Research interests:
educational responses to linguistic diversity; linguistic identity; bilingualism; second language teaching

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

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.

Dressler, R. (2016). Book review: Social networks in study abroad. Comparative and International Education Journal, 45(2), article 8. Available at:

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

Dressler, R. (2015, November). Spoken grammar. Cooperative ESL Ministries. Retrieved from

Dressler, R. (July 2015) Child of an Immigrant, Mother of an Immigrant. Cooperative ESL Ministries. Retrieved from

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:

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

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

Dressler, R. (2014). Exploring linguistic identity in young multilingual learners. TESL Canada Journal 32(1), 42-52,

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

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

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.