bluuebunny/crossref_metadata_2025 huggingface dataset:
Paper Partners: A Peer-Led Talk-Aloud Academic Writing Program for Students Whose First Language of Academic Study is Not English
Authors: Vechter Andrea , Brierley Christopher
Published: May 2016

This article examines the Paper Partners program at Ryerson University, Toronto. This peer-mentoring program was developed to support the academic writing skills of students whose first language of academic study was not English. The program integrated a team of student-facilitators, a talk-aloud co-editing process, and a reflective feedback component. The article looks at (a) the process of developing a campus-wide program using a team of student-facilitators specially trained to support English academic writing skills; (b) program assessment based on feedback received from student-writers and facilitators; and (c) the contribution of the program to the language-learning experience. The article concludes with encouragement for postsecondary institutions to develop peer-led languagelearning opportunities on campus to create and celebrate a truly international learning community.
The Novel as Textbook
Authors: Gareis Elisabeth , Allard Martine , Saindon Jackie
Published: May 2016

The use of authentic literature, especially novels, has proven electrifying for teachers as well as students: a development mirrored in the success of related methodologies and the increasing availability of materials accompanying literature. The benefits of using novels as textbooks are numerous. Research consistently shows the benefits of extended reading; novels are motivating and authentic; and they can support any curriculum and be used in a variety of programs. Issues discussed in the article include a rationale for using novels as textbooks, selection criteria, ways of teaching discrete and integrated skills, and reflections on the pros and cons of using literature to teach English.
A Word from the Editor
Authors: Sivell John
Published: May 2016

No abstract available.
Enculturation into Discourses by East Asian Students in a Graduate TESOL Program
Authors: Haneda Mari
Published: May 2016

Through multiple case studies, this article examines the learning experiences of three Korean students in a MATESOL program and how they made sense of the Discourses (Gee, 1996) that they encountered in their course work. The students experienced enculturation on three interrelated dimensions: disciplinary, linguistic, and cultural knowledge, the latter two initially posing the greatest difficulty. The Discourse(s) that they experienced appeared to be a mixture of professional and academic Discourses. However, this hybridity did not seem to be explicitly recognized either by the entering students or even by the contributing faculty, which resulted in feelings of uncertainty among the students.
Mentoring EFL Preservice Teachers in EFL Writing
Authors: Hudson Peter , Nguyen Hoa Thi Mai , Hudson Sue
Published: May 2016

Effective mentoring of EFL preservice teachers may advance EFL teaching practices. Five factors for mentoring have been identified, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. An empirically based survey instrument focused on 106 Vietnamese preservice teachers’ perceptions of their mentoring for EFL teaching across these five factors. Apart from acceptable Cronbach alphas for four of the five factors (system requirements was .08 below the accepted .70 level), analysis revealed that more than 50% of these preservice teachers perceived that they had not received mentoring for developing their teaching of English writing on 29 of the 34 survey items. Mentoring practices in this study varied; consequently, EFL mentors may require guidance for enhancing their practices. In addition, the instrument linked to the five-factor mentoring model may assist in identifying mentors’ needs for devising professional development programs.
Understanding the Role of Interaction From Linguistic, Affective, and Social Perspectives
Authors: Xu Guang
Published: May 2016

This study was conducted to broaden the scope of studies on interaction. It examined the role of interaction in terms of linguistic, affective, and social aspects. A questionnaire was administered and intensive interviews conducted to reveal the reality of communication between Chinese ESL students and Canadian native English speakers and how students made sense of their interaction with native speakers. Some linguistic benefits of interaction were found. A dynamic relationship between anxiety/confidence and interaction was identified. However, a significant gap between students’ attitude/desire and their interaction intensity was exposed, which was explained by social support and other factors.
Translating Interviews, Translating Lives: Ethical Considerations in Cross-Language Narrative Inquiry
Authors: Li Yi
Published: May 2016

Through two narrative inquiries, in this article I explore the challenges for qualitative researchers in working with multiple languages in capturing, translating, analyzing, and representing narratives. I discuss the effect on research when we engage in these processes considering what was happening as we translated both texts and experience from one language into another. Woven into this discussion is attention to the effect that choosing one language or another might have on our research: the participants, the processes, and the findings. I consider how to remain awake to the ethical and relational issues regarding language choices that we make at every step of the research process.
Reality, Dysconsciousness, and Transformations: Personal Reflections on the Ethics of Cross-Cultural Research
Authors: Janusch Sandra
Published: May 2016

In this personal narrative, I offer reflections about the process of conducting a cross-cultural, cross-linguistic research project with teachers of English in China. Lessons learned from this study address some of the hegemonic perspectives and assumptions that can be dysconsicously held by native English-speakers, the value of crossing borders both literally and metaphorically to learn about others, and the reciprocal transformations that can occur when cultures and languages converge in research.
Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching
Authors: Plews John L. , Zhao Kangxian
Published: May 2016

Research on implementing task-based language-teaching (TBLT) shows that adapting TBLT in ways that are inconsistent with its principles is common among nonnative-speaker English-as-a-foreign-language teachers. Our study of Canadian native-speaker English-as-a-second language teachers reveals how they also adapt TBLT in ways that are incongruent with its theoretical underpinnings, turning it into Presentation-Practice-Production. We thus question speaker identity as an indicator of a teacher’s propensity to adapt TBLT and call for professional development on the effective practice of TBLT for all English-language teachers regardless of their speaker identities.
On the Relationship of Multiple Intelligences With Listening Proficiency and Attitudes Among Iranian TEFL University Students
Authors: Naeini Ma’ssoumeh Bemani , Pandian Ambigapathy
Published: May 2016

Gardner’s (1983) Multiple Intelligences Theory (MIT) has been found to have profound implications in teaching English as a foreign language (TEFL) in that it provides a way for teachers to recognize learners’ individual cognitive and affective differences by providing favorable motivational conditions for learning. However, little investigation has focused on the domains of cognition and affect in a single study. Therefore, this study investigates two facets: the relationship of Multiple Intelligences (MIs) with listening among Iranian TEFL university students and the possible relationship between the type of intelligence the students fall into and their attitudes toward learning English. In this study, McKenzie’s (1999) MI Inventory was used to identify 60 participants’ preferred intelligences. The participants comprised an intact group randomly assigned to the experiment. A Likert-type questionnaire was employed to elicit data about participants’ levels of personality traits that accounted for their attitudes to language-learning. Also, the participants’ listening comprehension proficiency was measured using the listening section of a retired TOEFL test. Data analysis using Pearson correlation revealed no significant relationship between the score of listening and any of the MIs. Similarly, the results indicated no significant difference between MIs and attitudes.
A Critical Review of the Canadian Empirical Literature: Documenting Generation 1.5’s K-16 Trajectories
Authors: Garnett Bruce
Published: May 2016

Little empirical research has ever systematically documented the academic trajectories of Generation 1.5 in Canadian schools. Indeed, this label has not even been used to define the population of interest in the studies reviewed here. Nonetheless, some earlier work, along with more current studies made possible by recent availability of data, has created a small blossoming of relevant literature that might now be critically synthesized. Therefore, this report synthesizes 17 available largescale Canadian empirical studies that examine the outcomes and trajectories of immigrant youth in Canadian K-12 schools and university. Despite differences in variables across the studies, this article finds that school outcomes vary predictably among ethnocultural groups and by English-language proficiency. It also finds that the role of socioeconomic status in explaining these differences is not yet clear. It appears that some immigrant groups are underserved and that teachers may be underprepared for classrooms of linguistic and ethnocultural diversity. Policy implications and further research directions are discussed.
“They’re Different From Who I Am”: Making Relevant Identities in the Middle Through Talk-in-Interaction
Authors: Mossman Tim
Published: May 2016

This qualitative study builds on earlier research on language and identity by focusing on how Canadian Generation 1.5 university students enact their identities through talk-in-interaction. Drawing on (applied) Conversational Analysis (CA) to analyze critically the production and management of social institutions in talkin-interaction in tandem with Membership Categorization Analysis (MCA) to examine the cultural resources individuals draw on to describe, identify, or make reference to other people and themselves, I undertake a critical discourse analysis (CDA) of data from semistructured interviews with four Generation 1.5 students conducted in a large, public, English-medium university in British Columbia. Rather than approaching the interview as a neutral technology that seeks to discover “truths,” I theorize the interviews as meaning-making ventures in themselves, adopting a reflexive orientation that recognizes that data are situated representations co-constructed through interaction with the interviewer. The study reports on how these students, in response to the interactionally occasioned constraints “inhabiting” our talk, produced identities that aligned with select “scholarly representations” from the applied linguistics literature that casts Generation 1.5 students in the middle. The study reveals how identity, power, and social issues are produced and managed in talk-in-interaction and how insights from M/CA might address matters of social justice in educational contexts.
English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies
Authors: Cummins Jim , Mirza Rania , Stille Saskia
Published: May 2016

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.
Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010
Authors: Foote Jennifer A. , Holtby Amy K. , Derwing Tracey M.
Published: May 2016

This follow-up study reexamines the state of the teaching of pronunciation in ESL classes across Canada. The purpose of the survey was twofold: to gain a snapshot of current practices and to compare this with the picture of 10 years ago. We based the current work on Breitkreutz, Derwing, and Rossiter’s (2001) survey asking teachers about resources, approaches, and beliefs about teaching pronunciation. We also asked for background information about the instructors’ formal education and teaching experience. For the most part, instruction in pronunciation in Canada has not changed substantially in the last decade. More training opportunities are available, although these are still not enough according to many of our respondents. The number of pronunciation courses offered in English-as-asecond-language (ESL) programs has also increased. Teachers’ beliefs about pronunciation instruction remained largely the same, with a similar focus on suprasegmentals and segmentals. However, we did find a slight difference in how teachers approached these two aspects of pronunciation. Ten years ago, teachers reported emphasizing both aspects in class, whereas today there seemed to be a slightly greater focus on segmentals. Finally, we offer several recommendations for TESL programs, ESL programs, and ESL instructors.
ESL Teacher-Candidates’ Beliefs About Language
Authors: Fleming Douglas , Bangou Francis , Fellus Osnat
Published: May 2016

How do ESL teacher-candidates grapple with beliefs about language during their professional training? In this article, we present the findings of a qualitative research study conducted in a large eastern Canadian university Bachelor of Education program. As Johnson (2010) has recently noted, despite extensive research and theoretical work that stresses the importance of functional conceptualizations of language based on social practice, much ESL teacher training still revolves around the skills needed to transmit antiquated notions centered on descriptions of phonology, morphology, syntax, and grammar. This study identifies five key factors that influenced how the teacher candidates in this study thought of language: prior beliefs, interaction with peers, the course textbook, lectures, and the teaching practicum. We found that our participants demonstrated willingness to consider language as social practice and argue that this tendency can be strengthened in particular through the integration of teacher-training course content as it pertains to functional conceptions of language with the practicum experience.
“Like a newborn baby”: Using Journals to Record Changing Identities Beyond the Classroom
Authors: Andrew Martin
Published: May 2016

The purpose of this article is to describe the sociocultural learning of 40 secondyear students in a Bachelor of Arts in English-as-an-additional-language (EAL) program in Auckland, New Zealand. These learners participated in a teaching and learning intervention involving journalized community placement. The study illustrates how reflective journals can be used as a vibrant teaching, learning, and assessment tool, enabling students to make connections with the culture of their host country, to reflect on their experiences of language socialization, and to become aware of their own investments. Students from the four categories of EAL learner (immigrants, international students, study-abroad students, and refugees) participated in a real-world community/workplace writing reflective diaries recording their observations and interactions. Qualitative analysis using discourse positioning reveals students describing themselves in relation to themes of changing perceptions of English abilities, changing identities relative to the host culture, and participation as socialization. The article concludes that writing reflective journals helps learners to evaluate how far they have come as learners and citizens and to find spaces for the enhancement of human possibility (Norton,2000). The practical pedagogical implication of the study is that combined with journaling, community placements contribute to a positive, future-focused “pedagogy for authentic being” (Barnett, 2004).
The Myth of FANBOYS: Coordination, Commas, and College Composition Classes
Authors: Reynolds Brett
Published: May 2016

The claim that the words for, and, nor, but, or, yet, and so (FANBOYS) constitute a complete list of English coordinating conjunctions is examined though syntactic analysis and found wanting. This analysis is presented as an illustration of the need for teachers constantly to question the choice of material that we present to our students and our reasons for presenting it.
Depth versus Breadth of Lexical Repertoire: Assessing Their Roles in EFL Students’ Incidental Vocabulary Acquisition
Authors: Ehsanzadeh Seyed Jafar
Published: May 2016

This study explores the roles of depth and breadth of lexical repertoire in L2 lexical inferencing success and incidental vocabulary acquisition through reading. Students read a graded reader containing 13 pseudo-words and attempted to infer the meanings of underlined target words. The Word Associates Test (WAT, Read, 2004) and the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001) were administered to measure depth and breadth of lexical repertoire respectively. To rate retention of inferred meanings, I administered the Vocabulary Knowledge Scale (VKS, Paribakht & Wesche, 1996, 1997) with a repeated measure design. The results indicated that (a) both breadth and depth of lexical knowledge correlated positively with long-term retention of inferred word meanings. However,depth of vocabulary knowledge indicated a higher correlation; and (b) scores on both breadth and depth of vocabulary knowledge had a significant positive correlation with success of lexical inferencing through reading, but depth of vocabularyknowledge was a stronger predictor of inferencing success.
Critical Media Analysis in Teacher Education: Exploring Language-Learners’ Identity Through Mediated Images of a Non-Native Speaker of English
Authors: Chamberlin-Quinlisk Carla
Published: May 2016

Media literacy education has become increasingly present in curricular initiatives around the world as media saturate our cultural environments. For second-language teachers and teacher educators whose practice centers on language, communication, and culture, the need to address media as a pedagogical site of critique is imperative. In this article, I introduce critical media analysis (CMA) as a tool that cultivates discussion of language-learners’ identities as they are shaped by popular media. I present CMA in the context of critical language studies and communication theories that situate language in social and political landscapes. I describe a hybrid (quantitative/qualitative) approach to CMA as I apply it to a non-native speaker of English (NNSE) character from an internationally successful Hollywood film. I describe representations that “symbolically colonize” (Molina-Guzmán, 2010) the NNSE as lower class, lower status, and comfortably positioned as subordinate to his native-speaker counterparts. I then share examples of how students use CMA to further explore media cultivation of social attitudes toward language-learning, language policies, and NNSE identity. Overall, this article offers second-language teacher educators a theoretically informed model of analysis that engages TESL professionals as active participants in their media-saturated environments.
Expansive Visibilization to Stimulate EFL Teacher Reflection
Authors: Ito Ryu
Published: May 2016

Despite the growing popularity of action research, bridging the gap between data collection and reflective data analysis still lacks a well-developed methodology. As a supplement to the traditional action research procedure for language teaching, I adopted a method called expansive visibilization (EV), which has the potential to be a reflective stimulus that facilitates the reflection of action researchers. EV was originally proposed by Engeström (1999a) to help workers better understand and improve their workplace activities. I describe two EV sessions. The participants were two college and high school EFL teachers in Japan. Each went through the crucial second stage of EV. The participants first explained the daily contradictions that they faced when teaching. Subsequently, I asked them to draw a triangular diagram of their teaching and explain their teaching again using the diagram. I compared their explanations before and after use of the diagram. EV seemed to have changed the nature of the first participant’s reflection, but not that of the second. This contrast demonstrates both the feasibility and limitations of EV as a supplement to conventional action research.
A Critical Role for Role-Playing Pedagogy
Authors: Shapiro Shawna , Leopold Lisa
Published: May 2016

This article draws from practitioners’ experience and from scholarship in a variety of disciplines to construct a rationale for incorporating what we call “critical roleplay” in the English-for-academic-purposes (EAP) classroom. We discuss the historical significance of role-play in TESOL and explore why this type of pedagogy has become less prominent in scholarship from recent decades. We argue for a new direction in role-play pedagogy that foregrounds critical thinking as essential to academic literacy. We describe several role-play activities that were successfully implemented in college-level EAP classes to demonstrate that academic role-play can be both cognitively challenging and linguistically relevant.
Official Language Bilingualism for Allophones in Canada: Exploring Future Research
Authors: Mady Callie , Turnbull Miles
Published: May 2016

This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in English dominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature.
The Relationship between Academic Achievement and Teacher Expectations of Native Children in a Northern Manitoba School.
Authors: Rampaul Winston , Singh Motie , Didyk John
Published: May 2016

Age-grade retardation and academic deceleration among Native learners have motivated the authors to investigate the relationship between academic achievement and teacher expectations in a small northern Manitoba community school. Grade three and four children were administered the Canadian Test of Basic Skills to estimate their academic achievement. The Teacher Rating of Pupil Attitude was used to ascertain teacher expectations. Correlations were obtained using the Pearson Product- Moment correlation technique. The correlation between academic achievement and teacher expectations for grade three (N = 22) was statistically significant at .64 (p < .05); for grade four (N = 19) .45, significant at (p < .05); and for the total group (N =41) .50, significant at(p< .05). Recommendations center on the need to advance consciousness among teachers of Native learners of their potential influence on the achievement levels of their students. Communication of high expectations and related teaching competencies, specifically of a diagnostic-prescriptive nature, might be helpful in alleviating a problem that is already approximating crisis proportions. It is also suggested that a follow-up study with a larger sample, opportunities for cross-validation, and pre- and post-measures be carried out.
ESL Classroom Dynamics: Towards a Discourse Processing Interpretation
Authors: Piper David
Published: May 2016

A consistent trend in theory and research on second language learning has been toward greater emphasis on the analysis of elements of background knowledge and discourse rather than on sentences. Two major kinds of approach, textual and ethnomethodological, can be identified within the context of this general trend. An outline of these approaches is presented, together with discussion of their major strengths and weaknesses. Some implications for ESL research, theory, and practice are reviewed. It is proposed that ESL classroom dynamics may be understood in terms of representative discourse-worlds and that responsibility for classroom discourse analysis should be encouraged in both ESL teachers and their students.
Fictionary
Authors: Thorkelson Myra
Published: May 2016

This section presents descriptions of teaching techniques or practical classroom activities.
Is There a "Logical Problem" of Second Language Acquisition?
Authors: White Lydia
Published: May 2016

Arguments for universal grammar (DO) in generative theory are based on the so called "logical problem of language acquisition." The nature of the problem becomes apparent when we consider the end product of the acquisition process and compare this to the input data, which do not seem sufficiently rich or precise to allow the learner to work out all the complexities of the adult grammar, unless one assumes the availability of certain innate principles (DO). In this paper, I will suggest that this orientation is also useful when one comes to consider second language acquisition. If we focus on the successful second language (L2) learner, it would appear that he or she will also achieve complex knowledge of the L2 which goes well beyond the input. This suggests that DO might have a role to play in L2 acquisition as well, and raises the question of whether the way that DO has operated in the Ll has any effects in L2 acquisition. I will briefly look at current L2 research that presupposes a DO framework, as well as suggesting some directions for further research.
Culture as Site of Identification: Exploring Cultural Tool Normalization in Immigrant ESL Adults’ Engagements with Canadian Culture
Authors: Ilieva Roumiana
Published: May 2016

Culture is widely acknowledged to play an important part in second-language education. This article advances a view of culture as a site of identification and introduces the notion of cultural tool normalization (CTN) to conceptualize cul- tural reproduction as one aspect of the multifaceted processes of identification with culture. It draws on an account of some of the author’s experiences as an adult immigrant to Canada and on data from a larger study on adult ESL stu- dents’ engagements with unfamiliar cultural discourses to illustrate these con- cepts. The article maintains that viewing culture as a site of identification and examining CTN help us to gain a more nuanced understanding of students’ complicated engagements with the cultural discourses that they encounter. Such nuanced understandings should guide us in our pedagogical practices in adult ESL classrooms.Le rôle important que joue la culture dans l’éducation en langue seconde est large- ment reconnu. Cet article propose une vision de la culture comme site d’identifi- cation et présente la notion de la normalisation de l’outil culturel (cultural tool normalization—CTN)) pour conceptualiser la reproduction culturelle comme un aspect de processus multidimensionnels d’identification à la culture. L’article puise dans un compte rendu de certaines des expériences de l’auteur comme immigrant adulte au Canada, et ensuite, pour illustrer ces concepts, dans des données d’une étude de plus grande envergure portant sur la participation des étudiants en ALS face aux discours culturels peu familiers. L’article maintient que l’interprétation de la culture comme site d’identification et l’étude de la CTN nous aident à mieux comprendre la participation compliquée des étudiants dans le cadre de discours culturels auxquels ils font face. Ce genre de compréhension nuancée devrait guider nos pratiques pédagogiques dans les cours d’ALS pour adultes.
Show me! Enhanced Feedback Through Screencasting Technology
Authors: Séror Jérémie
Published: May 2016

Technology is an ever-increasing part of how teachers and learners work on lan- guage and texts. Indeed, computers, the Internet, and Web 2.0 applications are revolutionizing how texts are consumed, discussed, and produced in classrooms. This article focuses on a specific technological innovation emerging from this dig- ital revolution: the use of screencasts and their potential to transform how feed- back can be offered to language-learners on written assignments. Drawing on a brief review of the literature and the author’s own experiences as a second-lan- guage writing teacher, this article presents an overview of screencasting technol- ogy and examines how freely available software can be used by teachers and students to produce and share asynchronously online video recordings of them- selves as they edit and comment on documents viewed on a computer screen. It is argued that at a time when teaching and learning is increasingly migrating to online digital contexts, screencasting represents a low-cost, intuitive, and time- saving interface the multimodal nature of which can counter limitations typically associated with more traditional feedback approaches.La technologie joue un rôle croissant dans le travail des enseignants et des étudiants portant sur la langue et les textes. En fait, les ordinateurs, l’Internet et les applica- tions Web 2.0 transforment la façon dont les textes sont employés, discutés et pro- duits dans les salles de classe. Cet article évoque une innovation technologique spécifique qui découle de cette révolution numérique : l’emploi de la vidéographie et son potentiel pour transformer la façon dont les apprenants de langue reçoivent de la rétroaction sur leurs travaux écrits. Puisant dans une brève analyse documentaire et dans les expériences personnelles de l’auteur comme enseignant d’écriture en langue seconde, cet article présente un aperçu de la technologie de la vidéographie et examine l’emploi que peuvent faire les enseignants et les étudiants de logiciels gra- tuits pour produire et partager en mode asynchrone des enregistrements vidéo en ligne d’eux-mêmes pendant qu’ils révisent et commentent des documents affichés sur un écran d’ordinateur. On fait valoir que pendant cette période où l’enseignement et l’apprentissage se déplacent de plus en plus vers des contextes numériques en ligne, la vidéographie représente une interface économique et intuitive qui permet d’économiser du temps et dont le caractère multimodal peut éliminer les contraintes souvent associées aux approches plus traditionnelles à la rétroaction.
Mind the Gap: How a Project in Alberta Attempted to Narrow the Gap Between Classroom Teachers and Language Education Research
Authors: Light Justine , Gnida Sara
Published: May 2016

This article presents the development, rollout, and subsequent uptake of the Al- berta Teachers of English as a Second Language (ATESL) document Best Prac- tices for Adult English as a Second Language (ESL)/Language Instruction for Newcomers to Canada (LINC) Programming in the light of literature on teacher engagement with second-language acquisition and teaching research. The first part of the Best Practices project was designed to develop a set of best practice statements of principle developed in collaboration with language education ex- perts in Alberta and through the professional literature, as well as with ESL teach- ers across the province. In the second part of the project, we facilitated the uptake of the principles by teachers and administrators throughout Alberta.Cet article présente le développement, la mise en œuvre et l’adoption subséquente du document des enseignants albertains de l’ALS portant sur les meilleures pra- tiques pour l’ALS aux adultes et le programme cours de langue pour les immi- grants au Canada (CLIC) et ce, à la lumière de l’implication des enseignants dans la recherche portant sur l’acquisition et l’enseignement de langues secon- des. La première partie du projet des meilleures pratiques visait le développement d’une série de déclarations de principes élaborées en collaboration avec des ex- perts en enseignement de la langue, appuyées par la littérature spécialisée et des enseignants en ALS de partout en Alberta. La deuxième partie du projet visait à faciliter l’adoption des principes par les enseignants et les administrateurs à travers l’Alberta.
Toward a Critical Multilingualism in Canadian Classrooms: Making Local Inroads into a Cosmopolitan Identity
Authors: Guardado Martin
Published: May 2016

Drawing on recent work on cosmopolitanism, global citizenship, and critical ap- plied linguistics, this article examines the concept of cosmopolitanism as a viable goal in education in Canada. Particular attention is paid to the inclusion of global citizenship objectives in K-12 language programs in general and in her- itage language (HL) curricula in particular. I make a case for consideration of the concept of cosmopolitanism as a key guiding principle at diverse levels of ed- ucation in formal, non-formal, and informal settings. I argue that in the Cana- dian context, multilingual education could play a more prominent role in educational agendas as it has the potential to promote cosmopolitan ideals. I con- clude that in the framework of official bilingualism and multiculturalism, cos- mopolitanism can fruitfully add to discussions about the role of education in the emergence of a Canadian identity.Puisant dans les travaux récents sur le cosmopolitisme, la citoyenneté mondiale et la linguistique appliquée, cet article examine le concept du cosmopolitisme comme objectif viable en éducation au Canada. On porte une attention toute par- ticulière à l’inclusion des objectifs de citoyenneté mondiale dans les programmes de langue K-12, notamment dans les programmes de langues ancestrales. Je prône la considération du concept de cosmopolitisme comme principe directeur clé à divers niveaux d’éducation et dans des milieux formels, non-formels et informels. Je fais valoir l’idée que dans le contexte canadien, l’éducation plurilingue pourrait jouer un rôle plus important en enseignement puisqu’il elle peut promouvoir des idéaux cosmopolites. En conclusion, j’affirme qu’au sein du cadre de bilinguisme et de multiculturalisme officiels, le cosmopolitisme peut enrichir les discussions sur le rôle de l’éducation dans l’émergence de l’identité canadienne.
The Role of Transitions in ESL Instruction
Authors: Steinman Linda
Published: May 2016

Transitions in ESL contexts generally refer to those linking words placed between sentences and between paragraphs. Transitions in writing (and in speaking) are helpful; they facilitate coherence and cohesion when used correctly. Understand- ing them when reading allows us to join the writer in seeing why and how idea B follows idea A. In this commentary I argue that transitions serve the same func- tion in the unfolding of ESL instructional experiences. Instructors have pre- planned the choreography, but is it transparent to the students? Should it be? What if we conceive of the ESL lesson as text—an essay in particular?En anglais langue seconde, quand on parle de transitions, on fait généralement référence aux mots de liaison entre une phrase et une autre, et un paragraphe et un autre. Les transitions sont utiles à l’écrit (et à l’oral) ; quand elles sont bien employées, elles augmentent la cohérence et la cohésion du message. Quand le lecteur comprend les mots de transition, il voit la suite dans les idées de l’auteur. Dans cet article, j’affirme que les transitions servent la même fonction dans le déroulement des cours d’ALS. Les enseignants prévoient la chorégraphie, mais est-elle transparente pour les élèves ? Devrait-elle l’être ? Et si on concevait le cours d’ALS comme un texte – une dissertation, en fait?
Exploring Service Logic in ESL
Authors: Walker John
Published: May 2016

ESL is both a professional educational service and, particularly in post-compul- sory contexts, a commercial activity. The effective management of ESL programs can secure quality outcomes for practitioners and students. Nevertheless, writings on ESL management do not figure prominently in the literature. In particular, the association between services management theory and ESL practice has enjoyed only limited recognition. This article highlights the association by exploring se- lected elements of service logic theory and their application to the management of post-compulsory ESL in a commercial context. The elements are the co-creation of student-perceived value during the service process; the significance of relational aspects of the service; and the capacity to generate memorable experiences that are also quality educational outcomes. The application of service logic to ESL not only accentuates the link between services management principles and what could be considered ESL management best practice, but also suggests that service logic can support and complement standard teaching and learning processes and pre- cepts that are desirable in well-run ESL programs. Thus ESL managers’ and in- structors’ acquaintance with the basics of service logic has the potential to enhance the effectiveness of how they provide service.L’anglais langue seconde est à la fois un service pédagogique professionnel et une activité commerciale, notamment dans les milieux d’enseignement postobligatoire. Une gestion efficace des programmes d’ALS peut assurer la qualité des résultats, tant pour les enseignants que les étudiants. Pourtant, la gestion de ces programmes n’a pas souvent fait l’objet d’étude dans le domaine. Plus particulièrement, le lien entre la théorie de la gestion des services et la pratique en ALS n’est que très peu reconnu. Cet article met en évidence cette association en explorant certains élé- ments de la théorie de la logique de service et leur application à la gestion de l’ALS postobligatoire dans un milieu commercial. Les éléments retenus sont les suivants : la co-création de la valeur telle que perçue par l’étudiant pendant le processus de service; la signification des aspects relationnels du service; et la capacité de donner lieu à des expériences mémorables qui constituent également des résultats péda- gogiques supérieurs. L’application d’une logique de service à l’ALS rehausse le lien entre les principes de gestion de service et ce que l’on pourrait considérer comme étant les meilleures pratiques en gestion de l’ALS. De plus, elle laisse croire qu’une logique de service peut venir appuyer et compléter les processus standard d’enseignement et d’apprentissage, ainsi que les préceptes qui sont souhaitables dans les programmes d’ALS bien gérés. La conscientisation des gestionnaires et enseignants en ALS quant aux fondements d’une logique de service pourrait donc augmenter l’efficacité de leur prestation de services.
On Determinatives and the Category-Function Distinction: A Reply to Brett Reynolds
Authors: Lenchuk Iryna , Ahmed Amer
Published: May 2016

This article examines the arguments made in the article “Determiners, Feline Marsupials, and the Category-Function Distinction: A Critique of ELT Gram- mars” by Brett Reynolds recently published in the TESL Canada Journal (2013). In our response, we demonstrate that the author’s arguments are problematic on both theoretical and empirical grounds. In particular, we show that, by the author’s own metrics, (a) the items in the so-called my set (i.e,. my, your, his/ her, etc.) should be determinatives rather than pronouns, and (b) even items that the author argues to be determinatives (i.e., all, many, few, little, etc.) cannot be classified as such if we apply the tests suggested by the author. We conclude our critical response by discussing some of the pedagogical implications of the author’s article.Cet article porte sur les arguments présentés dans l’article “Determiners, Feline Marsupials, and the Category-Function Distinction: A Critique of ELT Gram- mars” écrit par Brett Reynolds et récemment publié dans la Revue TESL du Ca- nada (2013). En réponse à cet article, nous démontrons que les arguments de l’auteur sont problématiques sur les plans tant théorique qu’empirique. Plus pré- cisément, nous expliquons, en nous basant sur les paramètres mêmes de l’auteur, que (a) les items de l’ensemble qu’il nomme ‘my set’ (c.-à-d., ma, ta, sa, etc.) devraient être considérés des déterminants plutôt que des pronoms et que (b) même des items que l’auteur décrit comme étant des déterminants (c.-à-d., tout, plusieurs, peu, etc.) ne peuvent être classés ainsi si l’on se base sur les tests qu’il propose. Nous concluons notre critique en discutant certaines incidences pédago- giques découlant de l’article de l’auteur.
A Practice-Oriented Definition of Post-Process Second Language Writing Theory
Authors: Kalan Amir
Published: May 2016

This article is a synthesis of the scholarly literature on the post-process approach to teaching second language (L2) writing, particularly college and university composition in English as an additional language. This synthesis aims to offer a definition of post-process L2 writing that can readily lend itself to practice and be more accessible to practitioners. All the publications that had either substantially or marginally discussed post-process theory since 1990 were systematically reviewed in order to answer the following question: What is a definition of post-process L2 writing theory that can readily lend itself to pedagogy and actual practice for helping college and university writers of English as an additional language?Cet article est une synthèse de la littérature savante sur la méthode post-processus de l'enseignement de la rédaction en langue seconde (L2), notamment de l'écriture dans les cours d'anglais langue additionnelle dans les collèges et les universités. L'objectif de cette synthèse est de proposer une définition de la rédaction post-processus en L2 qui puisse se prêter facilement à la pratique et être plus accessible aux praticiens. On a examiné systématiquement toutes les publications ayant porté, ou même évoqué, la théorie du post-processus depuis 1990 et ce, de sorte à répondre à la question suivante : Quelle définition de la rédaction post-processus en L2 peut facilement se prêter aux fins pédagogiques et pratiques dans les cours d'anglais langue additionnelle dans les collèges et les universités?
Exploring Linguistic Identity in Young Multilingual Learners
Authors: Dressler Roswita
Published: May 2016

This article explores the linguistic identity of young multilingual learners through the use of a Language Portrait Silhouette. Examples from a research study of children aged 6–8 years in a German bilingual program in Canada provide teachers with an understanding that linguistic identity comprises expertise, affiliation, and inheritance. This article also provides additional concrete examples of how teachers can openly reference linguistic identity with students and help children to see stronger connections between home and school learning. The validation and understanding of linguistic identity is beneficial to young children’s emotional, social, and educational development.Cet article examine l’identité linguistique de jeunes apprenants plurilingues par l’emploi d’un portrait silhouette langagière (Language Portrait Silhouette). Quelques exemples d’une recherche portant sur des élèves âgés de 6 à 8 ans dans un programme allemand bilingue au Canada démontrent aux enseignants que l’identité linguistique comprend les aspects l’expertise, l’affiliation et l’héritage. Cet article offre également des exemples concrets sur diverses façons de parlerouvertement d’identité linguistique avec les élèves et de les aider à établir des liensplus solides entre ce qu’ils apprennent à l’école et à la maison. Le fait de valider et de comprendre l’identité linguistique favorise le développement affectif, social et éducationnel des jeunes enfants.
Preface
Authors: Journal TESL Canada
Published: May 2016

N/A
The Effect of Writing Task and Task Conditions on Colombian EFL Learners’ Language Use
Authors: McDonough Kim , Fuentes César García
Published: May 2016

This classroom study examines whether English L2 writers’ language use differs depending on the writing task (operationalized as paragraph type), and task con- ditions (operationalized as individual or collaborative writing). The texts written by English L2 university students in Colombia (N = 26) in response to problem/ solution and cause/effect writing tasks were compared in terms of analytic ratings, use of target grammatical clauses, and accuracy. Approximately half of the students wrote individually while the other half collaborated in pairs. Results indicated that the writing task was a significant factor, with cause/effect para- graphs rated higher and having more target clauses than the problem/solution paragraphs. Task condition was also a significant factor, with collaborative texts more accurate than individual texts. Implications for L2 writing pedagogy are highlighted. Cette étude s’est déroulée dans une salle de classe et a examiné dans quelle mesure l’utilisation de la langue par des étudiants d’ALS varie selon la tâche d’écri- ture (types de paragraphe) et les conditions de la tâche (travail individuel ou en groupe). Des étudiants d’ALS dans une université en Colombie (N=26) ont rédigé des textes cause-effet et problème-solution. Nous avons comparé leurs textes en fonction d’éléments analytiques, de l’emploi de propositions grammaticales ciblées et de l’exactitude. Environ la moitié des étudiants ont écrit de façon individuelle; les autres ont rédigé en groupe. Les résultats indiquent que la tâche d’écriture constitue un facteur significatif, les paragraphes cause-effet ayant reçu de meil- leures évaluations et comportant plus de propositions ciblées que les paragraphes problème-solution. Les conditions de la tâche se sont aussi avérées être un facteur significatif, les textes collaboratifs étant plus précis que les textes écrits individuel- lement. Les implications pour l’enseignement de l’écriture en L2 sont exposées.
The Teacher's Desert Island Survival Kit
Authors: Mendelsohn David , Acheson Palmer , Dawson Janet , Handscombe Richard , Hynes Maureen , Mangubhai Francis , Seskus Jura , Stern H.H. David
Published: May 2016

This paper consists of a brief introduction to a Symposium of the same title presented at the TESL Canada/TESL Ontario conference in Toronto in November 1985. In addition, it includes each panelist's list of the key items-their "survival kits"-which would be taken abroad if all they knew about their position was that they would be teaching adults.
Individual Learning in a Langauage School Context - Why? What? How?
Authors: Heyworth Frank
Published: May 2016

The role of the ESL teacher is explored in this discussion of individualization in self-access learning centres.
Mainstreaming and the ESL/D Program: the Highgate Public School Experience
Authors: Mirza Rashida , Brown Linda , Balaban Toba
Published: May 2016

This article begins with a statement of the philosophy of the Principal of Highgate Public School regarding mainstreaming ESL/D children. It goes on to describe the kind of population served by Highgate, the assessment and the placement of the ESL/D child. The ESL/D Level I program is explained using a description of activities and of the initial stages of integration into the regular classroom. The Level II and Level III programs are then discussed. Ways to adapt the regular class to the needs of the second language learner, and alternate ways of grouping to enhance opportunities for success are highlighted. Finally, an example of a unit used as a cooperative learning experience for regular students working with ESL/D students is given.