Dr. Christine Doe
Associate Professor

Office: Seton 475
Phone: (902) 457-5554
Fax: (902) 457-4911
E-mail: Christine.Doe@msvu.ca

Research and Teaching Interests

  • Supporting multilingual learners across educational contexts
  • Examining the relationship between learning, teaching and assessment
  • Working with educational professionals to support complex language learning needs

My research examines the complexity of language learning needs for newcomers across educational and workplace contexts; the interplay between learning, teaching and assessment in the classroom and high-stakes assessment contexts; and working with interdisciplinary and applied research teams to find ways to better understand and support diverse learners. Previously, I was the lead researcher for a national evaluation project with the Government of Belize developing second language acquisition teaching materials and strategies for Elementary and Junior level teachers. More recently, my research focuses on refugee youth experiences in language learning programs for newcomers, as well as in a high school. I teach graduate and undergraduate courses focused on teaching English as an additional language and classroom assessment for K-12 and adult language learning settings.

Education and Training

2013 Ph.D. Queen’s University

2006 MA Carleton University

2001 BA.Sc. University of Lethbridge

TESL Canada Standard Level 3

Selected Publications

  • Douglas, S., Landry, M., Doe, C., & Cheng, L. (2022). English for Academic Purposes Student Reflections: Factors Related to Their Additional Language Socialization at a Canadian University. TESL Canada Journal, 39(1), 21-49. https://doi.org/10.18806/tesl.v39i1/1373
  • Cheng, L., Im, G., Doe, C., & Douglas, S. (2021). Identifying English Language Use and Communication Challenges Facing “Entry-Level” Workplace Immigrants in Canada. Journal of International Migration and Integration, 22, 865-886. https://doi.org/10.1007/s12134-020-00779-w
  • King, S., Ritchie, K. C., McGonnell, M., Doe, C., Corkum, P. V., Côté, E., & Cox, A. (2021). Paging Dr. Google: Availability and Reliability of Online Evidence-Based Treatment Information about ADHD. Evidence-Based Practice in Child and Adolescent Mental Health, 6(2), 1-13. https://doi.org/10.1080/23794925.2021.1901632
  • Douglas, S., Doe, C., & Cheng, L. (2020). The Role of the Interlocutor: Factors Impeding Workplace Communication with Newcomers Speaking English as an Additional Language. Canadian Modern Language Review, 76(1), 31-49. https://doi.org/10.3138/cmlr.2018-0161
  • Tsedryk, A., & Doe, C. (Eds.). (2019). The Description, Measurement and Pedagogy of Words. Cambridge Scholars Publishing.
  • Doe, C. (2015). Student uptake of diagnostic assessment information. Language Assessment Quarterly: Special Issue Canada: Perspectives on Language Policy, Stakeholders and Assessment, 12(1), 110-135. https://doi.org/10.1080/15434303.2014.1002925
  • Doe, C. (2015). One teacher’s take using a ‘test’ for diagnostic purposes. Journal for English for Academic Purposes. Special Topic: Assessment in EAP, 18, 40-50. https://doi.org/10.1016/j.jeap.2015.03.005
  • Doe, C. (2014). Test Review: Diagnostic English Language Needs Assessment (DELNA). Language Testing, 31(4), 537-543. https://doi.org/10.1177/0265532214538225
  • Cheng, L., Klinger, D., Fox, J., Doe, C., Jin, Y., & Wu, J. R. W. (2014). Interrelationships of Motivation and Anxiety with Test Performance across Three Testing Contexts: The CAEL, CET and GEPT. TESOL Quarterly, 48(2), 300-330. https://doi.org/10.1002/tesq.105
  • J. Fox, M. Wesche, D. Bayliss, L. Cheng, C. Turner, & C. Doe (Eds.). (2007). Language testing reconsidered. Ottawa, ON: University of Ottawa Press.