PhD - York; MEd - York; TESL - Humber College; MA - McMaster; BA - McMaster
Location(s) / Contact Info:
251, Winters College - WC
Phone: 416-736-2100 Ext. 88802
Email: email@example.comAvailable to supervise graduate students
Currently taking on work-study students, Graduate Assistants or Volunteers
Available to supervise undergraduate thesis projects
John Ippolito is an Associate Professor in the Faculty of Education at York University. His research in teacher education centers on public schools and their communities, focusing on education in contexts of linguistic and cultural hyperdiversity. His applied work involves adult education as outreach to caregivers and educators and is increasingly focused on migrants and refugees. He is accredited as a Teacher of English as a Second Language, having taught in settlement programs for newcomers to Canada. He now teaches in the Bachelor of Education and Graduate Program in Education at York University where he supervises Masters and Doctoral students.
John Ippolito’s scholarly interests are centred on minority populations in hyperdiverse societies. Focusing on teacher education, his work spans a broad range of language-related issues including Language Acquisition; Multilingualism; Adult Literacy; Discourse and Ethics. His ongoing interventionist research targets barriers between minority communities and schools with a view to broadened relationships among stakeholders in public education.
Faculty & School/Dept
- Faculty of Education - Bachelor of Education
- Faculty of Graduate Studies, Education -
- Discursive Psychology and the Study of Language in Education (GS/EDUC 5075)
- Foundations of Education & Theory Into Practice (ED/EDFE 2000)
- Frameworks for Language and Literacy Theory and Research (GS/EDUC 5315)
- Ippolito, J. (subm). English language ability and discursive agency: The case of Canadian adult English language learners on Facebook.. Critical Inquiry in Language Studies, 30.
- Ippolito, G. (2020, October 7). L'immigrazione ad Hamilton e le poesie racalmutesi. Retreived from Malgradotuttoweb: https://www.malgradotuttoweb.it/limmigrazione-ad-hamilton-e-le-poesie-racalmutesi/?fbclid=IwAR1cLUgK72At4Fh4iEyAKA7slEKmrdogZZ7fmj4l_TiXXOKLCHNlR41LOsQ.
- Ippolito, J. (2020). Methodological orientations for reading a narrative of collaboration online in Canadian education. Alberta Journal of Educational Research, 66 (2), 130-147.
- Ippolito, J. (2018). Reading interventionist research in two urban elementary schools through a discursive lens. Urban Education, 53 (10), 1265-1290. doi:doi.org/10.1177/0042085915613550.
- Ippolito, J. (2018). Learning in schools and homes: Successes and complications in bringing minority parents into conversation with their children's school. In Y. Guo (Ed.), Home-school relations: International perspectives. (pp. 57-71). Singapore: Springer
- Ippolito, J., & Irrgang, E. (2017, June). At the interface of immigration, adult education and language learning online. Presented at: TESL Canada Conference 2017, Niagara Falls, ON
- Ippolito, J. (2017, May). A microanalysis of agency and identity in Facebook exchanges among adult mediators of public education. Presented at: Canadian Society for the Study of Education, Toronto, ON
- Ippolito, J. (2016, August). Research and community in minority demographic schools: A ten-year overview. Presented at: Gannon University, Erie, PA
- Ippolito, J., Wolkoff, J., & Lucic, M. (2016, May). Building institutional capacity through collaborative dialogue among minority families and their children’s school in the York Region District School Board. Presented at: Ministry of Education/Faculties of Education Forum, Toronto, ON
- Ippolito, J. (2016, May). A psychology of relationships online: Implications for adult mediators of elementary public education. Presented at: Canadian Society for the Study of Education, Calgary, AB
- Gill, M., & Ippolito, J. (2015, May). Literacy online: Testing the limits of a virtual community of practice. Presented at: Canadian Society for the Study of Education, Ottawa, ON
- Ippolito, J., Gill, M. (2015, March). Pedagogical and psychological challenges in connecting linguistically, culturally and racially marginalized families and their children’s educators online. Presented at: Joint meeting of the American Association for Applied Linguistics (AAAL) and the Canadian Association of Applied Linguistics (CAAL)
Adult Language Learning in a Transnational Context: Towards a Migrant-Centric View of Translingual Agency and Social Integration
Role: Principal Investigator
Amount funded: $$95,414
Year Funded: 2020
Funded by: Social Sciences and Humanities Research Council (SSHRC)
This adult literacy project is carrying out a comparative analysis of the formal and informal language learning experiences of adult migrants in Canada, the United States, and Italy. The project privileges the perspectives of migrants on their priorities for language learning opportunities that serve their needs. The project will make evidence-based pedagogical and policy recommendations for how language-learning opportunities can support the social integration of adult migrants.
Facebook as Adult Literacy in Public Education
Role: Principal Investigator
Funded by: Other...
This project explores the potential for Facebook to provide minority parents with access to networking, language learning opportunities and public discussions of issues in education. In its efforts to better understand relationships between minority families and schools, the project engages a microanalysis of online exchanges through the interpretive framework of discursive psychology and conversation analysis, exploring agency and identity in textual interaction.
Gathering Under One Tree: In Conversation with Parents and Communities of Linguistically and Culturally Diverse Schools
Amount funded: $12000
Year Funded: 2007
Funded by: York Region District School Board
The Gathering Under One Tree project is part of a formal, ten-year collaboration between the York Region District School Board and the Faculty of Education at York University. Centered at Armadale Public School, the project is a long-term attempt to develop alternate practices for mediating relationships between families and their children’s schools. These practices have included afterschool discussion forums, parent driven research, parent and teacher research groups, and online discussion platforms.
Research and Community in Minority Demographic Schools
Role: Principal Investigator
Amount funded: $20570
Year Funded: 2012
Funded by: Ministry of Education
This project builds on an ongoing program of school-based, community-referenced research involving minority parents and educators from elementary schools in the Greater Toronto Area. In this phase of the project, an on-line multilingual discussion forum is being used to increase involvement of minority parents around priority issues such as safety and bullying, mental health and community wellbeing, and home/school communication.
- Sabbatical Leave Fellowship, York University - 2017-2018
- SSHRC Small Grant, York University - 2015-2016
- Parents Reaching Out Regional/Provincial Grant, Ontario Ministry of Education - 2012-2015
- Program Grant, Faculty of Education, York University - 2010-2011
- First Generation Pilot Project, Ontario Ministry of Training, Colleges and Universities - 2008-2010
- Incentive Grant, York University Knowledge Mobilization - 2008-2009
- Program Grant, York Region District School Board - 2007-2011
- Gathering Under One Tree: In Conversation with Parents and Communities of Linguistically and Culturally Diverse Schools: John Ippolito is the university-lead on this formal collaboration between the York Region District School Board and the Faculty of Education at York University.