The CLIC project at the Université du Québec à Montréal (UQAM) is a space to advance a pedagogy of engaged learning where students and teachers become co-facilitators in the language acquisition process. CLIC recognizes the socially, culturally and historically situated nature of L2 learning and seeks to promote multicultural consciousness among students and teachers. CLIC is committed to inclusive pedagogy, intercultural learning and equitable partnerships. Its endeavors aim to foster linguistic competency and civic literacy by creating resources and learning spaces that invite and respect a diversity of voices and talents, explore multidimensional and cross-cultural perspectives and advance creative collaborations.

Storytelling and story-sharing have been frameworks of engagement in the CLIC Project activities. Students’ personal narratives are set center-stage by design, while the teacher identities and their voices of the human experience become a sounding board for the students’ sense of self.  

The purpose of our presentation is to highlight the benefits for students and faculty that we have observed thus far and discuss the challenges we have encountered on the journey of breaking down the hierarchy of higher education mainstream teaching practices. Finally, we address questions concerning what it means to and how to approach creating a safe space in the context of an L2 classroom.

Jaime Demperio is an English language instructor at the Université du Québec à Montréal. They obtained an MA in linguistics from Syracuse University in New York. They teach reading, writing, interpersonal communication skills, and courses concerning the interplay of language and culture. Their research interests concern identity and language learning.

Martyna Kozlowska is an English language instructor at the Université du Québec à Montréal. She obtained a PhD in linguistics from McGill University, Montreal, Canada in the domain of generative approaches to L2 acquisition. She teaches primarily grammar, syntax, and critical reading though her recent teaching and research interests center on issues of language and identity.