Publications & Conference Presentations

Works in Progress

Ferreira, J., Rezler, M., & Moldowan, M. (submitted). Assessing digital multimodal composing in secondary classrooms: Leveraging transparency, relationality and activism. Paper presentation at 2025 LRA Annual Conference (Las Vegas, USA).
Ferreira, J. (under review). Balancing assessment of and for disciplinary learning in digital multimodal compositions.
Ferreira, J. & Zhu, J. (under review). Cast a poem!: Emic perspectives on assessing podcasts in an English Language Arts secondary classroom.
Ferreira, J., & Kendrick, M. (under review). "They hear It from me”: Student voices on assessing digital multimodal composing for activism.
Ferreira, J. (under review). “Your own words?”: Assessing GenAI digital multimodal composing in a secondary ELA classroom.
Li, G., Mei, Z., Ionomoto, S., Ferreira, J., & Yeung, H. H. (under review). Multilingual children’s monolingual Becoming: A case study of “monolingual habitus” socialization inside and outside of school.
Li, G., Ferreira, J., Inomoto, S., Mei, Z., , & Yeung, H. H. (under review). Legitimizing plurilingual and pluricultural identities: Designing an arts-infused cultural-historical activity system.

Peer-Reviewed Articles

Accurso, K., Early, M., Ferreira, J., & Lucci, G. (2024). Learning to braid: Integrating multilingual pedagogies, antiracism, and disciplinary instruction in elementary teacher education. TESL Canada Journal, 41(1), 55–78. https://doi.org/10.18806/tesl.v41i1/1399
Early, M., Ferreira, J., Kendrick, M., & Lucci, G. (2025). Understanding the conditions that foster collaborative teacher cultures: A case study. System, 131, 103652. https://doi.org/10.1016/j.system.2025.103652
Ferreira, J., Kendrick, M., & Panangamu, S. (2022). Storytelling through block play: Imagining identities and creative citizenship. Literacy (Oxford, England), 56(1), 29-39. https://doi.org/10.1111/lit.12266
Ferreira, J., Kendrick, M., & Early, M. (2022). Migrant and refugee background students learning through play. The Reading Teacher, 75(4), 453-462. https://doi.org/10.1002/trtr.2072
Maia A., Dourado, M.; Ferreira, J.; Conceição, C. (2016). Ensino de língua inglesa e letramento crítico: Uma experiência voltada para o engajamento dialógico e cidadão de adolescentes e jovens. Revista Espaço do Currículo, 9, p. 97-107.

Book Chapters

Ferreira, J., & Kendrick, M. (2024). Valuing arts-based literacies in science as evidence of learning: In B. Peters (Ed.), Arts-Based Multiliteracies for Teaching and Learning (pp. 269–302). IGI Global.
Almeida, D., & Ferreira, J. (2024). Once upon a time: Toy stories, affordances and the playing activity. In L. V. Rocca, N. Artemeva, & C. G. Fogarty-Bourget (Eds.), Multimodal Studies in International Contexts: Contemporary Trends and Challenges (pp. 180–198). Routledge.
Li, G., Yeung, H. H., Ferreira, J., Mei, Z., Inomoto, S., & Nelson, R. (forthcoming). “Now I’ve started to like reading!”: Superdiverse students’ literacy motivation and engagement in a university-community-school partnership program. In P. Edwards, C. Compton-Lilly, & G. Li (Eds.), International Handbook of Literacies in Families and Communities.
Maia, A.; Almeida, D; Ferreira, J.; (2018). Princesas Disney em ação: Relações de gênero e modos de se ler o mundo no ensino de língua inglesa. In: C. Ataíde (Ed.). Gelne 40 anos: vivências teóricas e práticas nas pesquisas em linguística e literatura (pp. 131- 149). São Paulo: Pá da Palavra.

Conference Proceedings

Ferreira, J. (2023). Reframing truths about migrant and refugee children’s language and literacy learning. Proceedings of the 2023 AERA Annual Meeting. 2023 AERA Annual Meeting. https://doi.org/10.3102/2012572
Ferreira, J., & Batista, J. (2017). Ensino de Línguas Estrangeiras em Projetos de Extensão: Ampliando Concepções de Linguagem e Fortalecendo o Compromisso Social do Professor. Blucher. https://www.proceedings.blucher.com.br/article-details/ensino-de- lnguas-estrangeiras-em-projetos-de-extenso-ampliando-concepes-de-linguage-e- fortalecendo-o-compromisso-social-do-professor-25489
Ferreira, J., & Maia, A. (2017). Critical Literacy in ELT. IATEFL Voices (Newsletter), 257, 8.
Ferreira, J., & Veras, L. (2024). Migrant and refugee children’s language learning across the curriculum. In D. Bullock (Ed.), Conference Selections (pp. 38–39). IATEFL.

Conference Presentations (last 5 years)

Ferreira, J. (June 1, 2025). Assessing for learning in digital multimodal composing. Paper presentation at 2025 CSSE Annual Conference (Toronto, Canada).
Li, G., Yeung, H. H., Mei, Z., Song, Y., Ferreira, J., & Yeung, H. (June 2, 2025). Arts-based literacy activities as third space for authoring ethno-religious and multilingual identities among immigrant children. Paper presentation at 2025 CSSE Annual Conference (Toronto, Canada).
Accurso, K., Early, M., Lucci, G., & Ferreira, J. (June 3, 2025). Learning to braid: Integrating multilingual pedagogies, antiracism, and disciplinary instruction in elementary teacher education. Symposium presentation at 2025 ACLA Annual Conference (Toronto, Canada).
Ferreira, J., & Kendrick, M. (April 21, 2025). “They hear it from me”: An emic perspective on assessing critical digital multimodal composing. Paper presentation at 2025 AERA Annual Conference (Denver, USA)
Ferreira, J. & Zhu, J. (March, 2025). “Cast a poem!”: Etic and emic perspectives on assessing literary-analysis podcast episodes. Symposium presentation at 2025 AAAL Annual Conference (Denver, USA).
Early, M., Ferreira, J., & Lucci, G. (2024, March). Acting towards change: Insights from teachers’ collaboration experiences in multilingual schools in Western Canada. AAAL Conference (Houston, TX).
Li, G., Yeung, H. H., Mei, Z., Inomoto, S., & Ferreira, J. (2024, April). Language ideology, linguistic violence, and systemic racism in formal and informal spaces in and out of school: A case study of monolingualism reproduction for newcomer multilingual children in Canada. 2024 AERA Conference (Philadelphia, PE).
Ferreira, J. & Veras, L. (2023, April). Migrant and refugee background children’s language learning across the curriculum. Workshop Presentation at 2023 IATEFL (Harrogate, UK).
Ferreira, J. (2023, April) Reframing truths about migrant and refugee children’s language and literacy learning. Paper Presentation at 2023 AERA (Chicago, IL)
Ferreira, J., & Lucci, G. (2023, March). Collaborating towards inquiry-based learning: A think-aloud approach. Poster Presentation at 2023 AAAL (Portland, Oregon)
Early, M., Kendrick, M., Blanch, D., & Ferreira, J. (2022, July). Promising literacies pedagogical practices with children from refugee backgrounds. Virtual Presentation at Sociolinguistics Symposium 24 (Ghent, Belgium).
Ferreira, J. (2021, March). Migrant and refugee-background children at play: Sewing threads of identities and citizenship. Presentation at the Rosa Bruno-Jofre Symposium in Education 2021 Virtual Conference. Queen’s University, Kingston, Ontario, Canada.
Ferreira, J. (2021, March). Multimodal English teaching practices in a Brazilian classroom: Engaging children in 21st century literacies. Presentation at the American Association for Applied Linguistics 2021 Virtual Conference. Houston, USA.
Ferreira, J.; Panangamu, S.; Fay, A. (2020, October). Educare: The fundamentals of caring in a multicultural classroom. Keynote Presentation at VI EPPI – Encontro Paraibano de Professores de Ingles. Joao Pessoa, Brazil. https://www.youtube.com/watch?v=VxQezrQDm9s
Ferreira, J., & Maia, A. (2019, June). Navigating black identity in Brazil: Children and multimodal language learning. Presentation at the Federation for the Humanities and Social Sciences Congress. Vancouver, Canada.