91ĹÝÜ˝

For Sherry Zhang, language teaching isn’t just about grammar drills or vocabulary lists. It's about creating inclusive spaces where students' full linguistic identities are considered strengths. Set to graduate from SFU’s Master's program in Teaching Languages in Global Contexts (TLGC), Sherry is passionate about integrating plurilingual pedagogy into post-secondary Japanese language education, helping students draw on all the languages they know to communicate, collaborate, and think critically.

“I believe the most important step is to recognize students’ full linguistic repertoires as valuable assets rather than obstacles,” Sherry says. “Even when teachers don’t understand every language spoken in their classroom, it’s essential to foster a safe, inclusive environment where students are free to use their full linguistic resources.”

Sherry's commitment to language education began at an early age. She earned a double major in Japanese Language and Culture and Psychology at UBC, graduating with the highest marks in Asian Studies. She gained hands-on experience tutoring Japanese and serving as a teaching assistant for 16 Japanese language courses. Inspired by her instructors, she knew she wanted to pursue a career in this field. She was attracted to SFU’s TLGC program because of its unique opportunity for fieldwork.

As someone new to educational philosophies and the field of second-language education, Sherry says the TLGC program introduced her to concepts that profoundly shaped her teaching practice. "Two of the most thought-provoking ideas for me were plurilingualism and translanguaging," she explains. "As a plurilingual speaker, I strongly resonated with these ideas and became motivated to promote and apply plurilingual pedagogy in post-secondary Japanese language education to create more inclusive classrooms."

“The classroom observations far exceeded my expectations,” she reflects, crediting senior lecturer Dr. Naoko Takei from SFU’s Department of World Languages and Literatures (WLL) for transforming how she understood the role of a language teacher.

Mentorship also played a defining role in her graduate journey, with lasting impressions from professors Drs. Roumi Ilieva, Rhonda Philpott, and Joel Heng Hartse, provided her with support, encouragement, and thoughtful guidance. "Their teaching styles created a welcoming and inclusive learning environment where I felt comfortable asking questions and expressing ideas," Sherry shares. "I'm especially grateful to Dr. Heng Hartse for helping me think through my next steps after graduation and generously offering to supervise my future research."

Looking back, Sherry describes the most meaningful part of her time at SFU as the chance to teach Japanese classes, observe seasoned instructors, and reflect on her teaching practices. “Seeing how instructors build relationships, create safe learning environments, and balance accuracy with communication was incredibly eye-opening,” she says. “I feel so lucky to have met so many sweet and enthusiastic students. They made teaching both fun and rewarding and reminded me why I chose this path.” This passion and positive experience in the TLGC program have now led Sherry to begin a second master’s program at SFU in Individualized Interdisciplinary Studies (INS) this fall, where she is further exploring Japanese language pedagogy and plurilingualism. 

For current and future educators, she offers this advice: “Design activities that invite students to draw on all the languages they know. While you may not understand every language in the classroom, you can create an inclusive environment where students feel free to use their full linguistic resources and make sure your assessments align with and reinforce these plurilingual practices.”