Aline Germain-Rutherford

Aline Germain-Rutherford

Profile

Aline Germain-Rutherford
Full Professor


Room
TBT 214A
Phone
613-562-5957


Before taking on her new role as Vice-Provost, Academic Affairs in September 2018 and Associate Vice-President in July 2016, Aline was the Director of the Centre for University Teaching (CPU) at TLSS from 2001 to 2006. She also had led the Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL) at the Official Languages and Bilingualism Institute (OLBI) from 2009 to 2011.

More recently, she has held several positions at Middlebury College in Vermont, as Director of the French School and Associate Dean of the Language Schools, and Associate Vice-President of Language Schools and Graduate Programs. In addition, from 2011 to 2016, she was part of the executive team of Middlebury Interactive Languages (MIL), a joint venture co-founded by Middlebury College and K12 Corporation Inc. to develop online language education and professional development.

In 2005, Aline Germain-Rutherford received the 3M National Award for Excellence in Teaching and Educational Leadership in Higher Education. She holds a doctorate in Didactologie et Didactique of Second Languages and Cultures from the Sorbonne Nouvelle (Paris III). She is the author of numerous publications in language education and its intercultural dimension, in applied phonetics and the integration of speech technology in language education. She also led several national and international research initiatives in pedagogy for higher education and on the development of online environments inclusive of all cultural diversities. She has been a keynote speaker and a visiting professor in Africa, North America, Asia, Europe and the Middle East.

Aline Germain-Rutherford, in her role of Associate Vice-Provost, will continue her research work on technology integration in language teaching and learning with a team funded by the European Center for Languages (ECML). She is also co-researcher for LINCDIRE (LINguistic and Cultural DIversity REinvented), an international project which develops a learner-centred plurilingual/pluricultural pedagogical framework fusing Western and Aboriginal pedagogical approaches in language education.

Finally, she is expert consultant for curriculum development in the project “Linking Learning and Belonging: A Collaborative Approach to Narrowing the Achievement Gap for High-Risk New Arrival Immigrant Teens” funded by a US National Leadership Grants for Libraries and led by the Hartford Public Library, Connecticut.

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Books

Piccardo, E., Lawrence, G., Germain-Rutherford, A., & Galante, A. (2022). Activating linguistic and cultural diversity in the language classroom

Piccardo, E., Germain-Rutherford, A., & Lawrence, G. (Eds.). (2021). The Routledge Handbook of Plurilingual Language Education

Journals & other

Groen, J. & Germain‐Rutherford, A. (2021). Reflections of an institutional case study: Lessons learned. New Directions for Teaching and Learning, 2021 (167), 85–88.

Germain‐Rutherford, A., Davis, A., & Burrows, T. (2021). Effective student engagement strategies: A crucial alignment for sustainable, quality learning. New Directions for Teaching and Learning, 2021 (167), 9–22.

Groen, J., Ghani, S., Germain-Rutherford, A., & Taylor, M. (2020). Institutional Adoption of Blended Learning: Analysis of an Initiative in Action. The Canadian Journal for the Scholarship of Teaching and Learning, 11 (3), 1–19.

Wuetherick, B., Germain-Rutherford, A., Graham, D., Baker, N., Hornsby, D.J., Turner, N.K. (eds) Online Learning, Open Education, and Equity in a Post-Pandemic World. Palgrave Macmillan, Cham. https://link.springer.com/book/10.1007/978-3-031-69449-3

Turner, Nancy K., Nick Baker, David J. Hornsby, Aline Germain-Rutherford, David Graham, and Brad Wuetherick, eds. 2024. Online, Open, and Equitable Education: Lessons from Teaching and Learning during the Global Pandemic. Elon, NC: Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa7

Groen, J., Germain-Rutherford, A., Murphy, M. (2024). Learning from Experience: Facilitating an Institution-Wide Reflection on the Recent Transition to Distance/Online Teaching and Learning. In: Wuetherick, B., Germain-Rutherford, A., Graham, D., Baker, N., Hornsby, D.J., Turner, N.K. (eds) Online Learning, Open Education, and Equity in a Post-Pandemic World. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-69449-3_2

Germain-Rutherford, A., Karamifar, B., Bañados, E., Ernest, P., Heiser, S., Hopkins, J., Klinka, T., Rahimi, M., Robbins, J. & Uličná, K. (2024). Impact of the pandemic on language education: voices from across the world. In Regine Hampel & Ursula Stickler (Eds.) The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Publishing. https://www.bloomsbury.com/ca/bloomsbury-handbook-of-language-learning-and-technology-9781350340329/

Germain-Rutherford, A., Karamifar, B., & Klinka, T. (2023). Creating presence in remote learning: moving a participatory f2f workshop concept online. In Ursula Stickler & Martina Emke (Eds.) Developing Online Language Pedagogies. Castledown Publishing.

Research interests

  • University pedagogy and teacher training
  • Active pedagogies in e-learning practice and the development of inclusive online environments
  • Educational technologies
  • Language didactics and its intercultural dimension
  • Plurilingual and pluricultural approaches to language teaching
  • Applied phonetics
Aline Germain-Rutherford