Anderson, L. & Dressler, R. (2024). Music for second language learning in a German Bilingual Program. Notos.
Kupisch, T. & Dressler, R. (2024). Gender assignment in German as heritage language in an English-speaking context: A case study of acquisition and maintenance. Perspectives on Input, Evidence, and Exposure in Language Acquisition: Studies in Honour of Susanne Carroll. John Benjamins.
Dressler, R. & Hult, F. (2024). Linguistic landscapes at the nexus of ethnography, sociolinguistics, and discourse. In D. Gorter & J. Ceñoz (Eds.), The handbook of linguistic landscapes and multilingualism. Wiley.
Liu, N. & Dressler, R. (2024). The role of exterior schoolscapes in neighbourhoods: A linguistic landscape analysis during COVID-19 school closures. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2024.2382836
Dressler, R. (2023). Benjamin Bryce, The boundaries of ethnicity: German Immigration and the Language of Belonging in Ontario. Historical Studies in Education, (Fall), 108-10. https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/issue/view/461
Dressler, R., Crossman, K., Kawalilak, C. (2023). Pre-service teachers’ learning about language learning and teaching: A nexus analysis. Journal of Language, Identity and Education, 22(6) 606-618. https://doi.org/10.1080/15348458.2021.1938573
Dressler, R., Guida, R., Chu, M-W. (2023). Canadian second language teachers’ technology use following the COVID-19 pandemic. Canadian Modern Language Review, 79(3), 228-246. https://doi.org/10.3138/cmlr-2022-0069
Friesen, S., Brown, B., Dressler, R., Francis, K., Hernández-Zavaleta, E., Jacobsen, M., Markides, J., Mosher, R., Roy. S. (2023). Staying on track: Writing our way through a global pandemic. Journal of Educational Thought, 56(2), 125-144.
Mueller, K., Dressler, R., Dressler, A., Moeller, F., Ronnellenfitsch, T. (2023). Improving second language education through intensive German weeks: An action research collaboration between teachers and researchers. In G. Erickson, C. Bardel, & D. Little (Eds.), Collaborative research in language education: Reciprocal benefits and challenges. (pp. 29-40). DeGruyter Moulton.
Dressler, R. (2022). Book review: Study abroad for pre-service and in-service teachers: Transformative learning on a global scale. Canadian Journal of Education. 45(2), xvii – xix. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5667/3179
Dressler, R., Crossman, K., Kawalilak, C. (2022). Blogging for intercultural communicative competence in study abroad programs: All breadth, no depth? Study Abroad Research in Second Language Acquisition and International Education, 7(2), 181-203. https://doi.org/10.1075/sar.21028.dre
Dressler, R. & Guida, R. (2022). Innovations from the COVID-19 Pandemic: Online learning strategies. Réflexions, 41(1), 29-31. http://hdl.handle.net/1880/114444
Dressler, R. & Kawalilak, C. (2022). The experience of pre-service language teachers learning an additional language through study abroad. In G. Barkhuizen (Ed.). Language teachers studying abroad: Identities, emotions and disruptions (pp.100-110). Multilingual Matters.
Dressler, R., Kawalilak, C., Crossman, K., Becker, S. (2022) Implementing longitudinal, reflective follow-up study abroad research: Following former pre-service teachers into professional practice. In J. McGregor & J. Plews (Eds.). Designing second language study abroad research: Critical reflections on methods and data (pp. 273-286). Palgrave McMillan.
Dressler, R. & Mueller, K. (2022). Pedagogical strategies to foster target language use: A nexus analysis. Canadian Modern Language Review, 77(4), 75-90. https://doi.org/10.3138/cmlr-2020-0084
Kaya, J., Dressler, R., Lenters, K., (2022). Critical literacy in Canada: A systematic review of curricula and literature. Language and Literacy, 28(2), 25-61. https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29606/21547
Mueller, K. & Dressler, R. (2022). Explorer les possibilités de la boucle de la littératie pour l’immersion française. Journal de l’immersion, 44(1), 33-37.
Ma, Y., Chen, Y., Guo, J., Lei, T., Li, Q., & Dressler, R. (2021). Factors of learning more than one language across the lifespan: Literature review and student course experience. Notos, 15(1), 27-42. http://hdl.handle.net/1880/113440
Smith, C., Dressler, R., Holden, M., Berzins, J., Fiddler, J. (2021). « Au-delà de Duolingo » : La formation d’une communauté de pratique d’adultes qui apprennent le français. Canadian Journal for the Study of Adult Education, 33(1), 85-91. https://cjsae.library.dal.ca/index.php/cjsae/article/view/5581
Arthur, N., Becker, S., Dressler, R., Crossman, K., Kawalilak, C. (2020). Pre-service teachers and study abroad experiences: Don’t forget about them when they come home. Teaching and Teacher Education, 89. Advance online publication. doi: 10.1016/j.tate.2019.102979
De Silva, N., Roy, S., Dressler, R., & Mueller, K. (2020). Pre-service teachers reflect on their journey to becoming French Immersion teachers: Looking back and thinking forward. Réflexions, 39(1), 17-19, Retrieved from https://www.caslt.org
Dressler, R., Raedler, B., Dimitrov, K., Dressler, A., & Krause, G. (2020). Project-based learning in the advanced German class. In G. Beckett & T. Slater Global Perspectives on Project-Based Language Learning, Teaching, and Assessment: Key Approaches, Technology Tools, and Frameworks (pp. 69-84). London: Routledge.
Gereluk, D., Dressler, R., Eaton, S. E., & Becker, S. (2020). “Growing our own teachers”: Rural individuals becoming certified teachers. In M. Corbett, & D. Gereluk (Eds.), Rural teacher education: Connecting land and people. Toronto: Springer.
Scott, D., Kawalilak, C., Dressler, R., Paiva, W. (2019). Examining educational responses to diversity in Brazil. Comparative Education Review. 63(3), doi.org/10.1086/703982
Eaton, S. E., & Dressler, R. (2019). Multilingual essay mills: Implications for second language teaching and learning. Notos, 14(2), 4-14.
Dressler, R., & Dressler, A. (2019). The methodological affordances and challenges of using Facebook to research study abroad. Study Abroad Research in Second Language Acquisition and International Education, 4(1), 126-144, doi:10.1075/sar.17017.dre
Dressler, R., Chu, M-W., Crossman, K., & Hilman, B. (2019). Quantity and quality of uptake: Examining surface and meaning-level feedback provided by peers and an instructor in a graduate research course. Assessing Writing, 39(1), 14-24, doi:10.1016/j.asw.2018.11.001
Dressler, R., Becker, S. Kawalilak, C., Arthur, N. (2018). The cross-cultural reflective model for post-sojourn debriefing. Reflective Practice: International and Multidisciplinary Perspectives, 19(4), 490-504. doi:10.1080/14623943.2018.1530207.
Tweedie, M.G., & Dressler, R. (2018). Visual aids as response facilitators in dialogue journals. Language and Literacy. 20(2), 125-143. doi:10.20360/langandlit29182
Dressler, R. (2018). Canadian Bilingual Program teachers’ understanding of immersion pedagogy. Canadian Modern Language Review, 74(1), 176-195, doi: 10.3138/cmlr.3407.
Eaton, S. E., Gereluk, D., Dressler, R., & Becker, S. (2017). A Canadian online rural education teacher preparation program: Course design, student support and engagement. Paper presented at the American Educational Research Association (AERA) Annual Conference, San Antonio, TX, USA. Retrieved from http://hdl.handle.net/1880/51973
Dressler, R., & Dressler, A. (2016). Linguistic identity positioning in Facebook posts during second-language study abroad: One teen’s language use, experience, and awareness. Canadian Journal of Applied Linguistics, Special Issue 19(2), 22-43. Retrieved from https://journals.lib.unb.ca/index.php/CJAL
Dressler, R. (2016). Book review: Social networks in study abroad. Comparative and International Education Journal, 45(2), article 8. Available at: http://ir.lib.uwo.ca/cie-eci/vol45/iss2/8
Dressler, R., & Tweedie, G. (2016). Dialogue journals in short-term study abroad: ‘Today I wrote my mind’. TESOL Journal. Advance online publication, doi:10.1002/tesj.254
Brown, B., Dressler, R., Eaton, S.E., & Jacobsen, M. (2015). Practicing what we teach: Using action research to learn about teaching action research. Canadian Journal of Action Research, 16 (3) 60-77. Retrieved from http://journals.nipissingu.ca/index.php/cjar/article/view/228
Dressler, R. (2015, November). Spoken grammar. Cooperative ESL Ministries. Retrieved from http://eslcooperative.ca/spoken-grammar-dr-roswita-dressler/
Dressler, R. (July 2015) Child of an Immigrant, Mother of an Immigrant. Cooperative ESL Ministries. Retrieved from http://eslcooperative.ca/child-of-an-immigrant-mother-of-an-immigrant/
Brown, B., Eaton, S., Dressler, R. & Jacobsen, M. “Professional Collaboration as Responsive Pedagogy” (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 101-108. Calgary, Canada: Werklund School of Education, University of Calgary. Retrieved from: http://hdl.handle.net/1880/50864
Eaton, S. E., Dressler, R., Gereluk, D. & Becker, S. (2015). A review of the literature on rural and remote pre-service teacher preparation with a focus on blended and e-learning models. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/50497
Dressler, R. (2015). Signgeist: Promoting bilingualism through the linguistic landscape of school signage. International Journal of Multilingualism, 12(1), 128-145, doi:10.1080/14790718.2014.912282
Dressler, R. (February 2015) Language and Power. Cooperative ESL Ministries. Retrieved from http://eslcooperative.ca/whos-boss-language-power-esl-classroom-dr-roswita-dressler/
Dressler, R. (2014). Exploring linguistic identity in young multilingual learners. TESL Canada Journal 32(1), 42-52, doi:10.18806/tesl.v32i1.1198.
Dressler, R. (2011). “Lifelong Language Learning: A Panel Discussion.” Notos, 12(1), 25-27.
Dressler, R., & Di Lullo-Patten, D. (2011). “Lifelong Language Learning: Benefits for 21st Century Global Citizens: In Celebration of UNESCO’s International Adult Learners’ Week: A Report to the Community.” S. Eaton (Ed.). Calgary: Language Research Centre, University of Calgary.
Eaton, S. E., Buhl, C., Mezhevich, I., Dressler, R., Novodvorski, B. D., & Carr, W. (2011). A review of the literature on the effects of second language (L2) on students with special needs. Edmonton: Commissioned by the Institute for Innovation in Second Language Education (IISLE), Edmonton Public School Board.
Dressler, R. (2011). German-English bilingual programs: Transitioning to a dual immersion model? Forum Deutsch, 19(1), 11-22. Retrieved from http://www.forumdeutsch.ca/f/nf30catg
Dressler, R. (2010). “There is no space for being German”: Portraits of willing and reluctant Heritage Language Learners of German. Heritage Language Journal, 7(2), 162-182. Retrieved from www.heritagelanguages.org
Dressler, Roswita. (2008) Motivation in second language learning. In Sylvie Roy and Chantalle Berlinguette (eds) Emerging Social and Language Issues in Canada. Canada: Blitzprint, 203-225.