bluuebunny/crossref_metadata_2025 huggingface dataset:
African Dust Particles over the Western Caribbean Part I: Impact on air quality over the Yucatan Peninsula
Authors: Ramirez-Romero Carolina , Jaramillo Alejandro , Cordoba Maria F. , Raga Graciela B. , Miranda Javier , Alvarez-Ospina Harry , Rosas Daniel , Amador Talib , Kim Jong Sung , Yakobi-Hancock Jacqueline , Baumgardner Darrel , Ladino Luis A.
Published: June 2020

Abstract. On a global scale, African dust is known as one of the major sources of mineral dust particles as they can be efficiently transported to different parts of the planet. Several studies have suggested that the Yucatan Peninsula could be influenced by such particles, especially in July, associated with the strengthening of the Caribbean low level jet. Although these particles have the potential to impact the local air quality significantly, as shown elsewhere (especially particulate matter, PM), the arrival and the impact of African dust into Mexican territory has not been quantitatively reported to date. Two short-term field campaigns were conducted to confirm the arrival of African dust onto the Yucatan Peninsula in July 2017 and July 2018 at the city of Merida atmospheric observatory (20.98° N 89.64° W). Aerosol particles were monitored at the ground level by different on-line and off-line sensors. Several PM2.5 and PM10 peaks were observed during both sampling periods, with a relative increase in the PM levels ranging between 200 % and 500 % with respect to the normal background. Given that these peaks were found to highly correlate with super micron particles and chemical elements typically found in mineral dust particles, such as Al, Fe, Si, and K, they are linked with African dust. This conclusion is supported by combining back trajectories with vertical profiles from radiosondes, reanalysis, and satellite images to show that the origin of the air masses arriving at Merida was the Saharan Air Layer (SAL). The good agreement found between the measured PM>sub>10 concentrations and the estimated dust mixing ratio content from MERRA-2 (Version 2 of the Modern-Era Retrospective analysis for Research and Applications) corroborates the conclusion that the degradation of the local (and likely regional) air quality in Merida is a result of the arrival of African dust.
Secondary Organic Aerosol Yields from the Oxidation of Benzyl Alcohol
Authors: Charan Sophia M. , Buenconsejo Reina S. , Seinfeld John H.
Published: June 2020

Abstract. Recent inventory-based analysis suggests that emissions of volatile chemical products in urban areas are now competitive with those from the transportation sector. Understanding the potential for secondary organic aerosol formation from these volatile chemical products is, therefore, critical to predicting levels of aerosol and for formulating policy to reduce aerosol exposure. It is clear that a plethora of oxygenated compounds are either emitted directly into the atmosphere or emitted indoors and later escape into the outdoors. Experimental and computationally simulated environmental chamber data provide an understanding of aerosol yield and chemistry under relevant urban conditions (5–200 ppb NO and 291–312 K) and give insight into the effect of volatile chemical products on the production of secondary organic aerosol. Benzyl alcohol, one of these volatile chemical products, is found to have a large secondary organic aerosol formation potential. At NO concentrations of ~ 80 ppb and 291 K, secondary organic aerosol mass yields for benzyl alcohol can reach 1.
The Production and Hydrolysis of Organic Nitrates from OH Radical Oxidation of β-Ocimene
Authors: Morales Ana Cristina , Jayarathne Thilina , Slade Jonathan H. , Laskin Alexander , Shepson Paul B.
Published: June 2020

Abstract. Biogenic volatile organic compounds (BVOCs) emitted by plants represent the largest source of non-methane hydrocarbon emissions on Earth. Photochemical oxidation of BVOCs represents a significant pathway in the production of secondary organic aerosol (SOA), affecting Earth’s radiative balance. Organic nitrates (RONO2), formed from the oxidation of BVOCs in the presence of NOx, represent important aerosol precursors, and affect the oxidative capacity of the atmosphere, in part by sequestering NOx. In the aerosol phase, RONO2 hydrolyze to form nitric acid and numerous water-soluble products, thus contributing to an increase in aerosol mass. However, only a small number of studies have investigated the production of RONO2 from •OH oxidation of terpenes, among those, few have studied their hydrolysis. Here, we report a laboratory study of OH radical-initiated oxidation of β-ocimene, an acyclic, triolefinic monoterpene released during the daytime from vegetation, including forests, agricultural landscapes, and grasslands. We conducted studies of the OH radical oxidation of β-ocimene in the presence of NOx using a 5.5 m3 all-Teflon photochemical reaction chamber, during which we quantified the total (gas- and particle-phase) RONO2 yield and the SOA yields. We sampled the organic nitrates produced and measured their hydrolysis rate constants at different solution pH. The total organic nitrate yield was determined to be 33(±7) %, consistent with the available literature regarding the dependence of organic nitrate production (from RO2 + NO) on carbon number. We found the hydrolysis rate constants to be highly pH-dependent, with a hydrolysis lifetime of 51(±13) min at pH = 4, and 24(±3) min at pH = 2.5, a typical pH for deliquesced aerosols. We also employed high-resolution mass spectrometry for product identification, which is used to infer key mechanisms of gas–particle partitioning. The results indicate that the ocimene SOA yield under relevant aerosol mass loadings in the atmosphere is significantly lower (
A portable, robust, stable and tunable calibration source for gas-phase nitrous acid (HONO)
Authors: Lao Melodie , Crilley Leigh R. , Salehpoor Leyla , Furlani Teles C. , Bourgeois Ilann , Neuman J. Andrew , Rollins Andrew W. , Veres Patrick R. , Washenfelder Rebecca A. , Womack Caroline C. , Young Cora J. , VandenBoer Trevor C.
Published: June 2020

Abstract. Atmospheric HONO mixing ratios in indoor and outdoor environments span a range of less than a few parts per trillion by volume (pptv) up to tens of parts per billion by volume (ppbv) in combustion plumes. Previous HONO calibration sources have utilized proton transfer acid displacement from nitrite salts or solutions, with output that ranges from tens to thousands of ppbv. Instrument calibrations have thus required large dilution flows to obtain atmospherically relevant mixing ratios. Here we present a simple universal source to reach very low HONO calibration mixing ratios using a nitrite-coated reaction device with the addition of humid air and/or HCl from a permeation device. The calibration source developed in this work can generate HONO across the atmospherically relevant range and has high purity (90–99 %), reproducibility, and tunability. Mixing ratios at the tens of pptv level are easily reached with reasonable dilution flows. The calibration source can be assembled to start producing stable HONO mixing ratios (RSE ≤ 2 %) within two hours, with output concentrations varying ≤ 25 % following simulated transport or complete disassembly of the instrument, and ≤ 10 % under ideal conditions. The simplicity of this source makes it highly versatile for field and lab experiments. The platform facilitates a new level of accuracy in established instrumentation, as well as intercomparison studies to identify systematic HONO measurement bias and interferences.
Towards a general theory of access
Authors: Levinson David M , Wu Hao
Published: June 2020

This paper integrates and extends many of the concepts of accessibility deriving from Hansen’s (1959) seminal paper, and develops a theory of access that generalizes from the particular measures of access that have become increasingly common. Access is now measured for a particular place by a particular mode for a particular purpose at a particular time in a particular year. General access is derived as a theoretical ideal that would be measured for all places, all modes, all purposes, at all times, over the lifecycle of a project. It is posited that more general access measures better explain spatial location phenomena.
Decolonizing Indigenous Education: Beyond Culturalism: Toward Post-cultural Strategies
Authors: Kanu Yatta
Published: June 2020

As a response to the recent international calls to decolonize the education of Indigenous students and increase school success among them by including indigenous knowledge into school curricula, aspects of Aboriginall cultural knowledge/perspectives were integrated into the Social Studies curriculum in a Canadian inner city school in order to appraise the effect on academic achievement, class attendance and school retention among some Canadian Aboriginal students. Results suggest some optimism about increasing school success among these students by integrating Aboriginal perspectives. Five effective approaches to the integration of Indigenous perspectives into the school curriculum and some critical elements of instruction that appear to affect academic achievement, class attendance and school retention among some Canadian Aboriginal students are discussed.

Les recents appels internationaux exigent la decolonisation de l'enseignement des eleves indigenes pour augmenter leur succes scolaire en incluant les connaissances indigenes dans les curricula des ecoles. Pour repondre aces appels, des aspects de la connaissance et des perspectives de la culture autochtone ont eM integres dans le curriculum des sciences humaines d'une ecole dans un vieux quartier pauvre du Canada afin d'evaluer les effets sur l'accomplissement academique, l'assiduite et le redoublement scolaires chez quelques eleves autochtones canadiens. Le resultat suggere un certain optimisme dans l'augmentation du succes scolaire chez ces eleves avec l'integration des perspectives autochtones. Cinq fac;ons efficaces pour integrer les perspectives indigenes au curriculum de l'ecale et quelques elements critiques de l'instruction qui semblent avoir affecte le succes academique, l'assiduite et le redaublement scolaires chez quelques eleves autochtanes canadiens sont examines ici.
Recherche comparée sur la prise de parole de certains élèves du préscolaire au primaire en français langue maternelle en France et au Québec
Authors: Lafontaine Lizanne , Le Cunff Catherine
Published: June 2020

Cette recherche franco-quebecoise vise a valider ou a corriger des situations et des demarches isolees en enseignement de l'oral qui n'ont pu faire l'objet d'une experimentation suffisamment large. Nous poursuivons l'objectif general suivant: mieux connattre les representations de certains enseignants quebecois et francais concemant l'oral et sa place dans les apprentissages comme dans la socialisation au sein de la classe quand ils mettent en place des situations innovantes du prescolaire au secondaire. Nous expliquons les differences methodologiques entre les deux pays qui nous ont quand meme permis d'etablir des convergences ainsi que des divergences importantes entre les divers ordres d'enseignement. Nous analysons egalement des extraits de corpus quebecois et francais qui demontrent que l'oral doit etre enseigne de facon systematique a l'ecole au Quebec et en France et qu'un continuum plus present doive se faire sentir dans les programmes d'etudes entre la fin du primaire et le debut du secondaire.
This French-Quebecois research aims to validate or to correct isolated situations or processes in teaching of oral skills that can't be conducted in a large scale experiment. We seek the following general objectives: to better understand some French and Quebecois teachers' representations regarding teaching oral skills and its place in learning as well as in socialization in the classroom when these teachers present innovative situations from preschool to the secondary. We explain the methodological differences from the two countries although they allow us to establish the important convergences and divergences between the various education levels. We also analyse excerpts of the Quebecois and French corpus to demonstrate that oral skills need to be taught systematically in Quebec and French schools and a more present continuum must be created in learning programmes from the end of primary to the beginning of the secondary classes.
Technology Education and Economic Competitiveness in Developing Countries: The Sri Lankan Experience
Authors: Ezeife Anthony , Arivalagan T.
Published: June 2020

This paper examines the status of technology education in developing countries generally, and Sri Lanka in particular. A review of current literature reveals that science and technology are critically important for every country's socio-economic development. The conceptual framework and major features of technology education that should be emphasised in developing countries are discussed. The paper also highlights some severe barriers and limitations that inhibit technology education in developing countries. It is concluded that the Sri Lankan economy requires an effective implementation of appropriate technology education, and that this implementation must begin with scientific and technological literacy at the school level. This holds true for other developing countries currently battling the myriad problems arising from technological deprivation and backwardness. The paper contends that technological education could play the role of enhancing the right kind of technological development and advancement that could over time transform the economic fortunes of, and living conditions in developing countries.
Cet article examine la situation de l'enseignement de la technologie dans les pays en voie de développement en général et en Sri Lanka en particulier. Un compte-rendu de la littérature contemporaine révèle que les sciences et la technologie ont une importance indispensable pour le développement socio-économique de tout pays. On y discute le cadre conceptuel et les principales caractéristiques de l'enseignement de la technologie sur lesquels devront insister les pays en voie de développement. L'article met également en relief les barrières et les limitations qui entrave l'enseignement de la technologie dans ces pays. De là, l'article conclut que l'économie du Sri Lanka exige l'exécution efficace d'une formation technologique appropriée et que cet exécution devra commencer par une connaissance scientifique et technologique au niveau scolaire. Cela est aussi vrai pour les autres pays en voie de développement qui sont en train de lutter contre une myriade de problèmes qui proviennent de la privation et du retard technologiques. L'article soutient que la formation technologique pourrait jouer le rôle d'améliorer la forme correcte du développement et du progrès technologiques, qui pourrait dans un certain temps, transformer les fortunes économiques et les conditions de vie dans ces pays en voie de développement.
Policy as Outcome: Inequities Generated from Unintended Policy Outcomes
Authors: Pollock Katina
Published: June 2020

Intended and unintended outcomes of economic, political, and educational policy can create employment arrangements and work environments that limit opportunities for career advancement, professional development, and employment equity for certain groups of teachers. This paper, written from a critical lens, attempts to demonstrate how national and local policy outcomes in England have negatively impacted some educators who worked for Teacher Recruitment Agencies (TRAs) in the 1990s. In conclusion, the collective impact of policy outcomes for recruitment agency teachers has resulted in: a lack of control over workplace environment in schools that require extensive supports, financial arrangements that result in limited pay, no benefits, government legislation which results in poor union representation and limited legal recourse, and agency policies which discourage stability and commitment.
Les résultats intentionnés ou non-intentionnés des politiques sur l’économie, la politique soi-même ou l’enseignement peuvent créer des arrangements d’emploi et des milieux de travail qui limitent les possibilités d’avancement pour certains groupes d’enseignant(e)s dans leurs carrières, de développement professionnel, et d’ égalité dans leurs emplois. Cet article, écrit sous une optique critique, essaie de démontrer comment les résultats de la politique nationale et locale en Angleterre ont une influence négative sur quelques éducateurs and éducatrices qui travaillaient pour les agences de recrutement des enseignants (TRA) pendant les années 1990-1999. En conclusion, l’effet collectif des résultats de ces politiques des agents de recrutement des enseignants a contribué à: un manque de contrôle des milieux de travail dans les écoles qui exigent un soutien extensif, des arrangements financiers qui aboutissent aux salaires limités, sans bénéfice, une législation gouvernementale qui introduit une pauvre représentation syndicale et des limitations aux recours légaux, et enfin des politiques des agences qui encouragent ni stabilité, ni engagement.
The Comparative and International Education Society of Canada (CIESC)
Authors: Majhanovich Suzanne , Lanlin Zhang
Published: June 2020

No abstract provided
Shifting from Ideal to Critical Multiculturalism in Canadian Teacher Education Programs: Examining the Challenges
Authors: Martinovic Dragana , Windle Sheila , Dlamini S.
Published: June 2020

This paper describes a recent initiative designed to provide support for teacher candidates from culturally diverse backgrounds as they traverse a one-year teacher education program in Canada. Results and discussion are based on qualitative data from an information survey, student-professor conversations, a review of seminar documents and processes, and observations and reflections made by professors conducting the seminar. Overall, the Language and Cultural Engagement Seminar was successful in providing a supportive environment in which complicated and politically volatile issues, which would otherwise have remained unacknowledged, were discussed openly. The main concerns expressed by participants were the communication concern (grammar, vocabulary, pronunciation, accent, etc.), concern for power and authority in the classroom, and the socio-cultural acceptance concern. Power and communication concerns diminished when teacher candidates felt a level of cultural acceptance in the classroom; therefore, we propose that socio-cultural acceptance be investigated in future research into the concern construct. Since differential pronunciation had the effect of positioning teacher candidates on the periphery of classroom discourse, we concluded that acceptance of accent diversity (lack thereof) was one barrier between ideal (policy) and experienced (lived) multi-cultures.
Cet article décrit une initiative récente désignée à procurer un soutien aux étudiants-maîtres provenant de divers milieux socio-culturels pendant l'année de leur formation au Canada. Les résultats et les discussions sont basés sur les données qualitatives obtenues d'une surveillance de renseignements, des conversations entre professeurs et étudiants, une revision des documents et processus obtenus pendant un colloque et des observations et réflexions faites par les professeurs conduisant ce colloque. En général le colloque "Language and Cultural Engagement Seminar" a réussi à offrir un mileu positif dans lequel des problèmes compliqués ou explosifs, qui auraient pu passer inapperçus, avaient été discutés franchement. Les principales inquiétudes citées par les participants sont: l'inquiétude sur la communication (grammaire, vocabulaire, prononciation, accent, etc.), l'inquiétude concernant l'autorité et le pouvoir en classe. et l'inquiétude de n'être pas acceptés à cause de leurs antécédents socio-culturels. Mais les inquiétudes sur le pouvoir et la communication sont diminuées quand les étudiants-maîtres sentaient qu'ils atteignaient un certain niveau d'acceptation culturelle en classe. Nous proposons que l'acceptation socio-culturelle deviendra un sujet de recherche plus poussé dans l'avenir. Comme la prononciation différentielle avait l'effet de placer les instituteurs aux périphéries du discours en classe, nous avions conclu que l'acceptation des accents divers (ou le manque de) est une barrière entre l'idéal (politique) et l'expérience (vécue) d'un milieu à cultures multiples.
ESL/EFL Instructors’ Beliefs about Assessment and Evaluation
Authors: Rogers W. , Cheng Liying , Hu Huiqin
Published: June 2020

The beliefs of 95 ESL/EFL instructors in Canada, 44 in Hong Kong, and 124 in Beijing about assessment and evaluation were examined with 32 questionnaire items. While the results revealed more similarities than the differences, among the instructors in the three contexts, the beliefs expressed by the instructors in the three contexts were somewhat mixed and, at times, contradictory. While the beliefs that assessment and evaluation were important for instruction and help improve student learning and the actual purposes of and uses of assessment and evaluation held by the instructors were positively related. The instructors’ beliefs about how they conducted their assessments and evaluations, the time required for assessments and evaluations, and their understanding of and preparation for assessment and evaluation were only somewhat related to their actual assessment practices.
Nous avons examiné les convictions sur les jugements et les évaluations de 95 instructeurs ELS/ELE au Canada, 44 à Hong Kong, et 124 à Pékin avec un questionnaire de 32 points. Alors que les résultats font apparaître plus de similarités que de différences parmi les instructeurs dans les trois milieux, la confiance exprimée par les instructeurs est plus ou moins mélangée et parfois contradictoire dans ces trois milieux. Pour ces instructeurs, il y a une corelation positive entre leur confiance que les évaluations et les jugements sont importants pour l'enseignement et aident les élèves à améliorer leur apprentissage et leur confiance sur le but réel et l'utilisation des jugements et des évaluations. Mais la conviction sur la façon avec laquelle ils conduisent les jugements et les évaluations, le temps nécessaire pour les conduire et leur compréhension comme leur préparation des jugements et évaluations n'ont qu'une relation assez vague avec leurs pratiques des évaluations.
Poverty and Inequality in the Niger Delta: Is National Economic Empowerment and Development Strategy the Answer?
Authors: Geo-JaJa Macleans , Azaiki Steve
Published: June 2020

The paper examines economic poverty and educational poverty in the Niger Delta, a region endowed with enormous, but misused, resources. The National Economic Empowerment and Development Strategies (NEEDS) is contrasted with other poverty reduction strategies. The blindness of NEEDS to the complex causes of the situation in the Niger Delta is noted. The issues analyzed concern the emphasis placed on market forces, the schemes used to finance education, and the choice of provision of education towards equality. The final section of the article gives a critical reading of the strategy currently adopted to reduce the incidence of poverty in Nigeria and its failure in the Niger Delta. The paper rejects the NEEDS framework of rolling back the state in favor of market forces as an ineffective education and economic plan for an already disempowered and impoverished region. The paper argues for a targeted, broad-based NEEDS strategy that is focused on re-orienting values, reducing economic and educational poverty, creating wealth, and developing a strong state for mobilizing resources for economic empowerment and sustainable development.
Cet article examine la pauvreté sur les plans économique et éducationel dans le Delta du Niger, une région nantie de ressources énormes mais mal utilisées. Les stratégies NEEDS (National Economic Empowerment and Development Strategies) se heurtent aux autres stratégies pour la réduction de la pauvreteé. Les auteurs remarquent que les stratégies NEEDS ferment les yeux aux causes complexes de la situation au Delta du Niger. Les problèmes analysés sont centrés sur l'emphase placée sur les forces du marché, les programmes pour financer lèenseignement, et sur le choix des provisions de l'enseignement vers l'égalité. La dernière section de l'article offre une critique de la stratégie présentement adoptée pour réduire la pauvreté en Nigérie et son échec au Delta du Niger. L'article rejète le cadre de travail de NEEDS dans lequel le rôle de l'état cède le pas aux forces du marché. Pour les auteurs, ceci est un plan inefficace pour l'enseignement comme pour l'économie pour cette région déjà démunie du pouvoir et déjà appauvrie. L'article propose pour les NEEDS, une stratégie mieux axée sur les buts et aux bases plus enlargies, et qui est centrée sur la réorientation des valeurs, la réduction des pauvretés économique et éducationnelle, la création des biens, et le développement d'un état fort pour mobiliser les ressources capables de créer un pouvoir économique et un développement continu.
Internationalization at Canadian Universities: Progress and Challenges
Authors: Weber Linda
Published: June 2020

The world-wide demand for international education continues to grow and Canadian universities are rising to meet this need. The rationales for internationalization are many and are culturally, politically, academically, and economically based. An overview of the current state of internationalization, its initiatives and programs at Canadian universities is outlined. Some of the challenges of internationalization include a lack of resources and a need for university-wide centralized and collaborative leadership for incoming international students, and study abroad programs. University staff and faculty would benefit from availing themselves of intercultural training provided through their university international offices. Many Canadian universities fully support internationalization in their strategic plans yet have less developed plans of how to implement internationalization into the teaching, support and service dimensions of the university. A case study describes how a mid-sized Catholic affiliated public university college in Ontario is implementing international programs and services for students. Cooperative and experiential learning theories are utilized as a means of guiding implementation.
La demande universelle pour l'éducation internationale continue à s'agrandir et les universités canadiennes se montrent à la hauteur de la situation. Il y a plusieurs raisons pour cette internationalisation et elles sont de bases culturelle, politique, universitaire et économique. L'auteur esquisse ici une vue d'ensemble de l'état actuel de cette internationalisation, ses initiatives et ses programmes dans les universités canadiennes. Quelques-uns des défis de cette internationalisation comprennent un manque de ressources et le besoin d'une direction centralisée et collaborative entre les universités pour les programmes d'accueil des étudiants internationaux au Canada et pour les Canadiens qui étudient à l'étranger. La formation interculturelle fournie par les bureaux internationaux des universités ferait du bien aux membres enseignants des universités et aux facultés. Dans leurs plans stratégiques, plusieurs universités canadiennes soutiennent complètement l'internationalisation, mais elles n'ont pas développé les projets pour réaliser l'internationalisation dans toute l'étendue de leur enseignement, leur soutien et de leur service. Par une étude de cas l'auteur décrit comment une faculté catholique de taille moyenne affiliée avec l'université de Western Ontario réalise ses programmes d'internationalisation et offre ses services aux étudiants. Les théories d'apprentissage basées sur l'expérience et sur la coopération sont utilisées pour guider cette réalisation.
La persévérance chez les enseignants franco-ontariens
Authors: Bélair Louise , Lebel Christine
Published: June 2020

Cet article examine divers phénomènes ayant permis à des enseignants de trouver du sens à leur profession et persévérer dans l’exercice de celle-ci, notamment dans les premières années d’entrée en fonction. Plus précisément, notre recherche porte sur une dimension peu explorée dans la littérature, et s’attarde à des éléments positifs marquants de la profession relatés par des enseignants franco-ontariens. Ces épisodes de récits de vie racontées de manière anecdotique procèdent d’une forme privilégiée d'expression tant de la formation et de l'identité des personnes que de la quête de sens, en rapport avec le vécu subjectif des enseignants, dans un contexte minoritaire. La question générale de cette étude se présente comme suit : Quels sont, d’après les enseignants franco-ontariens, les événements saillants positifs qui les ont marqués surtout en début de carrière, et qui favorisent chez eux la persévérance dans l’exercice de la profession ? Les résultats sont discutés à partir de trois préoccupations : les catégories d’évènements marquants positifs qui émergent ; les différences relatives au profil de carrière selon le modèle de Huberman (1989) ; les différences relatives au sexe et à l’expérience.
This article examines various phenomena that allow teachers to find a meaning in their profession and persevere in the discharge of their duties, especially during their first years in this field. More precisely, our research focuses on a less explored dimension in the literature and dwells upon the profession's most significant positive elements reported by Franco-Ontarian teachers. These life stories told in an anecdotal manner, come from a privileged form of expression as much from their training and from their personal identity as well as their quest for meaning, dealing with the teachers' subjective real-life experiences in a minority context. The general question of this study is: According to these Franco-Ontarian teachers, what are the most prominent and positive events that have influenced them, especially during the beginning of their career, and that have furthered in them perseverance in the discharge of their duties? We then discuss the findings from the three preoccupations: emerging positive events, differences related to their career's profile, according to Huberman's model (1989); and differences related to their gender and experience.
Language and Culture Research in the Context of International Education and Second Language Acquisition
Authors: Zhang Sheri , Anthony Robert
Published: June 2020

This article is about research methods employed in the context of international education and second language acquisition. Researchers have attempted to interpret communication problems occurring between native and non-native speakers of English within a broad cultural and educational context. Such cultural studies addressing pragmatic and sociocultural dimensions often include methodology debates. We clarify the characteristics and the appropriate use of quantitative-based research methods and qualitative methods of naturalistic inquiry on speech acts, to encourage further research projects on culture based on either method.
Cet article traite des méthodes de recherche utilisées dans le contexte de l'éducation internationale et de l'acquisition d'une langue seconde. Les chercheurs ont essayé d'interpréter les problèmes de communication qui se produisent entre les personnes dont la langue maternelle est l'anglais et ceux avec une autre langue maternelle dans un contexte libéral de culture et de l'éducation. De telles études qui abordent les dimensions pragmatiques et socioculturelles, embrassent aussi les débats sur la méthodologie. Nous voudrions éclaircir ici les caractéristiques et l'emploi approprié des méthodes de recherche à base quantitative sur l'action du parler et les méthodes de recherche qualitative naturaliste dans le but d'encourager des projets de recherche futurs sur la culture, basés sur l'une ou l'autre de ces méthodes.
Presidential Address - Education and Social Development: Global Perspectives
Authors: Abdi Ali
Published: June 2020

It is generally assumed that education leads to the well-being of societies and individuals, with the type of education intended here, usually representing the general formal systems of schooling that have been globalized throughout the world in the past 120 or so years. Clearly, such education, which replaced informal forms of schooling via the expansion of European colonialism, is not achieving social development for all. In this paper, it is contended that such platforms of learning are historically, culturally and linguistically decontextualizing, in especially current postcolonial countries, and as such, are not fully conducive to social development. It is therefore, suggested that new educational platforms be philosophically and epistemologically reconstructed, so they pragmatically fit the lived realities of different populations across the globe. In making these and related propositions, the works of such pragmatic educational thinkers as John Dewey, Paulo Freire and Julius Nyerere are selectively analyzed and referenced.﻿
It is generally assumed that education leads to the well-being of societies and individuals, with the type of education intended here, usually representing the general formal systems of schooling that have been globalized throughout the world in the past 120 or so years. Clearly, such education, which replaced informal forms of schooling via the expansion of European colonialism, is not achieving social development for all. In this paper, it is contended that such platforms of learning are historically, culturally and linguistically decontextualizing, in especially current postcolonial countries, and as such, are not fully conducive to social development. It is therefore, suggested that new educational platforms be philosophically and epistemologically reconstructed, so they pragmatically fit the lived realities of different populations across the globe. In making these and related propositions, the works of such pragmatic educational thinkers as John Dewey, Paulo Freire and Julius Nyerere are selectively analyzed and referenced.
Higher Education for Displaced Persons on the Thai-Burmese Border Areas
Authors: Kengkunchorn Aranya , Hipsher Scott
Published: June 2020

The internationalization of education has been promoted as a method to prepare students for working and living in a world where national borders are becoming increasingly porous. Being prepared to work and live internationally is especially important for refugee students who do not at present have the option to return to their land of birth. Currently there are approximately 150,000 refugees who are living in closed camps communities along the Thai-Burmese border. Scenarios and recommendations concerning refugees attending international university programs in Thailand, bringing distance education programs into the camps, allowing refugees to attend Thai institutions of higher education in the vicinity of the camps, and upgrading existing educational programs are presented. It is felt that it is possible to provide quality higher education to motivated students currently living in a refugee situation if the international community and international educational community provide the expertise and funding to make this objective a reality.
L’objectif principal de l’internalisation de l’éducation est de préparer les étudiants à travailler et à vivre dans un monde où les frontières nationales deviennent de plus en plus poreuses. Ce talent international est d’autant plus important pour les étudiants réfugiés qui ne peuvent pas, pour l’instant, rentrer dans leurs pays d’origine. À ce jour, il existe environ 150.000 réfugiés qui vivent dans des camps communautaires tout au long de la frontière thaïlandaise et birmane. Cet article décrit des scénarios et des recommandations de réfugiés qui participent à des programmes universitaires internationaux dans des institutions thaïlandaises. Ces universités offrent des programmes à distance dans les camps et donnent ainsi la possibilité à d’autres réfugiés d’étudier ou de revaloriser leurs diplômes et leurs connaissances. Il paraît être tout à fait possible d’offrir une éducation universitaire de qualité afin de motiver des étudiants qui doivent vivre dans des situations de réfugiés si la communauté internationale, ainsi que la communauté éducative internationale fournissent l’expertise et les financements adéquats afin de rendre ce projet réel.
“Homeless” at Home: Linguistic, Cultural, and Identity Hybridity and Third Space Positioning of Kenyan Urban Youth
Authors: Karanja Lucy
Published: June 2020

In Kenyan urban locations where speakers of a myriad of different languages and cultures converge, young people have experienced ambivalence, ambiguity, and contradictions regarding language, culture, and identity that they can ascribe to themselves, both as unifying factors at the national level, as well as marking their identity as urban youth. In an attempt to bridge the ethnic divide, and the divide between what they perceive to be traditional values and the urban, modernized values, Kenyan urban youth have developed a “hybrid” language called “Sheng”. This language has opened up avenues for renegotiating their identity and cultures, moving them beyond unitary, fixed identities and binaries of traditional versus urban, and local versus global. Thus, this paper uses the post-colonial notions of hybridity and the third space to interrogate ways in which these youth have challenged the established codes of their identities, and negotiated their ambivalences in a third, hybridized space that is fluid and shifting. Educational opportunities for Kenyan urban youth within the third hybridized space positioning are discussed.
Au Kenya, dans les centres urbains, là où convergent une myriade de langues et de cultures, les jeunes ressentent des contradictions et une certaine ambigüité quant à leur langue, leur culture et leur identité, cette identité qui les caractérise au niveau national comme de jeunes urbains. Ces mêmes jeunes ont développé une langue « hybride » appelée “Sheng” dont le but est clairement de combler la division ethnique, ainsi que la division entre ce qu’ils perçoivent comme étant des valeurs traditionnelles et celles comme étant des valeurs urbaines ou même modernes. Cette langue a ouvert la possibilité de renégocier leurs identités et leurs cultures, et d’aller au-delà même de l’unité, c’est-àdire au-delà des identités fixes et des binaires, tels que traditionnel vs. urbain ou local vs. global. Cet article utilise donc les notions postcoloniales d’hybridité et de troisième espace afin d’analyser la façon dont ces jeunes ont défié les codes établis de leurs identités respectives et comment ils ont négocié leurs ambigüités dans un troisième espace hybride, fluide et variable. Cet article examine également les différentes possibilités éducatives pour les jeunes kenyans urbains dans ce troisième espace hybride.
Understanding Chinese International Students at a Canadian University: Perspectives, Expectations, and Experiences
Authors: Zhang Zuochen , Zhou George
Published: June 2020

The objective of this study was to understand perspectives, expectations, and experiences of Chinese international students studying in the graduate and undergraduate programs at a Canadian university, paying special attention to the challenges these students faced in the process of acculturation. Multiple data gathering techniques were used for the quantitative and qualitative data, including a survey questionnaire, individual interviews and focus group discussions. Findings related to the participants’ adjustment to the new environment include English language proficiency, previous education background, communication with other students, and understanding of the local culture. The study found that participants experienced various challenges in their new learning and living environment and some recommendations are offered for improvements.
L’objectif principal de cette étude est de comprendre les perspectives, les attentes et les différentes expériences des étudiants internationaux chinois de deuxième et de troisième cycles dans des programmes canadiens. L’article décrit également avec beaucoup de détail les défis que ces étudiants doivent relever lors du processus d’acculturation. Plusieurs techniques de collection de données quantitatives et qualitatives ont été appliquées dont un questionnaire, des interviews individuels et des discussions en groupe. Les résultats en rapport avec l’adaptation des participants au nouvel environnement incluent la compétence langagière en anglais, la formation antérieure et la compréhension de la culture locale. L’étude exposera plusieurs défis auxquels ont dû faire face les participants pour pouvoir s’adapter aux nouveaux environnements et quelques recommandations seront offertes pour faciliter ce processus.
What’s Language Got to do with it? An Exploration into the Learning Environment of Quebec’s Classes d’Accueil
Authors: Breton-Carbonneau Gabrielle , Cleghorn Ailie
Published: June 2020

This article stems from an on-going qualitative study of the ‘environment’ of Montreal’s elementary level welcome classes for new immigrant students (classes d’accueil), including teachers’ language attitudes and actual language practices in the classroom. Since the official language of instruction in Quebec is French, the classe d’accueil provides a unique setting for exploring many issues: how teachers look upon the linguistic and cultural diversity of their learners; how teachers negotiate their way between potentially opposing tensions-- to integrate newly arrived children into Quebec, and, to reinforce Quebec’s distinct cultural and linguistic status. By drawing on socio-cultural theory of language learning, this study explores the manner in which teachers might foster an inclusive learning environment in the classe d’accueil.
Cet article est le résultat d’une étude qualitative en cours à l’école primaire qui analyse l’environnement des classes d’accueil pour nouveaux immigrants à Montréal. Elle analyse également les attitudes linguistiques et les pratiques langagières des professeurs dans la salle de classe. Comme la langue officielle de l’éducation au Québec est le français, ces classes d’accueil offrent un environnement unique pour explorer beaucoup de questions : comment les professeurs perçoivent-ils la diversité culturelle et linguistique de leurs apprenants, comment négocient-ils les tensions opposées, c’est-à dire comment font-ils pour intégrer des enfants qui viennent d’arriver au Québec en même temps que renforcer la particularité linguistique et culturelle de la province. Tout en se basant sur la théorie socio culturelle de l’apprentissage des langues, cette étude explore les différentes façons offertes aux professeurs qui encouragent la mise en place d’un environnement d’apprentissage inclusif en classe d’accueil.
Modernization of Education in Egypt: The Liberal Movement Towards Dewey’s Ideas
Authors: El-Nagar AbdelHady , Krugly-Smolska Eva
Published: June 2020

This paper traces, from a historical perspective, the acceptance of the educational ideas of John Dewey (1859-1952) in Egypt in context of its earlier and ongoing efforts to modernize the education system. It first discusses the different political, educational, and social factors that might have facilitated the acceptance of Dewey‘s educational ideas in Egypt. Then it discusses the ways through which Dewey‘s educational ideas reached into Egypt, including establishment of European and American schools in Egypt, sending educational missions to Europe and the USA, and translation of works of western intellectuals into Arabic. It also discusses the adoption of Dewey‘s ideas by many Egyptian educationists. The study focuses on Al-Qabbani (1898-1963), the progressive thinker and Minister of Education in Egypt, and shows the extent to which his educational ideas agreed with Dewey‘s educational philosophy. Finally, the study explores the application of some of Dewey‘s progressive educational ideas in Egypt.
Cet article retrace, de par le biais d‘une analyse historique, l‘acceptation des idées éducatives de John Dewey (1859-1952) en Égypte dans le but de moderniser l‘intégralité du système éducatif du pays. Il discute tout d‘abord les différents facteurs politiques, éducatifs et sociaux qui peuvent avoir facilités l‘acceptation de ces idées éducatives en Égypte. Il se concentre ensuite sur les différents chemins au travers desquels les idées de Dewey se sont insérées dans le contexte égyptien, tel que la création d‘écoles européennes et américaines, l‘envoi de missions éducatives en Europe et aux États- Unis et la traduction d‘écrits d‘auteurs occidentaux en langue arabe. L‘article discute également de l‘adoption des idées de Dewey de la part de beaucoup d‘éducateurs égyptiens. Il se concentre surtout sur l‘intellectuel progressiste et Ministre d‘Éducation Égyptien Al-Qabbani (1898-1963) et montre ses liens étroits avec la philosophie éducative de Dewey. En conclusion, cet écrit explore la mise en pratique de quelques unes des idées éducatives progressistes de Dewey dans le contexte égyptien.
Language, Thought and Culture: Links to Intercultural Communicative Competence
Authors: Lussier Denise
Published: June 2020

We live in a world where many countries are at war, where religious and ethnic conflicts tend to intensify in spite of sustained effort from governments and inter-governments, where solitudes and tensions between linguistic communities still prevail. In a context where geo-political interests predominate, how do we view cultural and intercultural issues? How can we promote values and attitudes that recognize experiences of diversity and openness to other cultures? Can institutions such as schools and universities promote social cohesion through education?
These issues are essential to mankind but they have to be looked upon with logical coherence.This article reviews existing theories, definitions and a conceptual framework to the development of ICC which involves cognitive, affective and psychological factors, and intends to capture the interrelations that are embedded in language, thought and culture. It argues that language competence needs to address not only the linguistic, sociolinguistic and pragmatic/discourse elements of langue but should also integrate (inter)cultural interactions, the development of (inter)cultural representations and transactions between individuals in the learning process.
Nous vivons dans un monde dans lequel plusieurs pays sont en guerre ; dans lequel les conflits religieux et ethniques tendent à s’intensifier en dépit des efforts constants des gouvernements et des agences intergouvernementales ; un monde dans lequel les isolements et tensions entre les communautés linguistiques persistent encore. Alors, dans un contexte où les intérêts géopolitiques dominent, comment voyons-nous les problèmes culturels et interculturels ? Comment pouvons-nous promouvoir des valeurs et attitudes qui reconnaissent l’expérience de la diversité et l’ouverture sur les autres cultures ? Des institutions telles que les écoles et les universités peuvent-elles exhorter à une cohésion sociale à travers l’éducation ?
Ces questions sont essentielles à l’humanité ; cependant, elles doivent être considérées avec une cohérence logique. Cet article passe en revue des théories existantes, des définitions et un cadre conceptuel au développement des CIC qui implique des facteurs cognitifs, affectifs et psychologiques ; et projette de capter l’essence des interrelations qui sont incorporés au langage, à la pensée et à la culture. Cet article soutient que la compétence linguistique doit se pencher non seulement sur les éléments linguistiques, sociolinguistiques et pratiques/ discursives de la langue ; mais devrait également intégrer des interactions (inter)culturelles, le développement des représentations et transactions (inter)culturelles entre les individus en processus d’apprentissage.