PhD Jennifer Burton
Pronouns: She/Her
- Assistant Professor, Education
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Biography
Jennifer Burton is an Assistant Professor of Applied Linguistics/TESOL. She completed her PhD in Language and Literacies Education at the Ontario Institute for Studies in Education. Her research focuses on critical approaches to language teaching and learning. Her interests include:
- Critical multilingual language awareness (CMLA)
- Translanguaging pedagogies and curriculum development
- Teacher education
- Language, identity, ideology, and emotions
- Spoken word poetry and arts-based approaches in language education
- Social justice and multilingual learners
Her work engages with broader themes of equity and inclusion, including areas that intersect mental health. She is recognized for foregrounding honesty and vulnerability as key dimensions in the humanization of writing, teaching and teacher–student relationships.
Teaching activities
Graduate and undergraduate courses in the TESL Applied Linguistics Program
Publications
Selected Publications
Bale, J., Rajendram, S., Brubacher, K., Adjetey-Nii Owoo, M. A., Burton, J., Wong, W., Zhang, Y., Larson, E. J., Gagné, A., & Kerekes, J. (2023). More than “just good teaching”: Centering multilingual learners and countering racism in teacher education. Multilingual Matters.
Journal Articles:
Burton, J. (2026). Translingual spoken word poetry in an online English for academic purposes class. The Language Learning Journal, 54(2), 302-316. https://doi.org/10.1080/09571736.2026.2628332
Burton, J. (2026). A pedagogy of wonder: A spoken word poetic inquiry into the complexities of trauma and teaching in TESOL. TESOL Quarterly. https://doi.org/10.1002%2Ftesq.70053
Burton, J. (2025). “I am THAT refugee!” Raising critical multilingual language awareness through spoken word poetry with refugee-background learners. TESOL Quarterly. https://doir.org/10.1002/tesq.70002
Burton, J. (2024). Critical pedagogy and antiracist practices in language teacher with spoken word poetry. Journal of Education, Language, and Ideology, 2(1), 18-42. https://doi.org/10.5281/ZENODO.13931895
Ojha, L., Burton, J., & De Costa, P. (2024). Critical teacher education for equitable learning in multilingual classrooms: a possible way forward. International Multilingual Research Journal, 18(3), 197–207. https://doi.org/10.1080/19313152.2024.2367812
Burton, J., Rajendram, S., & Wong, W. (2024). Translanguaging for critical multilingual language awareness: Preparing teacher candidates to support multilingual learners in classrooms. International Multilingual Research Journal, 18(3), 208–231. https://doi.org/10.1080/19313152.2024.2327809
Burton, J. (2023). Supporting multilingual English language learners through spoken word poetry and multimodal identity text activities. COPAL, 7, 16-28. ISSN 2292-4248