-1-394-15453-1. p. 1–19.
• Tavares, Vander (2024). Emotional geographies of teaching two languages: Power, agency, and identity. In Melo-Pfeifer, Silvia & Tavares, Vander (Ed.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 978-1-394-15453-1. p. 63–81.
• Tavares, Vander & Somby, Hege Merete (2024). Virtual Reality Technology in Norwegian Teacher Education: Creating an Innovative Experience or Another Academic Elite? In Bowdon, Melody; Yee, Kevin & Dorner, William (Ed.), Ethical Considerations of Virtual Reality in the College Classroom: Cross-Disciplinary Case Studies of Immersive Technology Implementation. Routledge. ISSN 9781032359915. p. 70–82. doi: 10.4324/9781003329718-6.
• Tavares, Vander (2024). Pushed to the Periphery: Understanding the Multiple Forms of Exclusion Experienced by International Students from Asia. In Kim, Ann; Buckner, Elizabeth & Montsion, Jean Michel (Ed.), International Students from Asia in Canadian Universities: Institutional Challenges at the Intersection of Internationalization, Racialization and Inclusion. Routledge. ISSN 9781032360065. p. 144–156.
• Tavares, Vander (2023). Experiencing deficit: Multilingual international undergraduate students talk identity. McGill Journal of Education. ISSN 0024-9033. p. 1–21. Show summary

  This article explores the identity-related experiences of three multilingual international students at a university in Canada. Multilingual international students who speak English as an additional language (EAL) are traditionally referred to as English as a second language (ESL) students. This ESL identity category can negatively impact the social, psychological, and academic experiences of multilingual EAL international students. The three students’ experiences were accessed through in-depth interviews, and insights from post-structuralist theory on identity were drawn on to contextualize them. The findings illustrate that the students experienced a strong sense of deficit on the basis of their positions as ESL students, non-native speakers, and international students. This deficit manifested in experiences of inferiority, otherness, and marginalization

• Skrefsrud, Thor Andre & Tavares, Vander (2023). Reconceptualizing non-confessional religious education in Norway from a Freirean perspective. In Tavares, Vander & Skrefsrud, Thor Andre (Ed.), Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISSN 9781666925852. p. 173–186. Show summary

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

• Tavares, Vander & Skrefsrud, Thor Andre (2023). Experiential education, museums, and student teachers’ intercultural learning: Reflections on the Scandinavian Romani exhibition. In Tavares, Vander & Skrefsrud, Thor Andre (Ed.), Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISSN 9781666925852. p. 45–65. Show summary

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

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• Tavares, Vander (2025). Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity. Routledge. ISBN 9781032567891. 230 p.
• Tavares, Vander (2024). Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies. Palgrave Macmillan. ISBN 978-3-031-51888-1. 275 p.
• Tavares, Vander & Maciel Jorge, Maria João (2024). Reconstructions of Canadian Identity: Towards Diversity and Inclusion. University of Manitoba Press (UMP). ISBN 9781772840698. 336 p.
• Melo-Pfeifer, Silvia & Tavares, Vander (2024). Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISBN 978-1-394-15453-1. 320 p.
• Tavares, Vander & Skrefsrud, Thor Andre (2023). Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISBN 9781666925852. 367 p. Show summary

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

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• Tavares, Vander (2023). Higher Education Internationalization and English Language Instruction: Intersectionality of Race and Language in Canadian Universities. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632.
• Skrefsrud, Thor Andre & Tavares, Vander (2023). Introduction: Education for diversity in the Nordic context. In Tavares, Vander & Skrefsrud, Thor Andre (Ed.), Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISSN 9781666925852. p. xiii–xxiii. Show summary

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

View all works in Cristin