Associate Professor; Coordinator, Teaching English as a Second Language (TESL)
Research and Interests
Marian Rossiter teaches TESL courses at both the undergraduate and graduate levels. She has had extensive experience teaching in and coordinating adult English as a second language programs. Marian has conducted classroom-based research on the effects of communication strategy instruction and affective strategy instruction on L2 performance and motivation. Her current research focuses on second language speaking, pragmatics, vocabulary, and teacher development. Marian's interest in immigration issues is reflected in her research on immigrant youth settlement issues.
Ngo, H. V., Rossiter, M. J., & Stewart, C. (2013). Understanding risk and protective factors associated with criminal involvement in a multicultural society. International Journal of Child, Youth and Family Studies, 4(1), 54-71.
Rossiter, M. J., & Derwing, T. M. (2012). Still far to go: A call for systematic programming for immigrant and refugee children and youth. In F. E. McCarthy & M. H. Vickers (Eds.), Refugee and immigrant students (Vol. 4, pp. 91-108). International Advances in Education: Global Initiatives for Equity and Social Justice. Charlotte, NC: Information Age Publishing.
Ngo, H. V., Rossiter, M. J., & Stewart, C. (2011). Crime and crime prevention in a multicultural society. Calgary, AB: Centre for Criminology and Justice Research, Mount Royal University. http://www.mountroyalcollege.com/wcm/groups/public/documents/pdf/crimepreventionmulti_finalrepo.pdf
Abbott, M. L., & Rossiter, M. J. (2011). ESL instructor professional development: Program administrator and instructor views. Alberta Journal of Educational Research, 57 (2), 204-219.
Nicholas, B., Rossiter, M. J., & Abbott, M. L. (2011). Learners’ stories in the ESL classroom. Canadian Modern Language Review, 67 (2), 247–268. DOI:10.3138/cmlr.67.2.247
Rossiter, M. J., Derwing, T. M., Manimtim, L., & Thomson, R. I. (2010). Oral fluency: The neglected component in the communicative classroom. Canadian Modern Language Review, 66(4), 583-606.
Derwing, T. M., Munro, M. J., Thomson, R. I., & Rossiter, M. J. (2009). The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition, 31, 533-557.
Rossiter, M. J., & Rossiter, K. R. (2009). Diamonds in the rough: Bridging gaps in supports for at-risk immigrant and refugee youth. Journal of International Migration and Integration, 10 (4), 409-429.
Rossiter, M. J., & Rossiter, K. R. (2009). Immigrant youth and crime: Stakeholder perspectives on risk and protective factors. Edmonton, AB: Prairie Metropolis Centre (Working Paper Series), http://pmc.metropolis.net/frameset_e.html.
Rossiter, M. J. (2009). Perceptions of L2 fluency by native and non-native speakers of English. The Canadian Modern Language Review, 65 (3), 395-412.
Rossiter, M. J., Derwing, T. M., & Jones, V. M. L. O. (2008). Is a picture worth a thousand words? TESOL Quarterly, 42, 325-329.
Rossiter, M.J. (2005). Slavic brides in rural Alberta. Journal of International Migration and Integration, 6, 493-512.
Rossiter, M.J. (2005). Developmental sequences of L2 communication strategies. Applied Language Learning, 15(1-2), 55-66.
Derwing, T.M., Rossiter, M.J., Munro, M.J., & Thomson, R. (2004). L2 fluency: Judgments on different tasks. Language Learning, 54, 655-679.
Rossiter, M.J. (2004). International corresondence marriages: The Slavic connection. Prairie Centre of Excellence for Research on Immigration and Integration: Working Papers Series.
Rossiter, M.J. (2003). "It's like chicken but bigger": The effects of communication strategy instruction in the ESL classroom. The Canadian Modern Language Review, 60, 105-121.
Rossiter, M.J. (2003). The effects of affective strategy instruction in the ESL classroom. In Special Issue: Strategy research and training (N.J. Anderson, Ed.). TESL-EJ, 7(2), 1-20.
Derwing, T. M., & Rossiter, M. J. (2003). The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13, 1-17.
Derwing, T. M., & Rossiter, M. J. (2002). They speaked and wrote real good: Judgements of non-native and native grammar. Language Awareness, 11, 84-99.
Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23, 245-259.
Derwing, T. M., & Rossiter, M. J. (2002). ESL learners’ perceptions of their pronunciation needs and strategies. System, 30, 155-166.
Breitkreutz, J. A., Derwing, T. M., & Rossiter, M. J. (2001). Pronunciation teaching practices in Canada. TESL Canada Journal, 19, 51-61.
Rossiter, M. J. (2001). The challenges of classroom-based SLA research. Applied Language Learning, 12, 31-44.
Derwing, T. M., Rossiter, M. J., & Hannis, D. (2000). Enhancing social work students’ confidence to listen to foreign-accented speech. Canadian Social Work, 2, 22-29.
Rossiter, M. J., & Pawlikowska-Smith, G. (1999). The use of CLBA scores in LINC program placement practices in western Canada. TESL Canada Journal, 16, 39-52.
EDPY 419 TESL Supervised Diploma Practicum
EDPY 575 TESL Supervised Master’s Practicum
EDPY 592/597 Teaching English for Academic Purposes
EDPY 597/697 Content and Language Integrated Learning for ESL Adults
EDPY 599/699 Vocabulary Instruction, Acquisition, and Assessment