Roy Lyster
Roy Lyster is Professor Emeritus of Second Language Education听at 缅北强奸.听His research examines content-based second language instruction and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches. His research interests also include professional development and collaboration among teachers for the purpose of integrated language learning and biliteracy development. He was co-recipient with colleague Leila Ranta of the 1998 Paul Pimsleur Award for Research in Foreign Language Education and was presented the Robert Roy Award听by the Canadian Association of Second Language Teachers in 2017. He was co-president then president of the Canadian Association of Applied Linguistics from 2004 to 2008. He is author of a module called published by Routledge in 2018, and听three books: published by Benjamins in 2007,听 published by CEC Publishing听in 2016, and听听(with D. J. Tedick) published by Routledge in 2020. He is currently board member of the 缅北强奸 Retirement Association.听
1993 听 听听PhD in Applied Linguistics (Ontario Institute for Studies in Education/University of Toronto)听
1988 听 听 M.Ed. in Second Language Education (Ontario Institute for Studies in Education/University of Toronto)
1982听 听 听B.Ed. in Teaching French as a Second Language (Faculty of Education, University of Toronto)
1981 听 听 Ma卯trise 猫s lettres (Universit茅 de Paris VII)
1979听听 听 BA in French Language and Literature (University of Regina)
听
- Second language education
- Content-based language teaching
- Biliteracy development
- Classroom discourse
- 鈥�Corrective feedback
听
Books
Tedick, D. J., & Lyster, R. (2020).听. New York: Routledge.
Lyster, R. (2018). .听New York: Routledge.听
Lyster, R. (2016).听.听Montr茅al听: Les 脡ditions CEC.听
Lyster, R. (2007). 听Amsterdam: John Benjamins.听
Co-Edited Special Issues
Ruiz de Zarobe, Y., & Lyster, R. (Eds.). (2018). Content and language integration in higher education: Instructional practices and teacher development [Special issue].听International Journal of Bilingual Education and Bilingualism, 20(5).
Lyster, R., & Ruiz de Zarobe, Y. (Eds.). (2018). Instructional practices and teacher development in CLIL and immersion school settings [Special issue]. International Journal of Bilingual Education and Bilingualism, 20(3).
Lyster, R., & Ballinger, S. (Eds.). (2011). Content-based language teaching听[Special issue].听Language Teaching Research, 15(3).
Sheen, Y., & Lyster, R. (Eds.). (2010). The role of oral and written corrective feedback in second language acquisition [Special issue].听Studies in Second Language Acquisition, 32(2).
Lyster, R., & Lapkin, S. (Eds.). (2007). [Special issue].听Canadian Journal of Applied Linguistics, 10(2).
Articles in Refereed Journals
Lee, A. & Lyster, R. (2023). The effects of different instructional variables on the acquisition of grammatical gender by second language learners of French.听Language Awareness,听32(3),听508鈥�529.
Lyster, R. (2019). Translanguaging in immersion: Cognitive support or social prestige?听The Canadian Modern Language听Review, 75(4), 340鈥�352.
Lyster, R. (2019). Making research on instructed听SLA relevant for teachers through professional development.听Language Teaching Research,听23(4), 494鈥�513.
Ruiz de Zarobe, Y., & Lyster, R. (2018). Content and language integration in higher education: Instructional practices and teacher development.听International Journal of Bilingual Education and Bilingualism, 21(5), 523鈥�526.
Lyster, R., & Ruiz de Zarobe, Y. (2018).听Introduction: Instructional practices and teacher development in CLIL听and immersion school settings.听International Journal of Bilingual Education and Bilingualism, 21(3), 273鈥�274.
Ballinger, S., Lyster, R., Sterzuk, A., & Genesee, F. (2017). Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion. Journal of Immersion and Content-Based Language Education, 5(1), 37-50.
Lee, A. H., & Lyster, R. (2017). Can corrective feedback on second language speech perception errors affect production accuracy?听Applied Psycholinguistics,听38(2), 371-393.
Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English 听/晒/ to Korean adult EFL learners.听System,听60,听117-127.
Lee, A. H., & Lyster, R. (2016). Effects of different types of corrective feedback on receptive skills in a second language: A speech perception training study.听Language Learning, 66(4), 809-833.
Whittle, A., & Lyster, R. (2016). Focus on Italian verbal morphology in multilingual classes.听Language Learning, 66(1), 31鈥�59.
Lee, A. H., & Lyster, R. (2016). The effects of corrective feedback on instructed L2 speech perception.听Studies in Second Language Acquisition, 38(1), 35鈥�64.
Lyster, R. (2015). Using form-focused tasks to integrate language across the immersion curriculum.听System, 54, 4-13.
Hinenoya, K., & Lyster, R. (2015). Identifiability and accessibility in learning definite article usage: A quasi-experimental study with Japanese learners of English.听Language Teaching Research, 19(4), 397-415.
Lyster, R., & Tedick, D. J. (2014). Research perspectives on immersion pedagogy: Looking back and looking forward.听Journal of Immersion and Content-Based Language Education, 2(2), 210-224.
Llinares, A., & Lyster, R. (2014). The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms.听The Language Learning Journal, 42(2), 181-194.
Poirier, J., & Lyster, R. (2014). Les pronoms objets directs de la 3e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion.听The Canadian Modern Language Review, 70(2),听246-267.
Xu, H., & Lyster, R. (2014). Differential effects of explicit form-focused instruction on morphosyntactic development.听Language Awareness,听23(1-2), 107-122.
Lyster, R., Quiroga, J., & Ballinger, S. (2013). .听Journal of Immersion and Content-Based Language Education, 1(2), 169-197.听
Gu茅nette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers.听The Canadian Modern Language Review, 69(2), 129-153.
Lyster, R., & Ranta, L. (2013). The case for variety in corrective feedback research.听Studies in Second听Language Acquisition, 35(1), 167鈥�184.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms.听Language Teaching,听46(1), 1-40.
Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization.听Studies in Second Language Acquisition, 34(4), 591-626.
Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /晒/ by Japanese learners of English.听Language Learning,听62,听595-633.
Saito, K., & Lyster, R. (2012). Investigating the pedagogical potential of recasts for L2 vowel acquisition.听TESOL Quarterly,听46, 385-396.
Ballinger, S., & Lyster, R. (2011). Student and teacher language use in a two-way Spanish/English immersion school.听Language Teaching Research, 15, 289-306.
Costa, J., & Lyster, R. (2011). Revitalization of regional languages in France through immersion.听Canadian Issues,听2011 Fall Issue, 55-58.
Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts.听Language Teaching Research, 15, 279-288.
Lyster, R. (2010). .听Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliqu茅e, 13, 73-93.
Lyster, R., & Saito, K. (2010). Interactional feedback as instructional input: A synthesis of classroom SLA research.听Language, Interaction and Acquisition, 1, 276-297.
Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners鈥� acquisition of regular and irregular past-tense forms.听Studies in Second Language Acquisition, 32, 235-263.
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis.听Studies in Second Language Acquisition, 32,听265-302.
Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual read-aloud project.听Language Awareness, 18, 366-383.
Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction.听Language Learning, 59, 453-498.
Lyster, R. (2006). Predictability in French gender attribution: A corpus analysis.听Journal of French Language Studies, 16, 69-92.
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance.听Studies in Second Language Acquisition, 28, 269-300.
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice.听Journal of French Language Studies, 14, 321-341.
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction.听Studies in Second Language Acquisition, 26, 399-432.
Lyster, R. (2002). Negotiation in immersion teacher-student interaction.听International Journal of Educational Research, 37, 237-253.
Panova, I., & Lyster, R. (2002). Patterns of feedback and uptake in an adult ESL classroom.听TESOL Quarterly,听36, 573-595.
Lyster, R., & Rebuffot, J. (2002). .听Acquisition et Interaction en Langue 脡trang猫re,听17, 51-71.
Lyster, R., Lightbown, P., & Spada, N. (1999). A response to Truscott鈥檚 鈥淲hat鈥檚 wrong with oral grammar correction.鈥澨�The Canadian Modern Language Review, 55, 457-467.
Lyster, R. (1999). La n茅gociation de la forme听: la suite鈥ais pas la fin.听The Canadian Modern Language Review, 55, 355-384.
Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse.听Studies in Second Language Acquisition, 20, 51-81.
Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms.听Language Learning,听48, 183-218.
Lyster, R. (1998). 听Canadian Journal of Applied Linguistics, 1, 53-82.
Fazio, L., & Lyster, R. (1998). Immersion and submersion classrooms: A comparison of instructional practices in language arts.听Journal of Multilingual and Multicultural Development, 19, 303-317.
Spada, N., & Lyster, R. (1997). Macroscopic and microscopic views of L2 classrooms.听TESOL Quarterly, 31, 787-795.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms.听Studies in Second Language Acquisition, 19, 37-66.
Lyster, R. (1996). Question forms, conditionals, and second-person pronouns used by adolescent native speakers across two levels of formality in written and spoken French.听The Modern Language Journal,听80,听165-182.
Lyster, R. (1994). The effect of functional-analytic teaching on aspects of French immersion students鈥� sociolinguistic competence.听Applied Linguistics, 15,听263-287.
Lyster, R. (1994). La n茅gociation de la forme听: strat茅gie analytique en classe d鈥檌mmersion.听The Canadian Modern Language Review,听50,听446-465.
Lyster, R. (1990). The role of analytic language teaching in French immersion programs.听The Canadian Modern Language Review,听47, 159-176.
Lyster, R. (1987). Speaking immersion.听The Canadian Modern Language Review,听43, 701-717.
Book Chapters
Lyster, R., & Tedick, D. J. (2022). Oral language development in immersion and dual language classrooms. In T. Derwing, M. Munro, & R. Thomson (Eds.), The Routledge handbook on second language acquisition and speaking听(pp. 328鈥�343). New York: Routledge.
Arshad, V., & Lyster, R. (2021).听Professional development in action: Teachers鈥� experiences in learning to bridge language and content. In听K. R.听Talbot,听M.-T. Gruber, & R. Nishida (Eds.),听 (pp. 233-250). Bristol, UK: Multilingual Matters.
Lyster, R. (2019). Pushing immersion forward. In M. Haneda & H. Nassaji & (Eds.),听Perspectives on language as action: Festschrift in honour of Merrill Swain听(pp. 11鈥�26). Bristol, UK: Multilingual Matters.
Juan-Garau, M., & Lyster, R. (2019). Becoming bilingual through additive immersive programs. In A. De Houwer & L. Ortega (Eds.),听The Cambridge handbook of bilingualism听(pp. 213鈥�232). Cambridge, UK: Cambridge University Press.
Ranta, L., & Lyster, R. (2018). Form-focused instruction. In P. Garrett & J. Cots (Eds.), The听Routledge handbook of language awareness听(pp. 40鈥�56).听New York: Routledge.
Lyster, R. (2017). Preface. In J. Valcke & R. Wilkinson (Eds.), Integrating content and language in higher education: Perspectives on professional practice (pp. 7鈥�14). Frankfurt: Peter Lang.
Lyster, R. (2017). Content-based language teaching. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 87鈥�107). New York: Routledge.
Lyster, R. (2017). Language-focused instruction in content-based classrooms. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: New perspectives on integrating language and content (pp. 109鈥�123).听Ann Arbor, MI: University of Michigan Press.
Lyster, R. (2017). SLA perspectives on learning and teaching language through content. In A. Llinares & T. Morton (Eds.), Applied linguistics perspectives on CLIL听(pp. 19鈥�31). Amsterdam: John Benjamins.
Cumming, J., & Lyster, R. (2016). Integrating CBI into high school foreign language classrooms. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 77鈥�97). New York: Routledge.
Lyster, R. (2015). The relative effectiveness of corrective feedback in classroom interaction. In N. Markee (Ed.), The handbook of classroom discourse and interaction (pp. 213鈥�228). Oxford: Wiley-Blackwell.
Lyster, R. (2014). Children鈥檚 literature as a catalyst for dual language awareness. In C. H茅lot, R. Sneddon, & N. Daly (Eds.), Children鈥檚 literature in the multilingual classroom (pp. 64鈥�83). London: Trentham Books.
Lyster, R., & Sato, M. (2013). Skill Acquisition Theory and the role of practice in L2 development. In P. Garc铆a Mayo, M. Gutierrez-Mangado, & M. Mart铆nez Adri谩n (Eds.),听Contemporary approaches to second language acquisition听(pp. 71鈥�92). Amsterdam: John Benjamins.
Blanc, N., Carol, R., Griggs, P., & Lyster, R. (2012). Lexical scaffolding in immersion classroom discourse. In E. Alc贸n & M. P. Safont (Eds.), Discourse and language learning across L2 instructional contexts听(pp. 31鈥�51). Amsterdam: Rodopi.
Lyster, R. (2011). Content-based second language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, 2nd听edition听(pp. 611鈥�630). New York: Routledge.
Lyster, R. (2010). Vers une p茅dagogie de l鈥檌mmersion qui fait le contrepoids entre forme et contenu. In R. Carol (Ed.), Apprendre en classe d鈥檌mmersion听(pp. 101鈥�128). Paris: Harmattan.
Lyster, R. (2008). Evolving perspectives on learning French as a second language through immersion. In D. Ayoun (Ed.), Studies in French applied linguistics (pp. 3鈥�36). Amsterdam: John Benjamins.
Lyster, R., & Mori, H. (2008). Instructional counterbalance in immersion pedagogy. In T. Fortune & D. Tedick (Eds.), Pathways to bilingualism and multilingualism: Evolving perspectives on immersion education听(pp. 133鈥�151). Clevedon, UK: Multilingual Matters.
Sato, M., & Lyster, R. (2007). Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies听(pp. 123鈥�142). Oxford: Oxford University Press.
Lyster, R. (2007). Complementary roles for input and output enhancement in form-focused instruction. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second language education听(pp. 129鈥�151). Stillwater, OK: New Forums.
Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students鈥� oral language abilities: The Awareness-Practice-Feedback sequence. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology听(pp. 141鈥�160). Cambridge: Cambridge University Press.
Lyster, R. (2002). The importance of differentiating negotiation of form and meaning in classroom interaction. In P. Burmeister, T. Piske, & A. Rohde (Eds.), An integrated view of language development: Papers in Honor of Henning Wode (pp. 381鈥�397). Trier, Germany: Wissenschaftlicher Verlag Trier.
Lyster, R. (1998). Immersion pedagogy and implications for language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education听(pp. 64鈥�95). Clevedon, UK: Multilingual Matters.
Lyster, R. (1998). Diffusing dichotomies: Using the multidimensional curriculum model for developing analytic teaching materials in immersion. In S. Lapkin (Ed.) French second language education in Canada: empirical studies (pp. 195鈥�217). Toronto: University of Toronto Press.
Encyclopedia Entries
Lyster, R. (in press). Oral corrective feedback. In H. Nesi & P. Milin (Eds.), The international encyclopedia of language and linguistics, 3rd edition. Amsterdam: Elsevier. .
Lyster, R. (2023). Oral corrective feedback as a pedagogical strategy.听In C. Chapelle & M. Sato (Eds.),听The concise encyclopedia of applied linguistics,听2nd听edition:听Instructed second language acquisition.听Wiley-Blackwell.
Lyster, R., & Genesee, F. (2020). Immersion education. In C. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 570鈥�576). Oxford: Wiley-Blackwell.
Lyster, R. (2012). Teacher talk. In P. Robinson (Ed.), The encyclopedia of SLA (pp. 632鈥�634). New York: Routledge.
Lyster, R. (2012). Content-based language teaching. In P. Robinson (Ed.), The encyclopedia of SLA (pp. 125鈥�128). New York: Routledge.
(since 2015)
Invited Plenary Talks
Lyster, R. (2024, April). Corrective feedback and other scaffolds in support of oral language development. add@lingua Language First: Dual Language Immersion Conference. Grand Rapids, MI.
Lyster, R. (2023, May). Operationalizing form-focused instruction for young classroom learners. 18th LASLAB International Conference: Interaction and L2 Grammar Learning by Children in Foreign Language Contexts. Universidad del Pais Vasco. Vitoria-Gaseiz, Spain.
Lyster, R. (2023, April). Oral corrective feedback as a catalyst for second language development. 1st International Conference on Written Corrective Feedback in L1 and L2. Universitat de Vic. Vic, Spain.
Lyster, R. (2022, November). Enseignement du fran莽ais par le biais de disciplines non linguistiques en immersion fran莽aise au Canada. 5e congr猫s de la Commission du monde arabe de la F茅d茅ration internationale des professeurs de fran莽ais. Hammamet, Tunisia.
Lyster, R. (2022, June).听Why and how to support sustained use of the immersion language.听Immersion Education: Taking Stock and Moving Forward. Mary Immaculate College. Limerick, Ireland.
Lyster, R. (2022, March). Scaffolding for minority-language growth in immersion and dual language education. 8th听International Conference on Immersion and Dual Language Education. Salt Lake City, UT.
Lyster, R. (2021, November). Scaffolding language development in bilingual classrooms. X Encuentro del Profesorado de espa帽ol. Virtual conference sponsored by the Embassy of Spain and Alberta Education.
Lyster, R. (2020, February).听Research perspectives on integrating language and content.听Language, Identity and Education in Multilingual Contexts. The Hague University of Applied Sciences. The Hague, The Netherlands.
Lyster, R. (2019, October).听L'approche int茅gr茅e en immersion. Congr猫s de l鈥橝ssociation听provinciale des professeurs d'immersion et du programme francophone de Colombie-Britannique.听Vancouver, BC.
Lyster, R. (2019, September).听SLA perspectives on content and language integrated learning.听International Conference of the Applied Linguistics Association of Korea & 6th听East Asia AILA Symposium. Seoul, South Korea.
Lyster, R. (2019, June).听Translanguaging in immersion: Cognitive support or social prestige?听12th听International Symposium on Bilingualism. University of Alberta, Edmonton, AB.
Lyster, R. (2019, March).听Teaching language through content. Second Language Symposium. Kahnaw脿:ke Education Center, Kahnaw脿:ke, QC.
Lyster, R. (2018, November). The role of oral corrective feedback in instructed second language acquisition. 8th International Symposium on Second Language Acquisition in China. Qingdao, China.
Lyster, R. (2018, October). L鈥檌nt茅gration de la langue au c艙ur des apprentissages听pour atteindre des objectifs 脿 la fois disciplinaires et linguistiques. Langues r茅gionales et soci茅t茅s multiculturelles 鈥� Pratiques plurielles听: 6猫尘别 colloque international. Mende, France.
Lyster, R. (2018, April). Learning language through content. Bilingual Teachers Conference. Calgary Board of Education. Calgary, AB.
Lyster, R. (2017, August). Research perspectives on integrating language and content. 1st International Conference on New Trends in English Language Teaching and Testing. Dubai, United Arab Emirates.
Lyster, R. (2017, August). Corrective feedback in second language learning and teaching. 2nd International Conference on New Trends in English Language Teaching and Testing. Ardabil, Iran.听
Lyster, R. (2017, April). Oral corrective feedback as a catalyst for second language development. 6th International Conference on Second Language Pedagogies. 缅北强奸, Montreal, QC.
Lyster, R. (2016, September).听Making research on ISLA relevant for teacher practices. Second Language Research Form (SLRF). Teachers College, Columbia University. New York City, NY.
Lyster, R. (2016, September).听Integrating language and content in Canadian French immersion programs. AEAL Preconference Seminar: Learning additional languages at home and abroad. The University of the Balearic Islands, Palma de Mallorca, Spain.
Lyster, R. (2016, April).听The relevance of oral practice and corrective feedback in a communication-based approach. 5th听Annual Meeting on Language Teaching (MELT): Optimizing the teaching and learning of oral proficiency. 脡cole de langues, Universit茅 du Qu茅bec 脿 Montr茅al.
Lyster, R. (2016, April).听Juggling language and content in second language teaching. Chinese Articulation Conference. Singapore American School. Singapore.
Lyster, R. (2015, September).听Counterbalance in content-and-language integration.听Integrating content and language in higher education (ICLHE) 2015: At the crossroads between innovation and practice. Universit茅 libre de Bruxelles, Brussels.
Lyster, R. (2015, August).听Teaching language through content. International conference on innovative research in foreign language education. Universidad de Cordoba, Colombia.
Lyster, R. (2015, May).听Planning for teachable moments to enhance classroom interaction. 4th International conference on teaching and learning speaking in a foreign language. Institute of Modern Languages, State University of Applied Sciences. Konin, Poland.
Lyster, R. (2015, April).听What does it mean to be an immersion teacher?听Annual conference of the BC Language Coordination Association. Victoria, BC.
Public Lectures听
Lyster, R. (2019, January).听Instructed second language acquisition. Distinguished Lecturer Series. Temple University Japan, Tokyo/Osaka
Lyster, R. (2018, February). APPLE Lecture 2018. Teachers College, Columbia University, New York.
Lyster, R. (2017, May). Research perspectives on learning language through content. Distinguished Public Lecture Series. WYNG Foundation, Hong Kong.
Lyster, R. (2017, May). What does it mean to teach language in context? Professional Development Lecture. WYNG Foundation, Hong Kong.
Lyster, R. (2016, November). Making CLIL and immersion research relevant for instructional practices. Erasmus Staff Mobility Lecture. Universit茅 catholique de Louvain, Belgium.
Lyster, R. (2016, July). Content-based language teaching: Contexts and counterbalance. Distinguished Lecturer Series. Temple University Japan, Tokyo/Osaka.听
Lyster, R. (2016, February). Proactive and reactive approaches to integrating language and content. Leo van Lier Lecture Series. Middlebury Institute of International Studies at Monterey. Monterey, CA.
Papers at Scholarly Meetings
Lyster, R. (2022, September). Vers une approche int茅gr茅e en immersion fran莽aise au Canada. Inaugural Colloquium: A Euskal Herria (Basque country) and Quebec Perspective on Language Teaching, Language Planning and Language Usage. 缅北强奸, Montreal, QC.
Lee, A., & Lyster, R. (2019, September). Is the effectiveness of form-focused instruction mediated by second language learners鈥� individual differences?听Second Language Research Forum (SLRF). Michigan State University, Lansing, MI.
Lyster, R. (2019, June). Advances in immersion teacher education research. [Discussion Paper.] 12thInternational Symposium on Bilingualism. University of Alberta, Edmonton, AB.
Lyster, R. (2019, June). The French-English connection: Research on Canadian cross-linguistic pedagogy. [Discussion Paper.] Annual meeting of the Canadian Association of Applied Linguistics (ACLA). University of British Columbia,听Vancouver, BC.
Vergara Lavdas, M., Sato, M., & Lyster, R. (2019, June).The effects of different types of practice on L2 development in EFL classrooms. Annual meeting of the Canadian Association of Applied Linguistics (ACLA). University of British Columbia,听Vancouver, BC.
Lee, A., Liakina, N., & Lyster, R. (2018, October).The effects of different instructional variables on the acquisition of grammatical gender by second language learners of French.听Second Language Research Forum (SLRF). Universit茅 du Qu茅bec 脿 Montr茅al, Montreal, QC.
Lee, A., & Lyster, R. (2018, May).听The role of L2 pronunciation instruction in the acquisition of French grammatical gender.听Annual meeting of the Canadian Association of Applied Linguistics (ACLA). Regina, SK.
Lee, A., & Lyster, R. (2018, March). The missing link in the acquisition of grammatical gender by L2 learners of French. Annual meeting of the American Association for Applied Linguistics (AAAL). Chicago, IL.
Hiligsmann, P., & Lyster, R. (2018, March). The state of language learning in Belgium and Canada: Linguistic aspects. Academic Conference on Multilingual Education and Language Learning: Belgium and Canada at a Crossroads. University of Ottawa, Ottawa, ON
Oba, T., & Lyster, R. (2017, August). Form-focused practice and corrective feedback in Japanese EFL classrooms. Annual Conference of the European Second Language Association. University of Reading, UK
Ballinger, S., & Lyster, R. (2017, June). Considering language status in Canadian French immersion. International Symposium on Bilingualism (ISB). University of Limerick, Ireland.
Lyster, R., & Shahsavar-Arshad, V. (2017, March). From theory to practice: Professional development for content-and-language integration. Annual meeting of the American Association for Applied Linguistics (AAAL), Portland, OR.听 听听
Lyster, R. (2016, October).听Challenging the use of English as an essential scaffold in French immersion.听6th听International Conference on Immersion and Dual Language Education. CARLA, University of Minnesota. Minneapolis.
Fujio, M., & Lyster, R. (2016, September).听Understanding cognitive processes triggered by prompts. Second Language Research Forum (SLRF). Teachers College, Columbia University. New York City, NY.
Lee, A. H., & Lyster, R. (2016, March).听Can corrective feedback on L2 speech perception errors affect production accuracy?听Annual meeting of the American Association for Applied Linguistics (AAAL), Orlando, FL.
Lee, A. H., & Lyster, R. (2015, October).听Differential effects of different types of corrective feedback on L2 speech perception training.听Second Language Research Forum (SLRF), Georgia State University. Atlanta, GA.
Isobe, Y., & Lyster, R. (2015, March).听The effectiveness of immediate and delayed corrective feedback on pronunciation development.听Annual meeting of the American Association for Applied Linguistics (AAAL), Toronto, ON.
Lyster, R., & Lee, A. H. (2015, March). 鈥楻ight-or-Wrong鈥� is not enough: Various types of corrective feedback and their differential effects on L2 speech perception.听Annual meeting of the American Association for Applied Linguistics (AAAL), Toronto, ON.
Presentations at Professional Meetings
Lyster, R. (2019, October).听Mise en pratique de l鈥檃pproche int茅gr茅e proactive en immersion. Congr猫s de l鈥橝ssociation听provinciale des professeurs d'immersion et du programme francophone de Colombie-Britannique.听Vancouver, BC.
Lyster, R. (2018, April). Oral corrective feedback. Bilingual Teachers Conference. Calgary Board of Education. Calgary, AB.
Lyster, R., & Proven莽al, J. (2018, April). L鈥檃pproche int茅gr茅e en univers social. Congr猫s annuel de l鈥橝ssociation qu茅b茅coise des enseignants de fran莽ais langue seconde. Montr茅al, QC.
Lyster, R. (2017, September). Making research relevant for teacher practices through professional development. Networking Day of the Canadian Association of Second Language Teachers. Gatineau, QC.
Lyster, R. (2017, April). Vers une approche int茅gr茅e en immersion. Congr猫s annuel de l鈥橝ssociation qu茅b茅coise des enseignants de fran莽ais langue seconde. Montr茅al, QC.
Lyster, R. (2017, April). The pivotal role of oral interaction and corrective feedback in L2 development. Languages Without Borders: National Conference for Second Language Educators. Edmonton, AB.
Lyster, R., & Bourbonnais, C. (2017, April). Vers une approche int茅gr茅e en immersion. Languages Without Borders: National Conference for Second Language Educators. Edmonton, AB.
Lyster, R. (2016, October).听Integrating language and content across the immersion curriculum. 6th International Conference on Immersion and Dual Language Education. CARLA, University of Minnesota. Minneapolis, MN.
Lyster, R., & Bourbonnais, C. (2016, April).听Vers une approche int茅gr茅e en immersion.听Spring Conference of the Ontario Modern Language Teachers鈥� Association. Toronto, ON.
Lyster, R. (2016, January).听Language is at the heart of the immersion program: A renewed look at immersion pedagogy. ACPI Forum for Administrators. Regina, SK.
Lyster, R. (2015, April).听Language is at the heart of the immersion program: A renewed look at immersion pedagogy. ACPI Forum for Administrators. Winnipeg, MB.
Invited Lectures
Lyster, R. (2020, February).听Research perspectives on integrating language and content.听University of Oxford Applied Linguistics Seminar Series. Department of Education, University of Oxford. Oxford, UK.
Lyster, R. (2019, December).听Children鈥檚 literature as a catalyst for cross-linguistic awareness. Focus on Multilingualism in Education Symposium. University of the Basque Country, San Sebasti谩n, Spain.听
Lyster, R. (2019, March).听Comment exploiter le plein potentiel de la r茅troaction corrective 脿 l鈥檕ral. Mini-colloque de linguistique fran莽aise. French Department, University of Toronto.
Lyster, R. (2019, February).听A counterbalanced approach to content-based instruction. Department of English Language & Literature, Prefectural University of Kumamoto, Japan.
Lyster, R. (2019, February).听Maximizing the potential of oral corrective feedback. Tohoku University, Sendai, Japan.
Lyster, R. (2018, February). APPLE Lecture 2018. Teachers College, Columbia University, New York.
Lyster, R. (2018, February). Research perspectives on oral corrective feedback. Department of English Language Education, The Education University of Hong Kong.
Lyster, R. (2018, January). Making research relevant for teacher practices through professional development. Faculty of Education, Hong Kong University.
Lyster, R. (2018, January). Oral corrective feedback as a catalyst for second language development. Faculty of Education, Hong Kong University.
Lyster, R. (2018, January). Juggling language and content across the curriculum. Faculty of Education, Hong Kong University.
Lyster, R. (2017, September). Language-focused instruction in content-based classrooms. University of Illinois at Urbana-Champaign, Urbana, IL.听 听听
Lyster, R. (2016, December). Instructional practices for content and language integration. Erasmus Staff Mobility Lecture.听Universit茅 catholique de Louvain, Belgium.
Lyster, R. (2016, November). Effects of corrective feedback on L2 development. Erasmus Staff Mobility Lecture.听Universit茅 catholique de Louvain, Belgium.
Lyster, R. (2016, February).听The pivotal role of corrective feedback in communicative language teaching. The 5th Annual Graduate Student Teaching Colloquium. Department of Languages, Literatures, and Cultures. 缅北强奸, Montreal, QC.
Summer Institutes
Lyster, R. (2019, July).听L'approche int茅gr茅e en immersion.听Institut d鈥櫭﹖茅 de l鈥橝CPI, Coll猫ge de Jonqui猫re, QC.
Lyster, R. (2017, July). Vers une approche int茅gr茅e en immersion. CARLA, University of Minnesota. Minneapolis, MN.
Lyster, R. (2016, August).听Vers une approche int茅gr茅e en immersion.听Institut d鈥櫭﹖茅 de l鈥橝CPI, 脡cole Azurlingua. Nice, France.
Lyster, R. (2016, July).听Teacher collaboration for integrating language and content.听CARLA, University of Minnesota. Minneapolis, MN.
Lyster, R. (2015, July).听Partner teacher collaboration for biliteracy development.听CARLA, University of Minnesota. Minneapolis, MN.
Professional Development Workshops
Lyster, R. (2024, May). Vers une approche int茅gr茅e en immersion. Saskatoon Public Schools. Saskatoon, SK.
Lyster, R., & Tedick, D. (2024, April). Reactive scaffolding to support content and language integration. add@lingua Language First: Dual Language Immersion Conference. Grand Rapids, MI.
Lyster, R. (2023, February).听Oral corrective feedback as a catalyst for second language development.听Canadian Forces Language School. St. Jean, QC.
Tedick, D., & Lyster, R. (2022, March). Scaffolding language development in immersion and dual language classrooms. 8th International Conference on Immersion and Dual Language Education. Salt Lake City, UT.
Lyster, R. (2021, October). La r茅troaction corrective. Virtual workshop : Western School Division, MB.
Lyster, R. (2019, November).听Vers une approche int茅gr茅e en immersion.听Yukon Education, Whitehorse, YT.
Lyster, R. (2018, April). Vers une approche int茅gr茅e en immersion. Calgary Board of Education, Calgary, AB.
Lyster, R. (2018, February). Vers une approche int茅gr茅e en immersion. Greater Victoria and Sook School Districts, Victoria, BC.
Lyster, R. (2018, February). Integrating a language focus into English-medium instruction. Department of English Language Education, The Education University of Hong Kong.
Lyster, R. (2018, January). Integrating language and content across the immersion curriculum. Saskatoon Public Schools. Saskatoon, SK.
Lyster, R. (2017, July). Instructional practices for integrating language and content. College of Liberal Arts, University of Alaska Fairbanks.
Lyster, R. (2017, April). L鈥檃pproche int茅gr茅e en univers social. Eastern Townships School Board. Magog, QC.
Lyster, R. (2016, November). Vers une approche int茅gr茅e en immersion. Facult茅 de philosophie, arts et lettres, Universit茅 catholique de Louvain, Belgium.
Lyster, R. (2016, November). Integrating language and content for coherence across the curriculum. Canadian International School, Singapore.听
Lyster, R. (2016, October).听L鈥檃pproche int茅gr茅e en immersion.听St. James-Assiniboia School Division. Winnipeg, MB.
Lyster, R. (2016, August).听Vers une approche int茅gr茅e en immersion.听Northwest Regional Learning Consortium. Grande Prairie, AB.
Lyster, R. (2016, April).听The pivotal role of oral corrective feedback in second language teaching. Singapore American School, Singapore.听
Lyster, R. (2016, March).听The pivotal role of oral corrective feedback in second language development. St. Paul鈥檚 School 3rd Education Conference. S茫o Paulo, Brazil.
Lyster, R. (2016, March).听Teacher collaboration for biliteracy development. St. Paul鈥檚 School 3rd Education Conference. S茫o Paulo, Brazil.听
Lyster, R. (2016, February).听Vers une approche int茅gr茅e en immersion.听Division Scolaire Rivi猫re Seine, Lorette, MB.
Lyster, R. (2016, January).听Pratiques p茅dagogiques en immersion pour int茅grer la langue et le contenu. Edmonton Regional Learning Consortium, Edmonton, AB.
Lyster, R. (2015, December).听Vers une approche int茅gr茅e en immersion. Ottawa-Carleton District School Board. Ottawa, ON.
Lyster, R. (2015, August).听Oral corrective feedback as a catalyst for second language development.听Universidad de Cordoba, Colombia.
Lyster, R. (2015, June).听Planning for teachable moments to enhance classroom interaction. MeySen Academy, Sendai, Japan.
Lyster, R. (2015, April).听Vers une approche int茅gr茅e en immersion fran莽aise. Association manitobaine des directeurs et directrices des 茅coles d鈥檌mmersion fran莽aise. Winnipeg, MB.
Lyster, R. (2015, April).听Vers une approche int茅gr茅e en immersion fran莽aise. Seven Oaks School Division. Winnipeg, MB.
Lyster, R. (2015, April).听A counterbalanced approach to immersion pedagogy. Annual conference of the BC Language Coordination Association. Victoria, BC.
