Associate Professor of Linguistics; Acting Director, MA TESOL (Fall 2023)
I have lived on three continents, taught English as a Second and Foreign language, and been involved in teacher education in North America and Asia. As I see it, learning is more than the acquisition of knowledge and skills. It is personal and professional growth that is grounded in, and emerges from, formative ways of relating to God, self, others, learning opportunities, and the wider world in which these experiences are embedded. I have chosen to be at TWU because this is a place where I am able to give expression to my understanding that spiritual values, professional practice, and scholarship are deeply intertwined.
Carolyn was born in Canada, grew up in Brazil, and lived in Iceland for 12 years as an adult. Her educational pursuits have resulted in a BTh, TESL Certificate, and a PhD in Language Education with specialization in TESL. She is also a Certified Executive Coach and Certified Core Strengths Facilitator. She teaches in the resident and online tracks of the MA TESOL program in the School of Education and enjoys using strength-based perspectives and coaching to help graduate students, teachers, and other leaders maximize their potential and that of those around them.
PhD in Language Education (University of British Columbia; 2004)
MA TESOL Coursework (Iowa State University & University of British Columbia; 1994 & 1997)
TESL Certificate (Trinity Western University; 1997)
Ecological Perspectives in Language Education; Identity and Interpersonal Dimensions of Learning Communities (F2F and Online) evidenced in Discourse; Influence of Teachers' and Students' Spiritual Beliefs and Values in Language Education; Coaching in Teaching and Leadership Development
Awards & Honors
Provost Innovative Teaching Award (Trinity Western University; 2019)
BC TEAL 50 at 50 EAL Educator (BC TEAL; 2017)
Mary Ashworth Scholarship (BC TEAL; 2003)
Wong, M. S., Kristjánsson, C., & Dornyei, Z. (Eds.). (2013). Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT. Routledge.
Jule, A., Kristjánsson, C., Lee, Y., & Mirchandani, K. (in press). Who am I now? Spirituality in a faith-based teacher education program in Canada. In T. Lucey, & M. Lin (Eds.), Rekindling the embers of the soul: An examination of spirituality issues related to teacher education. Information Age Publishing.
Kristjánsson, C., & Mohan, B. (2023). Coaching as a social practice. In T. Slater (Ed.), Social practices in higher education: A knowledge framework approach to linguistic research & teaching. Equinox.
Kristjánsson, C. (2018). Church-sponsored ESL in western Canada: Grassroots expressions of social and spiritual practice. In M. S. Wong & A. Mahboob (Eds.), Spirituality & language teaching: Religious explorations of teacher identity, pedagogy, context, and content. (pp. 172–194). Multilingual Matters.
Wong, M., Dornyei, Z., & Kristjánsson, C. (2013). Introduction: The faithful fence. In M. S. Wong, C. Kristjansson, & Z. Dornyei, (Eds.), Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 1–7). Routledge
Dornyei, Z., Wong, M., & Kristjánsson, C. (2013). Conclusion: SLA: An emerging area of inquiry. In M. S. Wong, C. Kristjansson, & Z. Dornyei (Eds.), Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 267–272). Routledge.
Kristjánsson, C. (2013). Inside, between, and beyond: Agency and identity in language learning. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick’s influence on language teaching (pp. 11– 28). Cambridge University Press.
Kristjánsson, C. (2013). A way with words: Perspectives on the contributions and influence of Earl W. Stevick. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick’s influence on language teaching (pp. 304–311). Cambridge University Press.
Kristjánsson, C. (2010). Collaborating with a (non)collaborator: Interpersonal dynamics and constructions of identity in graduate online learning. In J.R. Park & E. Abels (Eds.), Interpersonal relations and social patterns in communication technologies: Discourse norms, language structures and cultural variables (pp. 305–327). IGI Global.
Stevick, E., & Kristjánsson, C. (2009). Afterword: The dilemma. In M. S. Wong & S. Canagarjah (Eds.), Christian educators and critical practitioners in dialogue: Ethical dilemmas in English language teaching (pp. 292-297). Routledge
Kristjánsson, C. (2007). The word in the world: So to speak (a Freirean legacy). In D. Smith & T. Osborn, (Eds.), Spirituality, social justice and language learning (pp. 133–153). Information Age Publishing.
Kristjánsson, C. (2013). (In)visible agents in the academy: Locating the discussion of faiths and practices. Journal of Christianity and Foreign Languages, (XIV), 51–61.
Stevick, E., & Kristjánsson, C. (2013). Faiths and practices in language teaching. Journal of Christianity and Foreign Languages, (XIV), 62–86.
Goertzen, P., & Kristjánsson, C. (2007). Interpersonal dimensions of community in graduate online learning: Exploring social presence through the lens of systemic functional linguistics. The Internet and Higher Education, 10(4), 212–230. https://doi.org/10.1016/j.iheduc.2007.06.005
Shi, L., Reeder, K., Slater, T., & Kristjánsson, C. (2004). Tensions in learning content and technology: The experience of education students in a web-based research project. Technology, Pedagogy and Education, 13(1), 42–60. https://doi.org/10.1080/14759390400200172
Affiliations & Memberships
Association for the Advancement of Scandinavian Studies in Canada (AASSC)
Christian English Language Educators Association (CELEA)
Open/Technology in Education, Scholarship, and Society Association (OTESSA)
Teaching English as a Second Language in Canada Federation (TESL Canada)
The Association of BC Teachers of English as an Additional Language (BC TEAL)
LING 512 Second Language Acquisition (Developer & Instructor)