Faculty of Liberal Arts
Associate Professor
Applied Linguistics. Second Language Education
B.A., University of Windsor
M.A., University of Guelph
M.A., University of New England
Ph.D., University of Toronto
Email: ggfogal[at]sophia.ac.jp
Office: 10-601
Tel: 03-3238-4033
As an applied linguist, my primary research examines developmental processes informing L2 writing and draws from dynamic systems theory and usage-based theories of language development. I also explore the interface between emergentism and Vygotysky’s sociocultural theory, and the utility of literary texts for developing L2 proficiency. In the classroom, I engage students with recent studies on writing and literacy development and encourage students to reflect upon and apply various educational theories to their own developing academic literacies.
Books
・Fogal,G.G.& Verspoor,M.H.(Eds.).(2020). Complex dynamic systems theory and L2 writing development. Amsterdam: John Benjamins.
・Fogal, G. G. (2012). Global focus: Integrated skills. Toronto: Oxford University Press.
Book Chapters
・Fogal,G.G.(2020). Unpacking ‘simplex systems’: Curricular thinking for L2 writing development. In G.G.Fogal & M.H.Verspoor (Eds.) Complex dynamic systems theory and L2 writing development. Amsterdam:John Benjamins.
・Fogal, G. G., Baba, K, & Nitta, R. (2020). A complex dynamic systems account of corrective feedback and L2 writing development . In M. Riazi, L. Shi, & K. Barkaoui (Eds.). Writing in a second language: Learning, teaching, and assessment. A book in honour of Alister Cumming (pp. 164-189). Cambridge Scholars Publishing.
・Fogal, G. G. & Pinner, R. (2019). Exploring literary texts as a tool for developing L2 oral proficiency.In C. Jones (Ed.) Literature,spoken language and speaking skills in second language learning (pp. 202-228). Cambridge University Press.
Journal Articles
・Fogal, G. G. (2024). Expanding the collaborative writing research framework: A longitudinal analysis of how collaborative and independent writers orient to writing spaces. Journal of Second Language Writing. 63, 1-23.
・Fogal, G. G. (2024). Surveying L2 Shakespeare studies in Canadian secondary schools: Developing a framework for continuing research. Language Teaching for Young Learners. (Advance online publication.)
・Fogal, G. G. (2023). Raising learner awareness of L2 writing spaces: supporting researchers, teachers, and learners through system mapping. Language Awareness. (Advance online publication.)
・Fogal, G. G. (2023). Educational landscapes through a complexity theory lens: Using system mapping to investigate L2 Shakespeare studies in secondary schools. International Journal of Complexity in Education, 4(1), 115-138.
・Fogal, G. G. (2022). Second language writing from a complex dynamic systems perspective. Language Teaching, 55(2), 193-210.
・Fogal, G. G., & Koyama, D. (2022). A study of co-adaptation through journaling. Journal of Second Language Writing. (Advance online publication.)
・Fogal, G. G. (2022). System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective. International Review of Applied Linguistics. Advance online publication.
・Fogal, G. G. (2020). Investigating variability in L2 development: Extending a complexity theory perspective on L2 writing studies and authorial voice. Applied Linguistics, 41(4), 575-600.
・Fogal, G. G. (2019). Tracking microgenetic changes in authorial voice development from a complexity theory perspective.. Applied Linguistics, 40(3), 432-455.
・Fogal, G. G. (2017). Developing concept-based instruction, pedagogical content knowledge: Implications for teacher educators and L2 instructors. Language and Sociocultural Theory, 4(1), 53-75.