Roy Lyster

Contact Information
Address: 

Faculty of Education
3700 McTavish Street
Montreal, QC  H3A 1Y2

Google Scholar Profile

 

Email address: 
roy.lyster [at] mcgill.ca
Biography: 

Roy Lyster is Professor of Second Language Education in the Department of Integrated Studies Education at McGill University. His research examines content-based second language instruction and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches. His research interests also include professional development and collaboration among teachers for the purpose of integrated language learning and biliteracy development. He was co-recipient with colleague Leila Ranta of the 1998 Paul Pimsleur Award for Research in Foreign Language Education and was presented the Robert Roy Award by the Canadian Association of Second Language Teachers in 2017. He was co-president then president of the Canadian Association of Applied Linguistics from 2004 to 2008 and serves on the Editorial Boards of Studies in Second Language Acquisition, Language Teaching Research, Journal of Instructed Second Language Acquisition Research, and the Journal of Immersion and Content-Based Language Education. He is author of a module called Content-Based Language Teaching published by Routledge in 2018, and two books: Learning and Teaching Languages Through Content published by Benjamins in 2007 and Vers une approche intégrée en immersion published by Les Éditions CEC in 2016. 
 

Degree(s): 

Graduate degrees

Ph.D. (1993): Applied Linguistics, Ontario Institute for Studies in Education/University of Toronto

M.Ed. (1988): Second Language Education, Ontario Institute for Studies in Education/University of Toronto

M.A. (1981): Literary Semiotics, Université de Paris VII

Undergraduate degrees

B.Ed. (1982): Teaching French as a Second Language, University of Toronto

B.A. (1979): French Language and Literature, University of Regina

 

Area of expertise: 
  • Second language education
  • Content-based language teaching
  • Biliteracy development
  • Classroom discourse
  • Corrective feedback

 

Current research: 

The missing links in the acquisition of grammatical gender by second language learners of French

  • ​$68,439 from the Social Sciences and Humanities Research Council of Canada (2017-2019)
  • in collaboration with Denise Klein (Montreal Neurological Institute), Natallia Liana (French Language Centre), and Andrew Lee (Integrated Studies in Education)

Improving French through content-and-language integrated learning in social sciences (L'approche intégrée en univers social)

  • $100,000 from the Ministère de l'Éducation et de l'Enseignement supérieur (2014-2017)
  • in collaboration with the Eastern Townships School Board

 

Selected publications: 

Books

Lyster, R. (2018). Content-based language teaching. [The Routledge E-Modules on Contemporary Language Teaching edited by B. VanPatten & G. Keating.] New York: Routledge. 

Lyster, R. (2016). Vers une approche intégrée en immersionMontréal : Les Éditions CEC. 

Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. 

Co-Edited Special Issues

Lyster, R., & Ruiz de Zarobe, Y. (Eds.). (in progress). Instructional practices and teacher development in CLIL and immersion school settings [Special issue]. International Journal of Bilingual Education and Bilingualism.

Ruiz de Zarobe, Y., & Lyster, R. (Eds.). (in progress). Content and language integration in higher education: Instructional practices and teacher development [Special issue]. International Journal of Bilingual Education and Bilingualism.

Lyster, R., & Ballinger, S. (Eds.). (2011). Content-based language teaching. [Special Issue]. Language Teaching Research, 15(3).

Sheen, Y., & Lyster, R. (Eds.). (2010). The role of oral and written corrective feedback in second language acquisition [Special Issue]. Studies in Second Language Acquisition, 32(2).

Lyster, R., & Lapkin, S. (Eds.). (2007). Multilingualism in Canadian schools [Special issue]. Canadian Journal of Applied Linguistics, 10(2).

Articles in Refereed Journals

Ballinger, S., Lyster, R., Sterzuk, A., & Genesee, F. (2017). Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion. Journal of Immersion and Content-Based Language Education, 5(1), 37-50.

Lee, A. H., & Lyster, R. (2017). Can corrective feedback on second language speech perception errors affect production accuracy? Applied Psycholinguistics38(2), 371-393.

Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners. System60, 117-127.

Lee, A. H., & Lyster, R. (2016). Effects of different types of corrective feedback on receptive skills in a second language: A speech perception training study. Language Learning, 66(4), 809-833.

Whittle, A., & Lyster, R. (2016). Focus on Italian verbal morphology in multilingual classes. Language Learning, 66(1), 31–59.

Lee, A. H., & Lyster, R. (2016). The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition, 38(1), 35–64.

Lyster, R. (2015). Using form-focused tasks to integrate language across the immersion curriculum. System, 54, 4-13.

Hinenoya, K., & Lyster, R. (2015). Identifiability and accessibility in learning definite article usage: A quasi-experimental study with Japanese learners of English. Language Teaching Research, 19(4), 397-415.

Lyster, R., & Tedick, D. J. (2014). Research perspectives on immersion pedagogy: Looking back and looking forward. Journal of Immersion and Content-Based Language Education, 2(2), 210-224.

Llinares, A., & Lyster, R. (2014). The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms. The Language Learning Journal, 42(2), 181-194.

Poirier, J., & Lyster, R. (2014). Les pronoms objets directs de la 3e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion. The Canadian Modern Language Review, 70(2)246-267.

Xu, H., & Lyster, R. (2014). Differential effects of explicit form-focused instruction on morphosyntactic development. Language Awareness23(1-2), 107-122.

Lyster, R. (2013). A counterbalanced approach to content-based language teaching. 语与外语教学 [Foreign Languages and Their Teaching], 35(5), 5-10.

Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy instruction on morphological awarenessJournal of Immersion and Content-Based Language Education, 1(2), 169-197. 

Guénette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers. The Canadian Modern Language Review, 69(2), 129-153.

Lyster, R., & Ranta, L. (2013). The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167–184.

Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching46(1), 1-40.

Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition, 34(4), 591-626.

Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning62, 595-633.

Saito, K., & Lyster, R. (2012). Investigating the pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46, 385-396.

Ballinger, S., & Lyster, R. (2011). Student and teacher language use in a two-way Spanish/English immersion school. Language Teaching Research, 15, 289-306.

Costa, J., & Lyster, R. (2011). Revitalization of regional languages in France through immersion. Canadian Issues, 2011 Fall Issue, 55-58.

Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15, 279-288.

Lyster, R. (2010). Enseignement centré sur la forme et acquisition du genre grammatical en français L2Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 13, 73-93.

Lyster, R., & Saito, K. (2010). Interactional feedback as instructional input: A synthesis of classroom SLA research. Language, Interaction and Acquisition, 1, 276-297.

Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past-tense forms. Studies in Second Language Acquisition, 32, 235-263.

Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265-302.

Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual read-aloud project. Language Awareness, 18, 366-383.

Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498.

Lyster, R. (2006). Predictability in French gender attribution: A corpus analysis. Journal of French Language Studies, 16, 69-92.

Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269-300.

Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. Journal of French Language Studies, 14, 321-341.

Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399-432.

Lyster, R. (2002). Negotiation in immersion teacher-student interaction. International Journal of Educational Research, 37, 237-253.

Panova, I., & Lyster, R. (2002). Patterns of feedback and uptake in an adult ESL classroom. TESOL Quarterly36, 573-595.

Lyster, R., & Rebuffot, J. (2002). Acquisition des pronoms d’allocution en classe de français immersifAcquisition et Interaction en Langue Étrangère, 17, 51-71.

Lyster, R., Lightbown, P., & Spada, N. (1999). A response to Truscott’s “What’s wrong with oral grammar correction.” The Canadian Modern Language Review, 55, 457-467.

Lyster, R. (1999). La négociation de la forme : la suite…mais pas la fin. The Canadian Modern Language Review, 55, 355-384.

Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-81.

Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48, 183-218.

Lyster, R. (1998). Form in immersion classroom discourse: In or out of focus? Canadian Journal of Applied Linguistics, 1, 53-82.

Fazio, L., & Lyster, R. (1998). Immersion and submersion classrooms: A comparison of instructional practices in language arts. Journal of Multilingual and Multicultural Development, 19, 303-317.

Spada, N., & Lyster, R. (1997). Macroscopic and microscopic views of L2 classrooms. TESOL Quarterly, 31, 787-795.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.

Lyster, R. (1996). Question forms, conditionals, and second-person pronouns used by adolescent native speakers across two levels of formality in written and spoken French. The Modern Language Journal, 80, 165-182.

Lyster, R. (1994). The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence. Applied Linguistics, 15, 263-287.

Lyster, R. (1994). La négociation de la forme : stratégie analytique en classe d’immersion. The Canadian Modern Language Review, 50, 446-465.

Lyster, R. (1990). The role of analytic language teaching in French immersion programs. The Canadian Modern Language Review, 47, 159-176.

Lyster, R. (1987). Speaking immersion. The Canadian Modern Language Review, 43, 701-717.

Book Chapters

Ranta, L., & Lyster, R. (in press). Form-focused instruction. In P. Garrett & J. Cots (Eds.), The Routledge handbook of language awareness (pp. 40-56). New York: Routledge.

Lyster, R. (2017). Content-based language teaching. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 87-107). New York: Routledge.

Lyster, R. (2017). SLA perspectives on learning and teaching language through content. In A. Llinares & T. Morton (Eds.), Applied linguistics perspectives on CLIL (pp. 19-31). Amsterdam: John Benjamins.

Lyster, R. (2017). Language-focused instruction in content-based classrooms. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: New perspectives on integrating language and content (pp. 109-123). Ann Arbor, MI: University of Michigan Press.

Lyster, R. (2017).  Preface. In J. Valcke & R. Wilkinson (Eds.), Integrating content and language in higher education: Perspectives on professional practice (pp. 7-14). Frankfurt: Peter Lang.

Lyster, R. (2016). La integració de la llengua al currículum d’immersió. In N. Camps, M Asas, L. Comajoan, & T. Punti (Eds.), L’ensenyament del català als territoris de parla catalana. Estat de la qüestió i perspectives de futur (pp. 15-32). Universitat de Vic: Vic, Spain.

Cumming, J., & Lyster, R. (2016). Integrating CBI into high school foreign language classrooms. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 77-97). New York: Routledge.

Lyster, R. (2015). The relative effectiveness of corrective feedback in classroom interaction. In N. Markee (Ed.), The handbook of classroom discourse and interaction (pp. 213-228). Oxford: Wiley-Blackwell.

Lyster, R. (2014). Children’s literature as a catalyst for dual language awareness. In C. Hélot, R. Sneddon, & N. Daly (Eds.), Children’s literature in the multilingual classroom (pp. 64-83). London: Trentham Books.

Lyster, R., & Sato, M. (2013). Skill Acquisition Theory and the role of practice in L2 development. In P. García Mayo, M. Gutierrez-Mangado, & M. Martínez Adrián (Eds.), Contemporary approaches to second language acquisition (pp. 71-92). Amsterdam: John Benjamins.

Blanc, N., Carol, R., Griggs, P., & Lyster, R. (2012). Lexical scaffolding in immersion classroom discourse. In E. Alcón & M. P. Safont (Eds.), Discourse and language learning across L2 instructional contexts (pp. 31-51). Amsterdam: Rodopi.

Lyster, R. (2011). Content-based second language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, Vol. 2 (pp. 611-630). New York: Routledge.

Lyster, R. (2010). Vers une pédagogie de l’immersion qui fait le contrepoids entre forme et contenu. In R. Carol (Ed.), Apprendre en classe d’immersion (pp. 101-128). Paris: Harmattan.

Lyster, R. (2008). Evolving perspectives on learning French as a second language through immersion. In D. Ayoun (Ed.), Studies in French applied linguistics (pp. 3-36)Amsterdam: John Benjamins.

Lyster, R., & Mori, H. (2008). Instructional counterbalance in immersion pedagogy. In T. Fortune & D. Tedick (Eds.), Pathways to bilingualism and multilingualism: Evolving perspectives on immersion education (pp. 133-151). Clevedon, UK: Multilingual Matters.

Sato, M., & Lyster, R. (2007). Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 123-142). Oxford: Oxford University Press.

Lyster, R. (2007). Complementary roles for input and output enhancement in form-focused instruction. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second language education (pp. 129-151). Stillwater, OK: New Forums.

Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The Awareness-Practice-Feedback sequence. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141-160). Cambridge: Cambridge University Press.

Lyster, R. (2002). The importance of differentiating negotiation of form and meaning in classroom interaction. In P. Burmeister, T. Piske, & A. Rohde (Eds.), An integrated view of language development: Papers in Honor of Henning Wode (pp. 381-397). Trier, Germany: Wissenschaftlicher Verlag Trier.

Lyster, R. (1998). Immersion pedagogy and implications for language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 64-95). Clevedon, UK: Multilingual Matters.

Lyster, R. (1998). Diffusing dichotomies: Using the multidimensional curriculum model for developing analytic teaching materials in immersion. In S. Lapkin (Ed.) French second language education in Canada: empirical studies (pp. 195-217). Toronto: University of Toronto Press.

Genesee, F., Lyster, R., Richards, J., & Cloud, N. (1998). Content-based language instruction. In M. Met (Ed.), Critical issues in early language learning (pp. 103-124). Glenview, IL: Scott Foresman-Addison Wesley.

Rebuffot, J., & Lyster, R. (1996). L’immersion au Canada : contextes, effets et pédagogie. In J. Erfurt (Ed.), De la polyphonie à la symphonie. Méthodes, théories et faits de la recherche pluridisciplinaire sur le français au Canada (pp. 277-294). Leipzig: Leipziger Universitätsverlag GmbH.

 

Graduate supervision: 

Current PhD Supervision:

Andrew Lee: Differential effects of corrective feedback in L2 speech perception training

Takashi Oba: The effects of form-focused instruction on developing explicit and implicit L2 knowledge

Yasuyo Isobe: The effectiveness of integrated pronunciation instruction on aural, oral, and affective development

Current MA Supervision:

Ethan Xu: Effects of an uninstructed study abroad program on L2 learners’ perceptions of Mandarin tones

Mansour Seraj: Effects of different types of instruction on L2 phonological acquisition

Mélanie Vergara Lavdas: Types of practice for proceduralization of L2 knowledge in EFL learners (co-supervised with Masatoshi Sato)

PhD Graduates:

Megumi Fujio, PhD, 2017: Cognitive processes triggered by oral corrective feedback in second language learning

Susan Ballinger, PhD, 2013: Learning across languages: Bilingual literacy and peer language learning strategies in French immersion

Margaret Quéguiner, PhD, 2013: Foreign language learning in New York State: Individual differences, student perceptions and sociocultural values

Masatoshi Sato, PhD, 2011: Transforming language learners into corrective feedback providers

Kazuya Saito, PhD, 2011: Effects of form-focused instruction on L2 phonological development of /ɹ/ by Japanese learners of English

Daniele Guénette, PhD, 2010: The Cyberscript Project: A study of pre-service ESL teachers’ corrective feedback beliefs and practices

Kimiko Hinenoya, PhD, 2009: Conceptual complexity and accessibility of the article ‘the’

Yingli Yang, PhD, 2008: Corrective feedback and Chinese EFL learners’ acquisition of English past tense

Jesús Izquierdo, PhD, 2007: Multimedia environments in the foreign language classroom (co-supervised with Laura Collins)

Andrea Sterzuk, PhD, 2007: Dialect speakers, academic achievement, and power: First Nations and Métis children in standard English classrooms

Dawn Allen, PhD, 2004: Language, identity, and integration: Immigrant youth ‘made in Quebec’ (co-supervised with Nancy Jackson)

Lucy Fazio, PhD, 1999: The role of an experiential component in analytic classrooms for minority-language children (co-supervised with Florence Stevens)

MA Graduates:

Xiao Han, MA, 2017: Investigating the effectiveness of corrective feedback provided by NS/NNS teachers

Emily Helgerson, MA, 2017: The effects of supporting target language use in immersion 

Wenrui Duan, MA, 2017: Teaching French pronunciation to Chinese adult learners in communicative language classes

Michael Dawson, MA, 2016: Breaking solitudes and claiming the right to speak: Agency in a group of adult language learners

Jun Ming Hao, MA, 2016: The effectiveness of form-focused instruction, textual enhancement and corrective feedback on L2 word order acquisition

Victor Shasavar-Arshad, MA, 2016: Learning to bridge language and content: Teachers’ experiences during a professional development initiative on content-based instruction

France Bourassa, MA, 2016: The complementary roles of L1 and L2 in vocabulary acquisition with young learners in immersion contexts

Wei Zhao, MA, 2015: Learners' preferences for oral corrective feedback and their effect on noticing and motivation

Reggie Gooch, MA, 2015: Teaching English /ɹ/ to Korean EFL learners: The role of corrective feedback type in phonological FFI (co-supervised with Kazuya Saito)

Andrew Lee, MA, 2013: Effects of corrective feedback on L2 speech perception: Perceptual decisions, linguistic hypotheses, and negative evidence

Natalia Miranda-Calderón, MA, 2013: EFL learner and teacher perspectives on corrective feedback and its effect on L2 learning motivation

Jorge Quiroga, MA, 2013: Measuring morphological awareness across languages

Joy Morgan, MA, 2013: Counterbalanced instruction in practice: Integrating a focus on content into a foreign language classroom

Samira Tanaka, MA, 2011: Targeting count and noncount nouns in English through textual enhancement and elaboration tasks

Norie Moriyoshi, MA, 2011: Content-based instruction in Japanese college classrooms: Focusing on language, content, or both?

Heather Phipps, MA, 2010: Exploring students’ experiences with literature and collaboration in the immersion classroom

Michael Lennane, MA, 2008: Cross-cultural influences on corrective feedback preferences in English language instruction

Sherry Blok, MA, 2006: Read-aloud editing: How talking about writing pushes L2 learners to self- and peer-repair

Masatoshi Sato, MA, 2006: Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types

Sophie Beaudoin, MA, 2004: Attitudes d’enfants allophones et de leurs enseignants envers différents accents français

Sina Ghadirian, MA, 2004: A CALL-based approach to optimizing reading-based vocabulary acquisition

Eva Kleinman, MA, 2003: The effect of input enhancement and metalinguistic awareness on the acquisition of plural -s

Susan Ballinger, MA, 2003: Oral language use in dual immersion classrooms

Yvonne Christiansen, MA, 2003: Pragmatic ability and proficiency of Japanese learners of English (co-supervised with Carolyn Turner)

Kristina Eisenhower, MA, 2003: American attitudes toward accented English

Andrea Sterzuk, MA, 2003: Indigenous English speakers in the standard English classroom

David Syncox, MA, 2003: The effects of audio-taped feedback on ESL graduate student writing

Jennifer Hrazdil, MA, 2001: Writing between the lines: Managing impressions in written performance self-appraisals

Michel Gagnon, MA, 1999: Éléments discursifs, sociolinguistiques et les actes de parole dans les BD (o-supervised with Jacques Rebuffot)

 

Selected talks and presentations: 

(since 2010)

Invited Plenary Talks

Lyster, R. (2017, August). Research perspectives on integrating language and content. 1st International Conference on New Trends in English Language Teaching and Testing. Dubai, United Arab Emirates.

Lyster, R. (2017, August). Corrective feedback in second language learning and teaching. 2nd International Conference on New Trends in English Language Teaching and Testing. Ardabil, Iran. 

Lyster, R. (2017, April). Oral corrective feedback as a catalyst for second language development. 6th International Conference on Second Language Pedagogies. McGill University, Montreal, QC.

Lyster, R. (2016, September). Making research on ISLA relevant for teacher practices. Second Language Research Form (SLRF). Teachers College, Columbia University. New York City, NY.

Lyster, R. (2016, September). Integrating language and content in Canadian French immersion programs. AEAL Preconference Seminar: Learning additional languages at home and abroad. The University of the Balearic Islands, Palma de Mallorca, Spain.

Lyster, R. (2016, April). The relevance of oral practice and corrective feedback in a communication-based approach. 5th Annual Meeting on Language Teaching (MELT): Optimizing the teaching and learning of oral proficiency. École de langues, Université du Québec à Montréal.

Lyster, R. (2016, April). Juggling language and content in second language teaching. Chinese Articulation Conference. Singapore American School. Singapore.

Lyster, R. (2015, September). Counterbalance in content-and-language integration. Integrating content and language in higher education (ICLHE) 2015: At the crossroads between innovation and practice. Université libre de Bruxelles, Brussels.

Lyster, R. (2015, August). Teaching language through content. International conference on innovative research in foreign language education. Universidad de Cordoba, Colombia.

Lyster, R. (2015, May). Planning for teachable moments to enhance classroom interaction. 4th International conference on teaching and learning speaking in a foreign language. Institute of Modern Languages, State University of Applied Sciences. Konin, Poland.

Lyster, R. (2015, April). What does it mean to be an immersion teacher? Annual conference of the BC Language Coordination Association. Victoria, BC.

Lyster, R. (2014, October). What does it mean to be an immersion teacher? 5th International conference on 
language immersion education: Mainstreaming Access to Multilingual Communities. Salt Lake City, UT.

Lyster, R. (2014, April). Integrating language across the immersion curriculum. IV Simposi internacional sobre l’ensenyament del català. Universitat de Vic, Spain.

Lyster, R. (2013, October). Forme et contenu en immersion : deux faces d’une même pièce? Congrès annuel de l’Association canadienne des professeurs d’immersion (ACPI). Calgary, AB.

Lyster, R. (2013, October). Décloisonnement linguistique et développement de la bilittératie en classe bilingue. 5e Colloque de l’Association pour le Développement de l’Occitan. Mende, France.

Lyster, R. (2013, June). Research perspectives on integrating language and content through counterbalanced instruction. Applied Linguistics Perspectives on Content and Language Integrated Learning Conference, Universidad Autónoma de Madrid, Spain.

Lyster, R. (2013, May). Research on content-and-language integrated learning AND integrated language learning. International CLIL Symposium. Université Catholique de Louvain, Belgium.

Lyster, R. (2013, April). The interplay between language and content in counterbalanced instruction. 4th Annual Conference of the China Educational Linguistics Association. Shanghai University, China.

Lyster, R. (2012, October). Integrated language learning across the immersion curriculum. 4th International Conference on Immersion Education. Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, Minneapolis, MN.

Lyster, R. (2012, July). Teacher collaboration for dual language awareness. 11th International Conference of the Association for Language Awareness. Concordia University, Montreal, QC.

Lyster, R. (2012, June). Teacher collaboration for integrated language learning. 20th National Two-Way Immersion Conference. Newport Beach, CA. 

Lyster, R. (2012, May). The role of feedback in communicative language teaching. Primer Congreso Internacional de Investigación y Ciencias Educativas y segundo Congreso Regional de Didáctica de las Ciencias. Universidad Autónoma del Carmen, Ciudad del Carmen, Mexico.

Lyster, R. (2012, April). Vers une nouvelle conceptualisation de la pédagogie immersive. Colloque sur la didactique de l'enseignement bilingue. Université de Strasbourg, France.

Lyster, R. (2012, April). Connections and complementarity across CLIL and immersion contexts. CLIL 2012: From practice to visions. Utrecht University, The Netherlands.

Lyster, R. (2011, November). Strengthening L1-L2 connections through biliteracy projects. STEPS 3. Oulu International School, Finland.

Lyster, R. (2011, May). Convergent issues in content-based language teaching. 7th International Spanish Academy (ISA) Principal Seminar. Calgary, AB.

Lyster, R. (2011, April). Integrating focus on form and meaning through a counterbalanced approach. TESL Canada Conference. Halifax, NS.

Lyster, R. (2011, January). The role of feedback in communicative language teaching. SPEAQ Campus Conference. Université de Sherbrooke, QC.

Lyster, R. (2010, November). A counterbalanced approach to teaching language through content. 2nd International Conference on CLIL and Immersion Education. Kokkola University, Finland.

Lyster, R. (2010, October). The role of teacher talk and the importance of feedback. 2o Congreso Regional de Enseñanza en Lenguas. Universidad Autonoma de Estatdo de Hidalgo. Pachuca, Mexico.

Lyster, R. (2010, October). Interventions pédagogiques favorisant le bilinguisme : perspectives et recherches canadiennes. Langue-Plaisir-Apprentissage : 2e Colloque régional en Bretagne. Plésidy, France.

Lyster, R. (2010, July). The pivotal role of interaction in learning language through content. Jornades sobre plurilingüisme en la Comunitat Valenciana. Valencia, Spain.

Lyster, R. (2010, June). Feedback in classroom SLA. Meeting of the Canadian Association of Applied Linguistics. Concordia University, Montreal, QC.

Public Lectures 

Lyster, R. (2017, May). Research perspectives on learning language through content. Distinguished Public Lecture Series. WYNG Foundation, Hong Kong.

Lyster, R. (2017, May). What does it mean to teach language in context? Professional Development Lecture. WYNG Foundation, Hong Kong.

Lyster, R. (2016, November). Making CLIL and immersion research relevant for instructional practices. Erasmus Staff Mobility Lecture. Université catholique de Louvain, Belgium.

Lyster, R. (2016, July). Content-based language teaching: Contexts and counterbalance. Distinguished Lecturer Series. Temple University Japan, Tokyo/Osaka. 

Lyster, R. (2016, February). Proactive and reactive approaches to integrating language and content. Leo van Lier Lecture Series. Middlebury Institute of International Studies at Monterey. Monterey, CA.

Papers at Refereed Scholarly Meetings

Ballinger, S., & Lyster, R. (2017, June). Considering language status in Canadian French immersion. International Symposium on Bilingualism (ISB). University of Limerick, Ireland.

Lyster, R., & Shahsavar-Arshad, V. (2017, March). From theory to practice: Professional development for content-and-language integration. Annual meeting of the American Association for Applied Linguistics (AAAL), Portland, OR.    

Lyster, R. (2016, October). Challenging the use of English as an essential scaffold in French immersion. 6th International Conference on Immersion and Dual Language Education. CARLA, University of Minnesota. Minneapolis.

Fujio, M., & Lyster, R. (2016, September). Understanding cognitive processes triggered by prompts. Second Language Research Forum (SLRF). Teachers College, Columbia University. New York City, NY.

Lee, A. H., & Lyster, R. (2016, March). Can corrective feedback on L2 speech perception errors affect production accuracy? Annual meeting of the American Association for Applied Linguistics (AAAL), Orlando, FL.

Lee, A. H., & Lyster, R. (2015, October). Differential effects of different types of corrective feedback on L2 speech perception training. Second Language Research Forum (SLRF), Georgia State University. Atlanta, GA.

Isobe, Y., & Lyster, R. (2015, March). The effectiveness of immediate and delayed corrective feedback on pronunciation development. Annual meeting of the American Association for Applied Linguistics (AAAL), Toronto, ON.

Lyster, R., & Lee, A. H. (2015, March). ‘Right-or-Wrong’ is not enough: Various types of corrective feedback and their differential effects on L2 speech perception. Annual meeting of the American Association for Applied Linguistics (AAAL), Toronto, ON.

Lyster, R. (2014, August). The effects of teacher collaboration on children’s morphological awareness across languages. Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia.

Lyster, R., & Llinares, A. (2014, August). A comparison of corrective feedback patterns in CLIL and immersion classrooms. Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia.

Lyster, R. (2014, August). Content and language integration in Swedish schools: The CLISS project [Discussion Paper]. Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia.

Lee, A. H., & Lyster, R. (2014, March). Effects of corrective feedback on L2 speech perception: Perceptual decisions, linguistic hypotheses, and negative evidence. Annual meeting of the American Association for Applied Linguistics (AAAL), Portland, OR.

Lyster, R. (2013, October). Integrating form-focused tasks in content-based instruction. Conference on Task-Based Language Teaching (TBLT). University of Alberta, Banff, AB.

Lyster, R. (2013, March). Setting the scene for corrective feedback in learning-oriented assessment. Annual meeting of the American Association for Applied Linguistics (AAAL), Dallas, TX.

Xu, H., & Lyster, R. (2012, July). Differential effects of awareness enhancement on morphosyntactic development. 11th International Conference of the Association for Language Awareness. Concordia University, Montreal, QC.

Blanc, N., Carol, R., Griggs, P., & Lyster, R. (2011, September). Interactional patterns of lexical scaffolding during read-aloud activities in immersion classes. Annual Conference of the European Second Language Association (Eurosla). Stockholm, Sweden.

Lyster, R. (2011, August). CLIL and Immersion Education. [Research Network Symposium Discussant Paper.] Congress of the International Association of Applied Linguistics (AILA). Beijing, China.

Lyster, R., & Ballinger, S. (2011, August). Facilitating teacher and student collaboration for bilingual learning through a three-phase research initiative. Congress of the International Association of Applied Linguistics (AILA). Beijing, China.

Zhu, Y., & Lyster, R. (2011, August). The effects of focus-on-form treatments in Chinese CBI classrooms. Congress of the International Association of Applied Linguistics (AILA). Beijing, China.

Lyster, R., Blanc, N., Griggs, P., & Carol, R. (2011, June). Increasing depth of lexical processing through links to students’ L1 and prior experience. International Symposium on Bilingualism (ISB), University of Oslo, Norway.

Ballinger, S. & Lyster, R. (2011, June). Teacher collaboration for integrated language learning. International Symposium on Bilingualism (ISB), University of Oslo, Norway.

Poirier, J., & Lyster, R. (2011, June). A corpus analysis of grammatical gender markers in object clitic pronouns used by French immersion teachers. Meeting of the Canadian Association of Applied Linguistics. University of New Brunswick, Fredericton.

Sato, M., & Lyster, R. (2011, June). Corrective feedback and peer interaction for accuracy and fluency development: Monitoring, practice, and proceduralization. Meeting of the Canadian Association of Applied Linguistics. University of New Brunswick, Fredericton.

Lyster, R., Ballinger, S., & Brisebois, L. (2011, May). Collaboration entre enseignants en vue d’intégrer les apprentissages des langues. Congrès de l’ACFAS, Université de Sherbrooke, QC.

Invited Presentations at Professional Meetings

Lyster, R. (2017, April). Vers une approche intégrée en immersion. Congrès annuel de l’Association québécoise des enseignants de français langue seconde. Montréal, QC.

Lyster, R. (2017, April). The pivotal role of oral interaction and corrective feedback in L2 development. Languages Without Borders: National Conference for Second Language Educators. Edmonton, AB.

Lyster, R., & Bourbonnais, C. (2017, April). Vers une approche intégrée en immersion. Languages Without Borders: National Conference for Second Language Educators. Edmonton, AB.

Lyster, R. (2016, October). Integrating language and content across the immersion curriculum. 6th International Conference on Immersion and Dual Language Education. CARLA, University of Minnesota. Minneapolis, MN.

Lyster, R., & Bourbonnais, C. (2016, April). Vers une approche intégrée en immersion. Spring Conference of the Ontario Modern Language Teachers’ Association. Toronto, ON.

Lyster, R. (2016, January). Language is at the heart of the immersion program: A renewed look at immersion pedagogy. ACPI Forum for Administrators. Regina, SK.

Lyster, R. (2015, April). Language is at the heart of the immersion program: A renewed look at immersion pedagogy. ACPI Forum for Administrators. Winnipeg, MB.

Lyster, R. (2014, September). Pratiques pédagogiques en immersion pour optimiser la maîtrise du français. Conference of the Northwest Territories Teachers’ Association. Yellowknife, NT.

Lyster, R. (2012, June). Connecting teachers, students, and languages through a three-phase research initiative. 20th National Two-Way Immersion Conference. Newport Beach, CA. 

Invited Lectures

Lyster, R. (2016, December). Instructional practices for content and language integration. Erasmus Staff Mobility Lecture. Université catholique de Louvain, Belgium.

Lyster, R. (2016, November). Effects of corrective feedback on L2 development. Erasmus Staff Mobility Lecture. Université catholique de Louvain, Belgium.

Lyster, R. (2016, September). Bilingual education. St. Paul’s School. São Paulo, Brazil

Lyster, R. (2016, July). Content-based language teaching. Distinguished Lecturer Series. Temple University Japan, Tokyo/Osaka.

Lyster, R. (2016, February). The pivotal role of corrective feedback in communicative language teaching. The 5th Annual Graduate Student Teaching Colloquium. Department of Languages, Literatures, and Cultures. McGill University, Montreal, QC.

Lyster, R. (2014, December). Integrating language and content through counterbalanced instruction. Kansai University, Osaka, Japan.

Lyster, R. (2014, December). The role of oral feedback in communicative language teaching. Miyagi University of Education, Sendai, Japan.

Lyster, R. (2014, December). Immersion education and implications for foreign language teaching. Miyagi University of Education, Sendai, Japan.

Lyster, R. (2014, December). A counterbalanced approach to teaching language through content. Department of English Education, Miyagi University of Education, Sendai, Japan.

Lyster, R. (2014, November). A counterbalanced approach to integrating content-based and form-focused instruction. University of the Basque Country, Vitoria-Gasteiz, Spain.

Lyster, R. (2014, November). Form-focused instruction through teacher collaboration and cross-lingual pedagogy. University of the Basque Country, Vitoria-Gasteiz, Spain.

Lyster, R. (2014, April). Integrating a focus on language across the immersion curriculum. Departament de Filologia Anglesa i Alemanya, Universitat de Barcelona.

Lyster, R. (2013, November). Cross-lingual pedagogy for dual language awareness. Centre for Educational Research on Language and Literacies, OISE/UT, Toronto, ON.

Lyster, R. (2013, November). The effects of biliteracy instruction on morphological awareness. Department of Linguistics, Georgetown University, Washington, DC.

Lyster, R. (2013, April). Research perspectives on oral feedback in second/foreign language classrooms. University of International Business and Economics, Beijing, China.

Lyster, R. (2013, April). Convergent concerns across divergent contexts of content-based language teaching. School of Foreign Languages, Nanjing University, China.

Lyster, R. (2013, April). Classroom-based research on language teaching. School of Foreign Languages, Shanghai University, China.

Lyster, R. (2013, March). Roles for corrective feedback in language teaching. Department of Languages, Literatures, and Cultures, McGill University, Montreal, QC.

Lyster, R. (2011, April). Variables modulant l’efficacité de la rétroaction en classe de langue seconde. Département de didactique des langues, Université du Québec à Montréal.

Lyster, R. (2010, December). Intégration de l’enseignement centré sur la forme en classe de langue vivante et en classe bilingue. IUFM d’Alsace, Université de Strasbourg. France.

Summer Institutes

Lyster, R. (2017, July). Vers une approche intégrée en immersion. CARLA, University of Minnesota. Minneapolis, MN.

Lyster, R. (2016, August). Vers une approche intégrée en immersion. Institut d’été de l’ACPI, École Azurlingua. Nice, France.

Lyster, R. (2016, July). Teacher collaboration for integrating language and content. CARLA, University of Minnesota. Minneapolis, MN.

Lyster, R. (2015, July). Partner teacher collaboration for biliteracy development. CARLA, University of Minnesota. Minneapolis, MN.

Lyster, R. (2014, August). CLIL and content-based language teaching: New global perspectives of bilingualism and immersion. The Japan Association of College English Teachers (JACET). Kusatsu, Japan.

Lyster, R. (2014, August). CLIL and content-based language teaching. Gunma Chapter of the Japanese Association of Language Teachers (JALT). Kusatsu, Japan.

Lyster, R. (2013, August). Planning for teachable moments in dual language immersion. Annual Utah Dual Immersion Institute, Utah State Office of Education, Salt Lake City, UT.

Lyster, R. (2012, August). Counterbalanced instruction for integrated language learning. Annual Utah Dual Immersion Institute, Utah State Office of Education, Salt Lake City, UT.

Lyster, R. (2012, August). Le contrepoids dans la pédagogie immersive. Annual Utah Dual Immersion Institute, Utah State Office of Education, Salt Lake City, UT.

Lyster, R. (2012, August). Counterbalanced instruction in immersion classrooms. CARLA, University of Minnesota. Minneapolis, MN.

Lyster, R. (2011, July). Counterbalanced instruction in immersion classrooms. CARLA, University of Minnesota. Minneapolis, MN.

Professional Development Workshops

Lyster, R. (2017, July). Instructional practices for integrating language and content. College of Liberal Arts, University of Alaska Fairbanks.

Lyster, R. (2017, April). L’approche intégrée en univers social. Eastern Townships School Board. Magog, QC.

Lyster, R. (2016, November). Vers une approche intégrée en immersion. Faculté de philosophie, arts et lettres, Université catholique de Louvain, Belgium.

Lyster, R. (2016, November). Integrating language and content for coherence across the curriculum. Canadian International School, Singapore. 

Lyster, R. (2016, October). L’approche intégrée en immersion. St. James-Assiniboia School Division. Winnipeg, MB.

Lyster, R. (2016, August). Vers une approche intégrée en immersion. Northwest Regional Learning Consortium. Grande Prairie, AB.

Lyster, R. (2016, April). The pivotal role of oral corrective feedback in second language teaching. Singapore American School, Singapore. 

Lyster, R. (2016, March). The pivotal role of oral corrective feedback in second language development. St. Paul’s School 3rd Education Conference. São Paulo, Brazil.

Lyster, R. (2016, March). Content and language integration. St. Paul’s School 3rd Education Conference. São Paulo, Brazil.

Lyster, R. (2016, March). Teacher collaboration for biliteracy development. St. Paul’s School 3rd Education Conference. São Paulo, Brazil.

Lyster, R. (2016, February). Vers une approche intégrée en immersion. Division Scolaire Rivière Seine, Lorette, MB.

Lyster, R. (2016, January). Pratiques pédagogiques en immersion pour intégrer la langue et le contenu. Edmonton Regional Learning Consortium, Edmonton, AB.

Lyster, R. (2015, December). Vers une approche intégrée en immersion. Ottawa-Carleton District School Board. Ottawa, ON.

Lyster, R. (2015, August). Oral corrective feedback as a catalyst for second language development. Universidad de Cordoba, Colombia.

Lyster, R. (2015, June). Planning for teachable moments to enhance classroom interaction. MeySen Academy, Sendai, Japan.

Lyster, R. (2015, April). Vers une approche intégrée en immersion française. Association manitobaine des directeurs et directrices des écoles d’immersion française. Winnipeg, MB.

Lyster, R. (2015, April). Vers une approche intégrée en immersion française. Seven Oaks School Division. Winnipeg, MB.

Lyster, R. (2015, April). A counterbalanced approach to immersion pedagogy. Annual conference of the BC Language Coordination Association. Victoria, BC.

Lyster, R. (2014, December). Integrating language and content through proactive and reactive approaches. MeySen Academy, Sendai, Japan.

Lyster, R., (2014, November). Pratiques pédagogiques pour optimiser la maîtrise du français. Lycée Français de la Nouvelle-Orléans/Tulane University. New Orleans, LA.

Lyster, R. (2014, November). Amélioration du français langue seconde par son intégration en univers social. Eastern Townships School Board, Sherbrooke, QC.

Lyster, R. (2014, May). Le rôle de la rétroaction corrective dans l’enseignement du français par immersion. Toronto French School and Glendon College, Toronto, ON.

 Lyster, R. (2014, May). The role of oral interaction and corrective feedback in immersion pedagogy. 2nd Brazilian Immersion Conference. Escola Beit Yaacov, São Paulo, Brazil.

Lyster, R. (2014, March). Quelques mystères de la grammaire française pour l’apprenant anglophone. Normandale Elementary French Immersion School, Edina, MN.

Lyster, R. (2013, June). Teacher collaboration and counterbalanced instruction in immersion and bilingual programs. Calgary Board of Education, Calgary, AB.

Lyster, R. (2013, June). Integrating a language focus into content-based instruction. Seminario de formación. Universidad de Córdoba, Spain.

Lyster, R. (2013, May). Planning teachable moments for content-and-language integrated learning. International CLIL Symposium. Katholieke Universiteit Leuven, Belgium.

Lyster, R. (2013, February). Counterbalanced instruction, classroom interaction, and integrated language learning. Lafayette Parish School System. Lafayette, LA.

Lyster, R. (2013, January). Planning for teachable moments: Integrating a language focus into content-based instruction. Calgary Regional Consortium and Calgary Board of Education, Calgary, AB.

Lyster, R. (2012, November). Planning for teachable moments: Integrating a language focus into communicative language teaching. Edmonton Regional Learning Consortium, Edmonton, AB.

Lyster, R. (2012, October). Communication orale et rétroaction corrective. Eastern Townships School Board, Magog, QC.

Lyster, R. (2012, October). Intégration de la langue et du contenu. Eastern Townships School Board, Magog, QC.

Ballinger, S., & Lyster, R. (2012, October). Integrated and reciprocal language learning. 4th International Conference on Immersion Education. CARLA, University of Minnesota, Minneapolis, MN.

Lyster, R. (2012, October 5). Apprentissage de la grammaire en français L2. Eastern Townships School Board, Magog, QC.

Lyster, R. (2012, September). Counterbalanced instruction and dual language learning. Blaine Country School District, Hailey, ID.

Lyster, R. (2012, August). Counterbalanced instruction for integrating language and content. Washington International School, Washington DC.

Lyster, R. (2012, June). Integrating language and content through a counterbalanced approach. 20th National Two-Way Immersion Conference. Newport Beach, CA. 

Lyster, R. (2012, April). Conscientisation, pratique et rétroaction : la formule gagnante pour améliorer le français oral de vos élèves. Edmonton Regional Learning Consortium, Edmonton, AB.

Lyster, R. (2012, February). The role of corrective feedback in L2 learning and teaching. Canadian Forces Language School. St-Jean, QC.

Lyster, R. (2011, December). Integrating language and content objectives. Kemp Mill Elementary School, Silver Spring, MD.

Lyster, R. (2011, November). The role of awareness, practice and feedback in CLIL. Oulu International School. Oulu, Finland.

Lyster, R. (2011, October). Integrating language and content objectives in immersion. Key School, Arlington, VA.

Lyster, R. (2011, March). Vers une pédagogie en immersion qui fait le contrepoids entre forme et contenu. Manitoba Education, Winnipeg, MB.

Lyster, R. (2010, April). Rétroaction corrective et communication orale. Formation pour les conseillers et conseillères pédagogiques sur la progression des apprentissages au primaire en FLS. Ministère de l’Éducation, du Loisir et du Sport. Montréal, QC.

Lyster, R. (2010, March). Rétroaction corrective à l’oral. Canada School of Public Service. Gatineau, QC.

Lyster, R. (2010, February). Intégration de l’enseignement centré sur la forme en classes de FLS et d’immersion. CASLT Chez Vous – Canadian Association of Second Language Teachers (CASLT) and Saskatchewan Ministry of Education. Regina Public School Board, Regina, SK.