Shayna Douglas

Initially, I struggled with speaking and writing French, despite having a good understanding of the language. My story, however, is one of perseverance and growth. My educational and career paths were forever shaped by the comprehensive coursework and opportunities provided by my programs.

My academic journey began with an undergraduate degree in second-language teaching at the OLBI, where I also completed a minor in advanced French as a second language (FLS). This foundational program not only inspired me to pursue a master’s degree, but also equipped me with the essential skills to become a language educator. By the end of my four years of undergraduate studies, I could confidently conduct job interviews in French and had the qualifications to enter a bilingual master’s program.

When I first enrolled in the Master of Arts in Bilingualism Studies, I planned to complete the course-based practicum option. However, my trajectory changed dramatically after taking a course on computer-assisted language learning in my first term. This course ignited a spark by allowing me to combine my twin passions for language learning and social media. With encouragement from my supervisor, Professor Marie-Josée Hamel. I switched to the thesis route and embarked on an exciting new journey.

My thesis, titled “Exploring and Expanding Through ‘Real-World’ Tasks: The Digital Practices of Generation Z Post-Secondary FSL Learners” became the cornerstone of my academic career. I relished the opportunity to work with students in an FLS class, delving into a topic I was deeply passionate about.

One of the highlights of my master’s program was attending the Lingu@num conference in Salzburg, Austria, with my supervisor , Professor Marie-Josée Hamel. Presenting our research to a global audience of scholars was an inspiring experience that fueled my motivation to continue my studies once I returned home.

Throughout my master's program, I also worked as a teaching assistant and as a research assistant. I taught within the English Intensive Program (EIP) for five consecutive terms, a program I now work in full time. Additionally, I served as a TA for a DLS class and two FLS classes, further honing my teaching skills and gaining valuable experience.

Looking ahead, I hope to pursue a PhD in computer-assisted language learning to continue to explore the intersection of technology and language education. My journey with the OLBI has had a profound effect on me, and I am grateful for the numerous opportunities the institute has provided.