Dr. Julie S. Byrd, PhD

Associate Professor & Chair, Indigenous Education - Critical Policy, Equity and Leadership Studies

BA Honours (SUNY College at Oswego), MA (University of Illinois at U-C), MA (University of Maryland), MA (Naropa University), PhD (University of Toronto)

Dr. Julie S. Byrd, PhD

Associate Professor & Chair, Indigenous Education - Critical Policy, Equity and Leadership Studies

BA Honours (SUNY College at Oswego), MA (University of Illinois at U-C), MA (University of Maryland), MA (Naropa University), PhD (University of Toronto)

Julie S. Byrd is Professor of Indigenous Education at the Faculty of Education of Western University. Julie is of Indigenous ancestry (Cherokee of the Eastern woodlands; and Chickasaw).  She is a descendent of William L. Byrd (former governor of the Chickasaw Nation, 1888-1892) and through retracing has found that her more closely related ancestors spoke a similar language to the Haudenosaunee languages (Six Nations) of Turtle Island. Julie is likewise of Celtic and Mediterranean ancestry as well as a distant descendant of the Bantu Peoples of Cameroon/The Congo. A lover of nature, languages, and multiple ways of communing, Julie infuses indigenous knowledges and practices throughout her research, teaching, and learning, particularly as relates to language use, relational attunement, and an openness to social and linguistic variation. Her passion for music, singing, dancing, storytelling and drama are all important components of her pedagogy.

Julie, also known as Julie Byrd Clark, is an internationally recognized applied linguist with expertise in the domains of critical sociolinguistics, bi/multilingual intercultural education, didactique du français, language planning/policy, discourse analysis, postmodern, and ecopsychological approaches for the study of language, communication, teaching and learning. A transdisciplinary and multilingual scholar, much of her work has engaged critical, multimodal, ecological, and reflexive approaches to language and intercultural education as relates to indigeneity, processes of decolonialization, systemic racism, globalization, environmental justice, sustainability, accessibility, and the construction of identity and social difference.

As an ethnographer, sociolinguist, and teacher, she draws upon creative research methodologies in order to capture some of the complexities, connections, curiosities, and representations of people’s ways of communing in their everyday lives. She specializes in Indigenous methodologies, earth-based practices, transpersonal ecopsychology; immersion education; language teacher education; multilingualism; critical, social and environmental facets of language and intercultural education; transnationalism, and social justice as concerns the construction of ideologies and axiologies.

Currently, Julie is working with interspirituality, ecotranslanguaging (e.g. inter-species communication; Indigenous languages resurgence and regeneration ), ecopedagogies, place-based attuning/attunement and advocates for a community-oriented leadership approach in fostering responsible, reciprocal relationships that honour all life-- reminding people of their connections to the Earth, one another, and the more-than-human world.



 Tarc, P. (Principal Investigator), Byrd Clark, J.S.., Pashby, K., & Vizcko, M. (co-investigators). (2021-2024). Opening Portals into Classrooms: School-university Collaboration on ‘Learning to Teach’ for Global Citizenship. Faculty of Education Social Action Plan Grant. 

Byrd Clark, J.S. (2016-2018). Toward Contemporary Multilingual and Intercultural Pedagogies: The experiences of future language teachers in diverse, transnational spaces. Social Sciences and Humanities Research Council Bridging Funding (SSHRB). 

Byrd Clark, J.S. (2015-2017). From preschool to junior kindergarten: The language development and social practices of Francophone children in a minority context. Social Sciences and Humanities Research Council Bridging Funding (SSHRB). 

Byrd Clark, J. (principal applicant), Mady, C., Huver, E., & Pierozak, I. (2011-2014). The pedagogical experiences of multilingual student teachers of French as a Second Language in Ontario: From volition to professional insertion. Social Sciences and Humanities Research Council (SSHRC)/Conseil de recherches en sciences humaines du Canada (CRSH). Subventions ordinaires de recherche, nouvelle chercheure.

Dr. Julie Byrd Clark's research program (funded by the Social Sciences and Humanities Research Council/SSHRC), a three-year multi-site, longitudinal ethnographic study, which examines the pedagogical experiences of multilingual student teachers of French language education in Canada and France, makes an important international contribution. A large part of the study explores whether new technologies and engagement research strategies, such as auto- ethnography and participating in a virtual space (e.g. using multi-media, wikis, and SKYPE) impact (or impede) the ways in which student teachers from different contexts invest in representations of languages, literacy, identities, and ways of thinking about classroom pedagogies. This study is significant in that it will examine the nexus of learner autonomy, multi-media literacy, reflexivity, and international knowledge mobilization. It will provide a better understanding of how and why student teachers engage in French, develop linguistic repertoires and negotiate what it means to be and become a French language teacher in today's plurilingual and pluricultural world.



RICE (Researching International and Contemporary Education) came about as a means of establishing a distinguished research group at the Faculty which focuses on the theorizing processes associated with internationalization, globalization and education.

Internationalizing education has become a strategic mission of multiple universities under intensified processes and imaginaries of globalization. This eclectic movement, inclusive of multiple discourses and distinct expressions, framed by neoliberal branding agendas to liberal humanist pedagogies, is (re)animating a whole set of initiatives, such as: international academic partnerships, North-South development-oriented initiatives, global citizenship education, internationalizing preservice and graduate education, international service learning, language learning, e-learning, etc. While the related academic literatures of experiential education, inter-cultural learning or adult education offer frames to understand and research practices of international education, it may be time for alternative conceptualizations or new ways of thinking and doing research vis-à-vis international education. The central aim of our research group is to deepen our collaborative capacities to develop and engage new conceptualizations and innovative approaches to researching international and contemporary forms of education in a globalizing world. Please consult the RICE website for more information.


This study focuses on the complex teaching investments of multilingual teacher candidates training to become teachers of French. The objectives will be to examine the factors (be they institutional, environmental, etc) and social processes, which facilitate (and/or limit) the development of multilingual repertoires as well as access and persistence of French language studies and teacher training. Increasingly complex linguistic repertoires and a growing number of youth with multiple identities represent some of the ways that Canada is changing. As Lamarre (2010) has noted, this complexity is difficult to catch through quantitative data. It is, however, being captured in ethnographic work in urban spaces where population flux and contact is high. This study will draw from qualitative, ethnographic methods (namely questionnaires, observations of classrooms, semi-structured interviews, and focus groups) in order to gain an understanding of how multilingual teacher candidates invest (or not) in being and becoming teachers of French, investigating the complex significance that French may hold for them as they try to integrate the professional world. This pilot study will contribute to the development of a major study in this area as potential results signify what the necessary conditions and needed support are for those who want to pursue professional teaching careers in French.


The study builds upon work done by Lamoureux (2007, 2008) and sought to explore issues of equity in relation to the timely proposed improvement of access to university studies and services in French for minority Francophones in Ontario (see Rae Report, 2005) as well as graduates of French Immersion programs. Drawing upon ethnographic (qualitative) methods, the purpose of this case study, is to gain analytic insight into the student experience of Francophone and French Immersion students as they access postsecondary education in a minority context and to better understand the social processes which facilitate (and/or limit) access, success, and persistence of postsecondary studies. This research is of utmost importance and social significance, as we want to ensure successful social and academic integration for everyone living in a pluralistic society.

Recent Publications


Byrd Clark, J. (2009). Multilingualism, Identity, and Citizenship: Voices of youth and symbolic investments in an urban, globalized world. London: Continuum.

Edited Books, and Special Issues of Peer-Reviewed Journals

Byrd Clark, J.S. & Dervin, F. (2014). Reflexivity in Language Education: Rethinking multilingualism and interculturality. The Routledge Language and Intercultural Communication series. London/New York: Routledge.

Byrd Clark, J.S. (2016). Transdisciplinary approaches to language teaching and learning in transnational times. Guest Editor of five individual articles for a special issue of L2 journal. Berkeley, California.

Dervin, F. & Byrd Clark, J.S. (2016). Introduction and Dedication to Dr. Regis Machart. The International Journal of Bias, Identity, and Diversities, vol. 2, 1-6 (i-v).

Dervin, F. Machart, R., & Byrd Clark, J.S. (2016). Introduction. The International Journal of Bias, Identity, and Diversities, vol. 1, 1-5 (i-v).

Dervin, F. Machart, R., & Byrd Clark, J.S. (2013). Let’s put an end to the hijacking of diversity. The International Journal of Education for Diversities, vol. 2, 1-5 (i-v).

Dervin, F. Machart, R., & Byrd Clark, J.S.(2012). Toward education for diversities? The International Journal of Education for Diversities, vol. 1, 1-4 (i-iv).

Byrd Clark, J.S. (2012). Guest Editor of five individual articles for Special issue in The International Journal of Multilingualism, volume 9, number 2, May issue.

Byrd Clark, J.S., Tarc, P., & Varpalotai, A. (2013). Co-editor for Special issue of five articles for the Canadian and International Education (Éducation canadienne et internationale) journal Volume 41, issue 3, December 2012.

Book Chapters

Chen, A., & Byrd Clark. J. S. (2023). Critical emotional reflexivity for TESOL: The what, why, and how. In J. Miller & B. Otcu-Grillman (Eds.), Mentoring and reflective teachers in ESOL and bilingual education (pp. 148–177). IGI Global. https://www.igi-global.com/gateway/chapter/330604

Byrd Clark, J. (commissioned, in press). Reflexive critical ethnography for contemporary times. May, S. & Caldas, B. (Eds.) Bristol, UK: Multilingual Matters.

Byrd Clark, J. & Roy, S. (in press). Multilingual research in contemporary times: Toward a transdisciplinary approach. Holmes, P., Reynolds, J., & Gassanin, S. (Eds.) Researching Multilingually. Bristol, UK: Multilingual Matters.

Roy, S.M. & Byrd Clark, J.S. (2021). Ideologies of French and commodification: What does meaning
making imply for multilinguals in transnational times? In Petrovic, J. & Yazan, B. (Eds.) The commodification of language. (pp. 182-199) London, UK: Routledge.

Byrd Clark, J. (2020). Reflexivity and criticality in language and intercultural education. Routledge Handbook of Language and Intercultural Communication, vol. 2. (pp. 86-106) London, UK: Routledge.

Byrd Clark, J. & Vanthuyne, A. (2015). Teaching for Technological Change and Diversities, In L. Thomas & M. Hirschkorn, (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada. E-book published by the Canadian Association for Teacher Education at https://sites.google.com/site/cssecate/polygraph-book-series

Byrd Clark, J. & Dervin, F. (2014). Introduction chapter in Byrd Clark, J. & Dervin, F. (Eds.) Reflexivity in language and intercultural education: Rethinking multilingualism and interculturality (pp.1-42). London/New York: Routledge.

Dervin, F. & Byrd Clark, J. (2014). Reflexivity in Research and Practice: Moving On? Conclusion Chapter in Byrd Clark, J. & Dervin, F. (Eds.) Reflexivity in language and intercultural education: Rethinking multilingualism and interculturality. London/New York: Routledge.

Byrd Clark, J. (2014). On being and becoming a multilingual Canadian: An ethnographie à géométrie variable in Clemente, A., Marshall, S., & Higgins, M. (Eds.) Shaping ethnographies in a multilingual and multicultural context (pp. 29-58). London, Ontario, Canada: The Althouse Press of The University of Western Ontario.

Byrd Clark, J. & Stratilaki, S. (2013). Multilingualism and identity: A meeting of different discourses in Dervin, F. & Liddicoat, A. (Eds.) Linguistics for intercultural education in language learning and teaching. Pages 175-196. New York: John Benjamins.

Byrd Clark, J. & Lamoureux, S. (2013). Rethinking multilingualism: Complex identities, representations and practices of Canadian youth moving through plurilingual times in Otwinowska, A. & De Angelis, G. (Eds.) Teaching and learning in multilingual contexts: Sociolinguistic and educational perspectives. (pp.118-145) Clevedon, UK: Multilingual Matters.

Byrd Clark, J. (2012). “Vous n’êtes pas francophone, vous vous êtes Francophile” : Que veut dire d’être et devenir francophone ? In S. Lamoureux & M. Cotnam (dirs.) Prendre sa place: Parcours et francophones identitaires en Ontario français. Ottawa, Ontario, Canada : Les éditions David.

Byrd Clark, J. & Labrie, N. (2010). La voix de jeunes canadiens dans leur processus d’identification : les identités imbriquées dans des espaces multiformes dans S. Osu (dir.) Construction d'identité et processus d'identification. (pp. 435-438) Berlin : Éditions Peter Lang.

Byrd Clark, J. (2008). Representations of multilingualism and language investment in a globalized world in M. Mantero, P. Chamness Miller, and J. Watzke (Eds). Readings in Language Studies, Volume One: Language across Disciplinary Boundaries. (pp. 261-277) New York: International Society for Language Studies.

Byrd Clark, J. (2007). Discourse encounters through school experiences: the notion of Italianità meets the construction of la francité in M. Mantero (Ed.) Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts (pp. 93-117). New York: Information Age Publishing.

Refereed Journal Articles

Selected publications:

Byrd Clark, J., Roy, S. & Stamp, J. (submitted). Devenir les enseignants bi/plurilingues. The Canadian Journal of Applied Linguistics.

Roy, S. & Byrd Clark, J. (2018). Les identités multiples de jeunes Canadiens. Journal of Belonging, Identity, and Language and Diversity, vol 2(2): 103-117.

Byrd Clark, J. (2016). Introduction to special issue, Transdisciplinary approaches to language teaching and learning in transnational times, L2 Journal.

Byrd Clark, J., Mady, C., & Vanthuyne, A. (2014). Exploring reflexivity, multiple identities, and multilingualism in three postsecondary French language teacher education programs. Canadian Journal of Applied Linguistics, 17 (1): 129-155.

Dervin, F. & J. Byrd Clark (2013). Quelles transversalités multilingues et interdisciplinaires dans une revue spécialisée de didactique des langues et de l’interculturel ? Numèro spécial en Études en didactique des langues/Special issue in the Journal of language learning and teaching research.

Byrd Clark, J., Lamoureux, S., Stratilaki, S. (2013). Apprendre et enseigner le français dans l’Ontario, Canada : entre dualité linguistique et réalités plurielles et complexes Journal of Cahiers d’ACÉDLE, volume 10(3): 37 à 54.

Byrd Clark, J., Haque, E., & Lamoureux, S. (2012). The role of language in processes of internationalization: Considering voices from within and outside in two diverse contexts in Ontario. Special issue of the Canadian and International Education (Éducation canadienne et internationale) Journal, vol. 41, issue 3.

Byrd Clark, J., Tarc, P., & Varpalotai, A. (2012). Introduction to special themed issue. Canadian and International Education (Éducation canadienne et internationale) Journal, vol. 41, issue 3.

Byrd Clark, J. (2012). Heterogeneity and a sociolinguistics of multilingualism: Reconfiguring French language pedagogy. Language and Linguistics Compass Blackwell Online Journal. 6(3):143-161. (Invited/Commissioned submission).

Byrd Clark, J. (2012). Symbolic Investments in Multilingualism: Toward Multidimensional Conceptualisations of Language and Identity, Introduction. The International Journal of Multilingualism, special issue, 9(2): 132-137.

Byrd Clark, J. (2011). Toward a policy of heterogeneity: The Journeys of Integration of Multilingual Student Teachers of FSL in Ontario in Plurilingual Times. OLBI Working Papers, volume 3, pp. 1001-1014. Ottawa, Ontario, Canada: University of Ottawa Press.

Byrd Clark, J. (2011). La signification du plurilinguisme et la voix de jeunes italo-canadiens. Cahiers d’ILOB (Institut des langues officielles et du bilinguisme), volume 2, pp.1001-1021. Ottawa, Ontario, Canada: University of Ottawa Press.

Byrd Clark, J. (2010). Making some “Wiggle Room” in French as a Second Language/Français langue seconde: Reconfiguring Identity, Language, and Policy in Lamoureux, S. & Labrie, N. (Eds.) Special issue, Canadian Journal of Education: 33 (2): 379-406.

Byrd Clark, J. (2009). Overlapping Identities, Representations of Multilingualism, and Conceptions of Citizenship in an urban, globalized world in Special edition of RANAM, publication of l’université de Marc Bloch, Strasbourg, France, volumes 40-42: 113-130.

Byrd Clark, J. (2009). Immersion for some, or for all? Challenges and opportunities through the voices of pre-service teacher candidates and their symbolic investments in French. Journal of Immersion, 31(3) : 33-35.

Byrd Clark, J. (2008). So, why do you want to teach French? Representations of multilingualism and language investment through a reflexive critical sociolinguistic ethnography. Education and Ethnography. 3(1): 1-16.

Byrd Clark, J. (2008). Multilingualism, Investments and Language Teaching: What does it mean for teacher candidates of French to be and become multilingual and multicultural Canadians? Mosaic: The Journal for Language Teachers.10 (2): 20-26.

Byrd Clark, J. (2008). Comment definir le Francophone? Quelques réflets Plume : Revue semestrielle de l’Association iranienne de Langue et Littérature françaises (AILLF), Troisième année, numèro 6, Automne-Hiver 2006-2007, pp. 55-75. Téhéran, Iran.

Invited Conference Presentations and Guest Lectures:

Selected invited presentations:

Byrd Clark, J. (2022). Invited Panelist for Invited Experts Symposium on Trandisciplinarity at the Modern Language Association Conference, January 6-9, 2022, Washington, D.C.

Byrd Clark, J. (2019). Invited Keynote at Round Table (Table Ronde) on Former pour enseigner le français et en français en contexte linguistique minoritaire, plurilingues, et pluriculturel : états des lieux et perspectives de recherche, Université d’Ottawa, Ontario, Canada, CIEF (Congrés internationale d’études Francophones), 17-20 juin 2019.

Byrd Clark, J. (2017). Poststructuralist understandings of identities, presented at Identities in Education: Yours, Mine, Ours Conference, presented as Invited panelist for the 2017 Robert Macmillan Graduate Research in Education Symposium (GRiES), April 7, 2017.

Byrd Clark, J. (2017). Transdisciplinary approaches for language learning and teaching in transnational times, Invited Chair and Organizer for colloquium at the American Association of Applied Linguistics (AAAL) held in Portland, Oregon, March 17-22, 2017.

Byrd Clark, J. (2017). Critical ethnography, bi/multilingualism, race(ism) and education, Presenter on Invited colloquium at the American Association of Applied Linguistics (AAAL) held in Portland, Oregon, March 17-22, 2017.

Byrd Clark, J. (2015). Toward interdisciplinary and reflexive approaches in applied linguistics: Rethinking multilingualism and identity in contemporary times. Presentation to be given to the Linguistics Department, invited by Professor Ileana Paul for February 23, 2015, at the Linguistics Department, University of Western Ontario, London, Ontario, Canada.

Byrd Clark, J. (2016). Constructing Transdisciplinary Reflexive Practice for Language Teacher Education in Contemporary Times. FIT Series, Invited Speaker, at the University of California, Berkeley, March 29, 2016.

Byrd Clark, J. (2016). Developing reflexivity through intercultural mediation: The experiences and engagements of multilingual student teachers in French as a second language teacher education programs. Invited plenary at La mediation interculturelle en contexte : Colloque internationale à Besançon, France, June 29-July 1, 2016.

Byrd Clark, J. (2015). Discourse Analysis and Ethnographic Approaches to language, identity and culture. Invited Presentation given to the Engaged Learning and Research Center, Cornell University, Ithaca, New York, U.S.A.

Byrd Clark, J. (2014). Interdisciplinary approaches to language teaching and learning in contemporary and transnational times (Invited Organizer of invited symposium with Claire Kramsch, David Malinowski, Tony Liddicoat & Angela Scarino). Organizer and Presenter of paper at AILA (Association internationale de la linguistique appliquée) 2014 World Conference, Brisbane, Australia, August 10-15, 2014.

Byrd Clark, J. (2014). And what of language? Merging the divide between the discourses of the multicultural and intercultural. Invited keynote address (plenary speaker) for the Intercultural vs. Multicultural Education: The end of rivalries? International conference organized by RICE, to be held at the Faculty of Education, Western University, February 27-28, 2014.

Teaching and Supervision

Graduate Courses Taught

  • Graduate Courses Taught at Western University

    9687A – Special Topics in CSSAL: Contemporary approaches to pedagogy (2020)
    9687L – Special Topics in CSSAL: Critical Discourse Analysis for Education (2020, 2021)
    9687A – Critical Pedagogy (2016, 2017, 2018)
    9426B – Language, Identity, and Pedagogy (2015, 2019)
    9305A – MPED TESOL Discourse Analysis in Language Teaching (2016, 2017, 2018)
    9305A – Multilingualism and multiliteracies (2013-14, 2015)
    9625 – Critical issues in language and literacy (2013)
    9700 – PhD Theories of Education, Doctoral Seminar (2011-12)
    9578 – Second Language Learning and Teaching (2012)
    9580 – Introduction to Curriculum, Online (2009-10; 2010-11)
    9588 – First and Second Language Acquisition, 2009-2010

Teacher Education and Advanced Undergraduate Courses Taught:

  • 5499: Supporting English Language Learners in Elementary Language Arts
  • 5414: French Immersion/Immersion française (both Primary Junior and Intermediate Senior)
  • 5211: Curriculum and Pedagogy in Intermediate/Senior French
  • LING3390A: Supervised Readings in Linguistics, Department of Linguistics
  • LING 4490B: Advanced Supervised Research in Linguistics, Linguistics Department 
  • FREB11H3: Le français dans les écoles de l’Ontario, Université de Toronto, campus Scarborough
  • LING 204 H5S: English Grammar, Université de Toronto, campus Mississauga,
  • LING 380 : Theoretical Issues in Second Language Teaching and Learning, Université de Toronto, campus Mississauga