Magda Tigchelaar
I am an applied linguistics researcher and teacher educator. I work to prepare educators to teach, evaluate, and advocate for language learners. I conduct research in the following areas:
Second language proficiency standards and their intersection with language instruction and assessment
Second language writing development, assessment and instruction
Task-based language teaching and assessment
Research methods in applied linguistics
PUBLICATIONS
Tigchelaar, M. (in press). “I do the peer review by myself”: A Chinese international student’s approach to process writing. Writing and Pedagogy.
Tigchelaar, M. (in press). Can-do statements. The TESOL encyclopedia of English language teaching. (Ed. J. Liontas).
Protacio, S., Tigchelaar, M, Piazza, S., & David, V. (in press). Elementary teachers’ initiatives in engaging families of English learners. School Community Journal.
Crowther, D., Tigchelaar, M., Maloney, J., & Loewen, S. (2020). Statistical knowledge in second language acquisition research: A researchers’ perspective. Second Language Studies, 38(1), 18-39.
Loewen, S., Gönülal, T., Isbell, D., Ballard, L., Crowther, D., Lim, J., Maloney, J., & Tigchelaar, M. (2020). How knowledgeable are applied linguistics and SLA researchers about statistics?: Data from North America and Europe. Studies in Second Language Acquisition, 1-20. doi:10.1017/S0272263119000548
Tigchelaar, M. (2019). Exploring the relationship between self-assessments and OPIc ratings of oral proficiency in French. In P. Winke & S. Gass (Eds.), Foreign language proficiency in higher education. New York: Springer.
Tigchelaar, M., Bowles, R. P., Winke, P., & Gass, S. (2017). Assessing the Validity of ACTFL Can-Do Statements for Spoken Proficiency: A Rasch Analysis. Foreign Language Annals, 50(3), 584-600. DOI: 10.1111/flan.12286; video abstract: https://www.youtube.com/watch?v=BGTddX0erZI
Tigchelaar, M. & Polio, C. (2017). Language-focused peer corrective feedback in second language writing. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (97-113). New York: Routledge.
Tigchelaar, M. (2016). The impact of peer and self review on writing development in French as a foreign language. Journal of Response to Writing, 2(2), 6-36.
De Costa, P., Tigchelaar, M, & Cui, Y. (2016). Reflexivity and transnational habitus: The case of a ‘poor’ affluent Chinese international student. AILA Review, 29, 173-198. DOI: 10.1075/aila.29.07dec
Fox, J. & Tigchelaar, M. (2015). Creating an engineering academic formulas list. Journal of Teaching English for Specific and Academic Purposes, 3(1), 295-304.
Tigchelaar, M. (2015). La conception d’un manuel de langue: quelle(s) entrées? Revista Non Plus, 5, 8-19.
INVITED TALKS
“Using self-assessment materials in the second language classroom.” Boston University, October 15, 2020.
“Can-Do Statements for Spoken Proficiency: Factors and Scaling to the ACTFL (2012) Proficiency Model.” WMU Language and Humanities Group, Western Michigan University, November 21, 2019.
“Understanding Your International Students,” CEHD Inclusion and Diversity Committee Book Talks, Western Michigan University, November 21, 2019.
“Interactions with International Students: Tips for Faculty and Staff” (with Virginia David), CEHD Equity Day, Western Michigan University, April 18, 2019.
“Teaching Proficiency and Reading through Storytelling,” Western Michigan University TESOL Conference, April 13, 2019.
“Communicative language teaching: How do families in our class compare to other American families?” Western Michigan University TESOL Conference, May 5, 2018.