Dr. Lucie Moussu is an Associate Professor in Writing Studies (Interdisciplinary Studies) and in her home Department, English & Film Studies, as well as Academic Director of the University of Alberta's Centre for Writers (since 2009). She is originally from France and Switzerland and taught French and ESL in Utah for seven years, as well as Composition and Written Communication to graduate and undergraduate international students at Purdue for four years. At Ryerson University, in Toronto, she worked for three years as Assistant Professor in Applied Linguistics, Coordinator of ESL writing courses, and Director of the Writing Centre. She is currently the Immediate Past-President of the Canadian Writing Centres' Association (CWCA) and organized the 2016 CWCA's conference in Calgary (bringing to the association its first ever SSHRC conference funding). She's also member of the University of Alberta's Academic Integrity Council and the TESOL Journal Editorial Advisory Board.
B.A. English and Design (Brighham Young University, 2000)
M.A. TESOL (Brighham Young University, 2002)
Ph.D. Applied Linguistics/ESL and Higher Education Administration (Purdue University, 2006)
Dr. Moussu's research interests include English as a Second/Foreign Language, the administration of Writing Centres, native and nonnative English-speaking ESL/EFL teachers, and Second Language writing. She has published research articles in Language Teaching; TESOL Quarterly; The TESL Canada Journal; The TESOL Journal; Essential Teacher; WLN: A Journal of Writing Center Scholarship; TESL Reporter; ESC: English Studies in Canada; and English for Specific Purposes.
Moussu, L. (2016). Student attitudes, teacher self-perceptions, and Intensive English Program administrator beliefs and practices towards native and nonnative ESL teachers: Implications for teacher education and professional development. Book chapter for Teacher Education and Professional Development in TESOL: Global Perspectives, edited by TIRF (TESOL’s International Research Foundation for English Language Education). Routledge, pp. 68-80.
Moussu, L. and David, N. (2015). Writing centers: Finding a center for ESL writers. Book chapter in ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support, edited by Norman Evans and Neil Anderson. Routledge.
Moussu, L. (2013, Spring). Let’s Talk! ESL students’ needs and writing centre philosophy. The TESL Canada Journal (30)2, 55-68.
Moussu, L. (2012). Writing center. Book chapter in R. Kubota & Y. Sun (Eds), Demystifying Career Paths after Graduate School: A Guide for Second Language Professionals in Higher Education. Information Age Publishing Press.
Moussu, L. (2012, February). Bridging gaps--An unusual writing center bringing unusual high school students to university. WLN: A Journal of Writing Center Scholarship 36(5-6), 7-10.
Moussu, L. (2010). Influence of teacher-contact time and other variables on ESL students attitudes towards native- and nonnative-English-speaking teachers. TESOL Quarterly, 44(4), 746-768.
Moussu, L. (2010). Toward a conversation between ESL teachers and Intensive English Program administrators. TESOL Journal, 1(4), 400-426.
Moussu, L. & Llurda, E. (2008). Non-native English-speaking ESL teachers: History and Research. Language Teaching, 41(3), 315-348.
Moussu, L. & Braine, G. (2006). The attitudes of ESL students towards nonnative English language teachers. TESL Reporter, 39, 33-47.
WRS 301: Introduction to Writing Centre Practice
WRS 603: Writing Centre Theory
WRS 605: Issues in Second Language Writing
Canadian Writing Centre Association Research Survey