Books
My published monograph and edited volumes include:
Chapters, Articles, and Book Reviews
Other publications of mine have appeared or are forthcoming in Canadian and international journals as well as edited volumes. Representative publications of more recent work include:
- Chapters in edited volumes:
Tavares, V., & Somby, H. M. (2024). Virtual reality technology in Norwegian teacher education: Creating an innovative experience or another academic elite? In M. Bowdon, K. Yee, & W. Dorner (Eds.), Ethical considerations of virtual reality in the college classroom: Cross-disciplinary case studies of immersive technology implementation (pp. 70-82). Routledge. ★
Tavares, V., & Skrefsrud, T. A. (2023). Experiential education, museums, and student teachers’ intercultural learning: Reflections on the Scandinavian Romani exhibition. In V. Tavares & T. A. Skrefsrud (Eds.), Critical and creative engagements with diversity in Nordic education (pp. 45-65). Lexington Books. ★
Tavares, V. (2023). Take it or leave it: Language and nationality in the employment-related experiences of an international student prior to academic studies. In J. Kaur, R. L. Raby, & K. Bista (Eds.), International student employability: Narratives of strengths, challenges, and strategies from Global South students. Springer. ★
Tavares, V. (2023). Pushed to the periphery: Understanding the multiple forms of exclusion experienced by international students from Asia. In A. Kim, E. Buckner, & J. M. Montsion (Eds.), International students from Asia in Canadian universities: Institutional challenges at the intersection of internationalization, inclusion, and racialization (pp. 144-156). Routledge. ★
Tavares, V. (2023). A century of Paulo Freire: Problem-solving education, conscientização, dialogue and TESL from a Freirean perspective. In V. Tavares (Ed.), Social justice, decoloniality, and southern epistemologies within language education: Theories, knowledges, and practices on TESOL from Brazil (pp. 145-162). Routledge. ★
Tavares, V. (2022). Multilingual international students’ perceptions of support services from an identity perspective. In M. Mohamad & J. Boyd (Eds.), International student support and engagement: Exploring innovative practices in campus, academic and professional support services (pp. 146-158). Routledge. ★
Tavares, V. (2022). Exploring the impact of notions of success based on native-speakerism, individualism and neoliberalism on ESL students’ identities. In A. J. Daghigh, J. M. Jan, & S. Kaur (Eds.), Neoliberalization of English language policy in the global south (pp. 153-172). Springer. ★
Dodman, M. J., Cardoso, I., & Tavares, V. (2022). Communicating and understanding the other through experiential education: Portuguese language and culture in Toronto. In F. Carra-Salsberg, M. Figueredo, & M. Jeon (Eds.), Curriculum design and praxis in language teaching: A globally informed approach (pp. 131-143). University of Toronto Press. ★
Cardoso, I., Tavares, V., Graça, L. (2022). Língua portuguesa no Canadá: Das dinâmicas comunitárias às experiências identitárias. In F. C. del Olmo, S. Melo-Pfeifer, & S. Souza (Eds.), Português língua não materna: Contextos, estatutos e práticas de ensino numa visão crítica (pp. 53-75). University of Porto Press. ★
Tavares, V. (2021). “The course is no longer great”: The need for socially meaningful online instruction for international students. In R. Chan, K. Bista, & R. Allen (Eds.), Online teaching and learning in higher education during COVID-19: International perspectives and experiences (pp. 93-106). Routledge. ★
Tavares, V. (2020). Challenging cultural stereotypes in the pluricentric Portuguese as a foreign language classroom. In I. Cardoso & V. Tavares (Eds.), Teaching and learning Portuguese in Canada: Multidisciplinary contributions to SLA research and practice (pp. 164-186). Boa Vista Press. ★
- Journal articles:
Tavares, V., & Benediktsson, A. I. (2024). But life goes on: Drama classes, Ukrainian refugees, and Icelandic language learning. Literacy. ★
Tavares, V. (2024). Experiencing deficit: Multilingual international students talk identity. McGill Journal of Education. ★
Tavares, V. (2023). Teaching in diverse lower and upper secondary schools in Norway: The missing links in student teachers’ experiences. Education Sciences. ★
Tavares, V. (2022). Teaching international students in a difficult time: The importance of empathy. Canadian Journal for the Study of Adult Education. ★
Tavares, V. (2022). From Macao to the United States and Canada: A transnational journey of longing for belonging. Comparative and International Education/Éducation Comparée et Internationale. ★
Tavares, V. (2022). Neoliberalism, native-speakerism and the displacement of international students’ languages and cultures. Journal of Multilingual and Multicultural Development. ★
Tavares, V. (2022). Worlds apart: Visualising multilingual international student sociocultural adjustment through pictures. Apples: Journal of Applied Language Studies. ★
Tavares, V. (2022). “Lock us in a room together”—Local students’ suggestions for improving socialisation with international students. Journal of Comparative & International Higher Education. ★
Tavares, V. (2022). Teaching two languages: Navigating dual identity experiences. Pedagogies: An International Journal. ★
Tavares, V. (2021). Feeling excluded: International students experience equity, diversity and inclusion. International Journal of Inclusive Education. ★
Tavares, V. (2021). Multilingual international students at a Canadian university: Portraits of agency. American Journal of Qualitative Research. ★
Tavares, V. (2021). Theoretical perspectives on international student identity. Journal of Comparative & International Higher Education. ★
Tavares, V. (2020). Exploring multilingual international students’ identity-related experiences through pictures. Contact Magazine, March, 52-60. ★
- Book reviews:
Tavares, V. (2023). Higher education internationalization and English language instruction: Intersectionality of race and language in Canadian universities (by Xiangying Huo, Springer). Journal of Multilingual and Multicultural Development. ★
Tavares, V. (2023). A research agenda for graduate education (by Brian S. Mitchell, University of Toronto Press). Canadian Journal of Education, 46(1), xv-xvii. ★
Tavares, V. (2022). Intercultural competence past, present and future (by María D. López-Jiménez & Jorge Sánchez-Torres, Springer). Journal of International Students. ★
Tavares, V. (2021). Essentials for successful English language teaching (by Thomas S. C. Farrell & George M. Jacobs, Bloomsbury Publishing). TESL Canada Journal. ★