Magda Tigchelaar

Dr. Tigchelaar received her M.A. in French Studies from the University of Guelph and her Ph.D. in Second Language Studies from Michigan State University. She specializes in second language writing, second language assessment, and second language teaching methods.

Fall/Winter 2024-25:

• FRE282 (Intermediate Language Practice: Written French)
• FRE382 (Advanced Language Practice: Written French)
• FSL205 (Functional French - Low Intermediate I)
• LTL383 (Teaching Second Language Reading and Writing)

Education

• PhD, Second Language Studies, Michigan State University
• MA, French Studies, University of Guelph
• BA Hons, French Studies, University of Guelph

Areas of Teaching and Research Interests  

• Genre-based second language pedagogy
• Corpus-assisted second language writing and teaching 
• Creating task-based language teaching materials  
• Self-assessment of functional language skills 
• Second language proficiency assessment 

Selected Publications

• Tigchelaar, M. & Forget, G. (2024). French writing tasks for undergraduate learners: A task-based needs analysis. TASK Journal on Task-Based Language Teaching and Learning, 4, 49–77.
• Tigchelaar, M. (2023). Can-do statements. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching.
• Tigchelaar, M., David, V., Eldemerdash, A., Protacio, S., & Piazza, S. (2023). K-12 content teachers designing language tasks: A follow-up to Erlam, 2016. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688221148449  
• Lim, J., Tigchelaar, M., & Polio, C. (2022). Understanding text-based studies of linguistic development through goals for academic writing. Language Awareness, 31, 117–136. https://doi.org/10.1080/09658416.2021.2002880 
• David, V., Tigchelaar, M., Protacio, S., & Piazza, S. (2022). Math tasks to promote oral language development with English learners. Kappa Delta Pi, 58(2), 65–69. https://doi.org/10.1080/00228958.2022.2039518
• Tigchelaar, M. (2021). “I do the peer review by myself”: A Chinese international student’s approach to process writing. Writing and Pedagogy, 12(2–3), 395–422. https://doi.org/10.1558/wap.20355  
• Protacio, S., Piazza, S., David, V., & Tigchelaar, M. (2020). Elementary teachers’ initiatives in engaging families of English learners. School Community Journal, 30(2).

Selected Grants, Fellowships and Awards

• Writing Development Initiative, Robert Gillespie Academic Skills Centre, University of Toronto Mississauga, 2022–2023, 2024–2025
• Global Classrooms Funding Initiative, Office of the Vice-President International, University of Toronto, 2022