bluuebunny/crossref_metadata_2025 huggingface dataset:
Variability in ESL Outcomes: The Influence of Age on Arrival and Length of Residence on Achievement in High School
Authors: Roessingh Hetty
Published: May 2016

This article integrates findings from earlier research (Roessingh and Kover, 2003; Roessingh, Kover, and Watt, 2005) linking distinct patterns of achievement for diverse age-on-arrival (AOA) cohorts of ESL learners on the grade 12 Alberta English language arts (ELA) examination to their vocabulary and reading comprehension scores on a standardized measure over time. Recasting the data and conducting simple statistical procedures can offer further insights into the features of cognitive academic language proficiency (CALP): the relationship between vocabulary development and academic performance. I consider ESL program effects and the connection between age on arrival, vocabulary size, and achievement outcomes as reflected on the ELA examination. I compare the ESL students' scores with those of a random sample of their native-speaking (NS) academic counterparts to note patterns among the various cohorts of learners. The results suggest that measures of language proficiency (e.g., vocabulary) can be used to gain direct insights into students' academic achievement. This work has important implications for the development of theoretical growth models that would establish language-learning trajectories of good ESL progress for varied AOA and lengths of residence (LOR) fitted against a NS trajectory.
Reticence in Chinese EFL Students at Varied Proficiency Levels
Authors: Liu Meihua , Jackson Jane
Published: May 2016

Reticence in foreign language classes has long been a challenge for both teachers and students. With the advent of globalization, there is a pressing need for EFL (English as a Foreign Language) teachers to help reticent students develop the skills and confidence needed to take an active role in oral English lessons. This article reports on a study of reticence in EFL classrooms in a key university in Beijing. Five hundred, forty-seven first-year non-English majors with three proficiency levels answered a 124-item questionnaire with 20 items on reticence. In addition, one class from each proficiency group was selected for a more focused investigation of reticence and participation in oral EFL lessons. As well as the survey, data gathered during the 14-week term included reflective journals, videotaped observations, and interviews. Analyses of the data revealed that (a) the students were willing to communicate with their peers in English in class and considered speech communication valuable; the more proficient were most positive about interpersonal communication and the most willing to engage in interaction; (b) all the students, irrespective of proficiency level, were the most active during pair work and the least active when responding to teachers’ questions; the more proficient students tended to be the most active in all classroom activities; and (c) with increased exposure to spoken English and more familiarity with the English-learning environment, students at all proficiency levels became (more) active in class. Based on the findings, pedagogical implications are discussed with the aim of enhancing the teaching and learning of spoken English in foreign-language contexts.
Collocational Differences Between L1 and L2: Implications for EFL Learners and Teachers
Authors: Sadeghi Karim
Published: May 2016

Collocations are one of the areas that produce problems for learners of English as a foreign language. Iranian learners of English are by no means an exception. Teaching experience at schools, private language centers, and universities in Iran suggests that a significant part of EFL learners’ problems with producing the language, especially at lower levels of proficiency, can be traced back to the areas where there is a difference between source- and target-language word partners. As an example, whereas people in English make mistakes, Iranians do mistakes when speaking Farsi (Iran’s official language, also called Persian) or Azari (a Turkic language spoken mainly in the north west of Iran). Accordingly, many beginning EFL learners in Iran are tempted to produce the latter incorrect form rather than its acceptable counterpart in English. This is a comparative study of Farsi (Persian) and English collocations with respect to lexis and grammar. The results of the study, with 76 participants who sat a 60-item Farsi (Persian)- English test of collocations, indicated that learners are most likely to face great obstacles in cases where they negatively transfer their linguistic knowledge of the L1 to an L2 context. The findings of this study have some immediate implications for both language learners and teachers of EFL/ESL, as well as for writers of materials.
Book Reviews
Authors: Pilon Ellen , Foster Jacqueline , Kenner Roger , Wang Hong
Published: May 2016

Reviews of: 'English for Business Studies in Higher Education Studies,' by Carolyn Walker; 'English for Academic Study: Listening,' by Colin Campbell and Jonathan Smith; 'English for Academic Study: Speaking,' by Joan McCormack and Sebastian Watkins; 'The Hockey Sweater: An Interactive CD-ROM,' by Donna Mydlarski, Penthes Verena Rubrecht, Dana M. Paramskas, André Bougaïeff, and Larry Katz; 'Analyzing the Grammar of English (3rd ed.),' by Richard V. Teschner and Eston E. Evans
Change in ESL Graduate Students’ Perspectives on Non-Native English-Speaker Teachers
Authors: Beckett Gulbahar H. , Stiefvater Andrea
Published: May 2016

This article discusses the findings of an ethnographic study that explored the perceptions of ESL graduate students toward non-native English-Speaker Teachers (NNESTs) in the United States, a little researched topic. Analysis of classroom observations and interviews with 12 ESL graduate students from various countries showed that international ESL graduate students were active agents capable of exercising their agencies in evaluations of NNESTs. Overall, students enjoyed having a non-native speaker as their ESL teacher, which suggests that NNESTs have the cultural capital necessary for teaching ESL center courses. The students also reported initial disappointment about the constraints of NNESTs and about their changed attitudes, which seemed to be connected to changes in their teachers’ confidence and effectiveness in classroom management. Suggestions for further research and practice are made.
A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction
Authors: Eun Barohny , Lim Hye-Soon
Published: May 2016

The process of second-language teaching is grounded in the sociocultural theory of Vygotsky, which emphasizes meaningful interaction among individuals as the greatest motivating force in human development and learning. In this theoretical framework, the concepts of meaning and mediation are considered as the two essential elements affecting an individual’s learning of a second language. Suggestions are offered for enhancing students’ second-language learning in their regular classrooms by applying sociocultural theories to practice. Socioculturally based implications for classroom teaching include bilingual instruction, focus on pragmatics, literacy instruction based on drama, inclusive learning environments, instruction based on children’s interests, and the teacher’s role as a facilitator mediating between students and their second-language learning environment.
Chinese-Western “Contact Zone”: Students’ Resistance and Teachers’ Adaptation to Local Needs
Authors: Shi Ling
Published: May 2016

Many universities in Mainland China hire native-speaking teachers of English annually to teach English writing. Having been trained in Western Europe or North America, these native-speaking teachers of English are on the front line of global education contact zones as they introduce their writing instruction in an English as a foreign language (EFL) country where education strongly reflects different cultural values. This interview study examines the perceptions of 12 expatriate writing instructors about their teaching at 10 universities in China. The participating teachers practiced what they believed to be good teaching activities to teach Chinese students to think critically and write in a direct Western style. However, some encountered resistance from students who felt disadvantaged by having an expatriate instructor who did not know how they learned English and how they should be prepared for structure-oriented local tests. The study suggests that teaching in global education contact zones can be a process of finding ways to interweave the local culture of learning with one’s own.
A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback
Authors: Lam Ricky
Published: May 2016

In this article, I demonstrate how I planned and conducted a peer review training workshop to coach my students in giving and responding more effectively to peer feedback. The recommended training approach aims to raise students’ consciousness through analyzing the effectiveness of their peer feedback and evaluating the extent to which peers’ comments are incorporated into their subsequent revisions.
Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices
Authors: Kennedy Sara
Published: May 2016

This study investigates how one English-as-a-second-language (ESL) teacher provided corrective feedback to 15 child ESL learners that the teacher had divided into two groups based on proficiency level. Classroom data in transcripts from the CHILDES database were analyzed for type of learner errors, type of teacher feedback, and rate of learner uptake (attempts at correction) and repair (correction). Results showed differences in the types of errors produced by each proficiency group and in the type of feedback the teacher provided to each proficiency group, demonstrating provision of finely tuned corrective feedback based on learners’ individual differences.
Ethical Considerations in Conducting Research with Non-native Speakers of English
Authors: Koulouriotis Joanna
Published: May 2016

The ethical considerations of three education researchers working with nonnative English-speaking participants were examined from a critical theory standpoint in the light of the literature on research ethics in various disciplines. Qualitative inquiry and data analysis were used to identify key themes, which centered around honor and respect for participants’ voices and the researchers’ perceived limitations of university research ethics boards (REBs) to address adequately their concerns when working with non-native English speakers.
Ethical Issues in Addressing Inequity In/Through ESL Research
Authors: Lee Ena
Published: May 2016

This article outlines a researcher’s struggles with conducting ethical” research when her case study reveals racializations faced by a minority teacher in a Canadian ESL program. How might ecoming privy to research participants’ experiences of inequity in ESL education complicate the notion of research ethics when doing the right thing” runs counter to a researcher’s ethical duties of ensuring trust, commitment, and confidentiality? The article speaks to the complexities of research ethics in the light of issues of negotiating researcher/researched identities, conducting anti-racist research, and addressing larger issues of power and inequity in ESL education.
Ethical Dimensions of Shared Ethnicity, Language, and Immigration Experience
Authors: Victoria Mabelle P.
Published: May 2016

In this article I illustrate how some commonalities that I share with my participants―ethnic background, native language, and immigration experience―create unexpected ethical concerns. I explore how these commonalities facilitate the establishment of rapid intimacy, at the same time creating the temptations of overidentification and blurring the boundaries between researcher and participants. Drawing on three episodes from my ethnographic field work, I demonstrate how the mundane and taken-for-granted encounters with informants (used synonymously with participants) reveal the seeds of ethical dilemmas when put under the powerful and critical lens of reflexivity. Instead of viewing ethics as adherence to a set of codes, I explore reflexivity as ethical practice. Researchers continually make on-the-fly decisions in the field and take corresponding actions without the luxury of careful forethought. I argue that such decisions need to be unpacked after the event to examine if they carry ethical implications with them.
Identity, Literacy, and English-Language Teaching
Authors: Norton Bonny
Published: May 2016

In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners’ engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed by theories of investment and imagined communities. Data from English-language classrooms in Canada, Pakistan, and Uganda suggest that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners and participate more actively in literacy practices. The research challenges English teachers to consider which pedagogical practices are both appropriate and desirable in the teaching of literacy and which will help students develop the capacity for imagining a wider range of identities across time and space. Such practices, the research suggests, will necessitate changes in both teachers’ and students’ identity.
An Introspective Study of Arabic and Mandarin-Speakers’ Reading Comprehension Strategies
Authors: Abbott Marilyn
Published: May 2016

Little L2 reading strategy research has explored the effect of linguistic and cross-cultural differences on strategic reading habits. This study attempted to fill this void by examining the reading strategies that Arabic and Mandarin speaking immigrants employed when reading and answering Canadian Language Benchmarks Assessment reading comprehension items. A chi-square analysis of their bottom-up and top-down strategy use revealed that the Mandarin-speakers used bottom-up strategies significantly more than expected, whereas the Arabicspeakers used top-down strategies more than expected. The findings of the study are discussed in the light of earlier research, and some preliminary implications for reading strategy instruction, strategy training studies, and test development practices are suggested.
Offshore Outsourcing Teacher Inservice Education: The Long-Term Effects of a Four-Month Pedagogical Program on Japanese Teachers of English
Authors: Cook Melodie
Published: May 2016

This longitudinal study tracked five public junior and senior high school Japanese teachers of English (JTEs) who were sponsored by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) to study English and Communicative Language Teaching (CLT) pedagogy at a host university in Canada. This qualitative case study found that teachers who were not bound by practical constraints such as grammar-based entrance examinations or external influences such as a perceived need to conform to the practices of colleagues were able to incorporate what they had learned in Canada. However, high school teachers facing these constraints tended to abandon new practices in favor of traditional teaching methods such as grammar translation. These findings suggest that JTEs do benefit from overseas study, but that the extent of what they can incorporate into their regular teaching practice depends on the context in which they teach. The findings imply that host program planners and instructors could benefit from a closer look at constraints faced by third-year public high school teachers in particular, as it is they who face the greater number of obstacles to incorporating CLT into their regular teaching practice.
Perceptions of Volunteer Roles in English Conversation Circles
Authors: Gilst Anne Van
Published: May 2016

This study explores English conversation circles, which bring together native speakers with non-native speakers in informal conversation. Specifically, this study compares the volunteers’ (native speakers’) perceptions of their roles in the conversation circle with learners’ expectations. Analysis revealed that learners expected volunteers to play a more authoritative role than volunteers perceived themselves playing. This study considers the power that learners grant to volunteers, identifying a number of roles played by volunteers.
Who is the Real Owner? Or How a Simple Pepsi-Cola Story Can Help Students Build Critical Thinking Skills
Authors: Galetcaia Tatiana , Thiessen Loreena
Published: May 2016

Besides language competence, international students must develop a systematic approach to processing information and follow up with co-construction of the knowledge acquired. Critical thinking is a crucial principle commonly required in North American universities for evaluating academic texts. This practice may present certain difficulties for English-as-an-additional-language (EAL) students, as they may be influenced by cultural norms accepted in the academic environment of their home country or by dissimilar approaches to evaluating academic texts. This article discusses our classroom experience with assisting EAL students, predominantly from China and Saudi Arabia, in developing critical thinking skills; however, the operational model offered may also be useful with students from other cultural backgrounds.
Teacher Preparedness for a Changing Demographic of Language Learners
Authors: Webster Nina Lee , Valeo Angela
Published: May 2016

English-language learners (ELLs) are becoming common in classrooms with Ontario’s escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers’ (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice.
The Language Socialization and Identity Negotiations of Generation 1.5 Korean- Canadian University Students
Authors: Kim Jean , Duff Patricia A.
Published: May 2016

This article, based on a larger longitudinal multiple-case study of Generation 1.5 Korean-Canadians, explores two female students’ experiences in high school and then university. Foregrounding aspects of language socialization (Duff & Hornberger, 2008) and identity (Norton, 2000) in language-learning and use, the study examines the contextual factors involved in the students' language socialization in and through Korean and English. The findings reveal that through the complex interplay of their past, present, and future “imagined” experiences, the students were socialized into various beliefs and ideologies about language-learning and use, often necessitating the negotiation of investments in their identities in relation to Korean and English. Given the personal backgrounds of these students, coupled with the phenomena of globalization and transnationalism, we suggest that Canadian universities and Generation 1.5 students and their families pay more attention to the students’ linguistic, educational, and social backgrounds, affiliations, and trajectories by underscoring the advantages of bilingualism and biculturalism along with the importance of English for integration into Canadian society and international networks.
Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters
Authors: Faez Farahnaz
Published: May 2016

This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-English speaking status is linked to levels of language proficiency and country of birth as well as to individuals’ race. Whereas Generation 1.5 non-white teacher candidates’ discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance.
Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada
Authors: Leo Krista
Published: May 2016

This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students’ expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student’s ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this group of Generation 1.5 students are compared with those of two other cohorts of Chinese students with a shorter LOR. Key writing variables that measure academic writing proficiency were quantitatively analyzed to compare the expository writings of the CBC cohort with those of the later AOAs. Results indicate that synonymy and content words distinguish the writings of the CBC students from those of their later-arriving peers. A qualitative analysis of one CBC essay reveals that a more flexible and contextualized approach to evaluating writing by longterm Generation 1.5 students is required to acknowledge fully the productive lexical and discoursal strengths of these students.
Alberta K-12 ESL Proficiency Benchmarks
Authors: Salmon Kathy , Ettrich Mike
Published: May 2016

This article provides information on the Alberta K-12 ESL Proficiency Benchmarks with a description of the Benchmarks, their supporting resources, and a commentary on their use in the classroom.
Words for English-Language Learners
Authors: Biemiller Andrew
Published: May 2016

It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers and English-language learners need to acquire. At least one published listing of these needed word meanings is available.
Cultural Competence in Alberta Schools: Perceptions of ESL Families in Four Major School Boards
Authors: Ngo Hieu V.
Published: May 2016

Complex linguistic, acculturative, and social needs of English-as-a-second-language (ESL) learners challenge the K-12 education system to develop cultural competence in working with culturally diverse families. This study surveyed 242 self-identified ESL students and their parents from four of Alberta’s major school boards. Results of the survey questionnaire offer insights into the perception of ESL learners and their parents on how Alberta schools respond to cultural diversity with respect to school environment, cultural representation, school practices, competence of school staff, school- and student-family interactions, family-school communication, school-community collaboration, and involvement of families in school activities.
An International Graduate Student’s ESL Learning Experience Beyond the Classroom
Authors: Liu Lu
Published: May 2016

International graduate students are coming in ever-growing numbers to English-speaking countries. Educators have long believed that the successful English-learning experience of these students in their home countries will naturally lead to success in their academic studies and social life abroad. However, this may be not true. Using my English-learning experiences as a basis for research, in this article I explore the role of target-language improvement in adaptation to new environments. Based on a supportive sociocultural theory of second-language acquisition, the article provides recommendations for assisting international graduate students, especially those from East Asia, to enhance their academic performance and quality of life in Canada.
Actualizing Reader-Response Theory on L2 Teacher Training Programs
Authors: Harfitt Gary , Chu Blanche
Published: May 2016

In this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem “My Papa’s Waltz” by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong’s tertiary institutions has produced consistently impressive outcomes in terms of teachers’ responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.
Computer Language Settings and Canadian Spellings
Authors: Shuttleworth Roger
Published: May 2016

The language settings used on personal computers interact with the spell-checker in Microsoft Word, which directly affects the flagging of spellings that are deemed incorrect. This study examined the language settings of personal computers owned by a group of Canadian university students. Of 21 computers examined, only eight had their Windows “Default Input Language” set to English (Canada); the remainder had it set to English (United States). Furthermore, only eight of the computers had the Microsoft Word “Primary Editing Language” set to English (Canada), whereas 11 had it set to English (United States). When asked to state their preferred spelling for words where the spelling differs between Canadian English and American English, a significant proportion of students preferred American spellings for some words. The study indicates that computer language settings may contribute to the increasing use of American spellings among Canadian students. The implications for ESL teaching are discussed.
Cooperating Teachers’ Roles and Responsibilities in a MATESOL Practicum
Authors: Payant Caroline , Murphy John
Published: May 2016

Responding to a gap in relevant literatures, this study explores cooperating teachers’ perceptions of their roles and responsibilities as contributors to the practicum experiences of preservice teachers of English as a second language who were pursuing a master’s degree. Research tools featured focus group and individual interviews with 11 cooperating teachers who were working with practicum students. Findings include a perceived lack of communication between cooperating teachers and practicum course instructors, inadequate written descriptions of cooperating teachers’ roles and responsibilities, missed opportunities to develop more fully the quality of cooperating teacher-practicum student collaborations, as well as cooperating teachers’ recommendations for enhancing the practicum experiences of those involved.
Second-Language Education Policy in Quebec: ESL Teachers’ Perceptions of the Effects of the Policy of English as a Compulsory Subject at the Early Primary Level
Authors: Fallon Gerald , Rublik Natalie
Published: May 2016

This qualitative policy study focuses on the implementation and perceived effect of a recent language policy making English a compulsory subject in primary Cycle One (grades 1-2) in Francophone public schools in the province of Quebec. Based on the analysis of narratives from interviews with four teachers, three resource teachers, and two directors of instruction in charge of second-language teaching in public school boards, this policy study explored the perceptions, implementation,and effects of the policy regarding the compulsory teaching of ESL at the early primary level.
Elements in the Language Learning/Teaching Process: "Did he learn, or was he taught?"
Authors: Stevens Peter
Published: May 2016

When teachers understand the learning/ teaching process, they are better prepared to manage learning more effectively. The process begins with language intake being worked upon by the learner's qualities, including his intention to comprehend, and by a wide range of mental processes ("types of thinking"). When this is accompanied by suitable conditions for learning (which comprise impact, interest, variety and organisation conducive to learning) comprehension occurs. Some of what is comprehended is also internalised as receptive learning. A further effort is required, in which the learner re-creates in sound a simulacrum (rough and ready likeness) of his receptive learning, in order to induce productive learning and use. At every single stage, the process can be made more rapid and effective through the intervention of a skilled teacher: good teaching recognizes the learner's needs at any moment and provides assistance of an appropriate kind.
Effects of the Informal Contact on Learners L2 Proficiency: A Review of Five Studies
Authors: Spada Nina M.
Published: May 2016

In this paper, the findings of studies investigating the effects of informal contact on adult classroom learners' second language abilities are discussed and a number of factors are proposed which might have contributed to their conflicting results. This will involve a close examination of five of these studies in terms of differences in: I) type of contact 2) type of measurement instruments 3) type of learner 4) differences in quantitative measures of contact S) intensity and duration of instruction 6) interactions between type of instruction and contact.
The Role of Depth versus Breadth of Vocabulary Knowledge in Success and Ease in L2 Lexical Inferencing
Authors: Hatami Sarvenaz , Tavakoli Mansoor
Published: May 2016

This study determines whether breadth and depth of vocabulary knowledge are related to L2 ease and success in lexical inferencing. To this end, two tests meas- uring vocabulary breadth and depth were administered to 50 participants. Two weeks later, all participants received an inferencing task and rated the degree of perceived ease in inferencing on a 6-point Likert-scale questionnaire. The findings indicated that although both vocabulary breadth and depth played an important role in lexical inferencing success, vocabulary breadth made a more important contribution. The results further revealed that neither vocabulary breadth nor depth had a significant effect on perceived ease of inferencing.Cette étude détermine dans quelle mesure l’étendue et la profondeur des connais- sances lexicales sont liées à la facilité en L2 et à la réussite en inférence linguis- tique. À cette fin, nous avons fait passer à cinquante participants deux examens pour évaluer l’étendue et la profondeur de leurs connaissances lexicales. Deux semaines plus tard, nous avons donné à tous les participants une tâche d’inférence et en avons évalué le degré de facilité perçue avec un questionnaire en 6 points sur l’échelle Likert. Les résultats indiquent que si l’étendue et la profondeur des connaissances lexicales jouent tous les deux un rôle important dans la réussite en inférence lexicale, l’étendue du vocabulaire y contribuent davantage. L’étude a également démontré que ni l’étendue ni la profondeur des connaissances lexi- cales n’ont un effet significatif sur la facilité d’inférence perçue.
Implementing Portfolio-Based Language Assessment in LINC Programs: Benefits and Challenges
Authors: Ripley Daniel
Published: May 2016

Although earlier research has examined the potential of portfolios as assessment tools, research on the use of portfolios in the context of second-language education in Canada has been limited. The goal of this study was to explore the benefits and challenges of implementing a portfolio-based language assessment (PBLA) model in Language Instruction for Newcomers to Canada (LINC) programs. Data were gathered through semistructured interviews with four LINC instructors involved in a PBLA pilot project in a large Canadian city. Similar interviews were con- ducted with a representative of Citizenship and Immigration Canada, and a de- veloper of the PBLA model. Participants identified both benefits and challenges related to PBLA implementation. Based on their feedback, recommendations for future implementation are provided.Bien que la recherche antérieure ait porté sur le potentiel des portfolios comme outils d’évaluation, la recherche sur leur emploi dans l’éducation en langue sec- onde au Canada est limitée. L’objectif de cette étude est d’explorer les bienfaits et les défis relatifs à la mise en œuvre d’un modèle d’évaluation linguistique reposant sur le portfolio (PBLA) pour la formation dans les cours de langue pour immi- grants au Canada (CLIC). Les données ont été recueillies par le biais d’entrevues semi-structurées avec quatre enseignants de CLIC impliqués dans un projet pilote PBLA dans une grande ville canadienne. Des entrevues similaires ont eu lieu auprès d’un représentant de Citoyenneté et immigration Canada et d’un développeur du modèle PBLA. Les participants ont identifié les bienfaits et les défis relatifs à la mise en œuvre du modèle PBLA. En s’appuyant sur leur rétroac- tion, on fournit des recommandations visant la mise en œuvre à l’avenir.
Putting Multiliteracies Into Practice: Digital Storytelling for Multilingual Adolescents in a Summer Program
Authors: Angay-Crowder Tuba , Choi Jayoung , Yi Youngjoo
Published: May 2016

In this article we demonstrate how we created a context in which digital story- telling was designed and implemented to teach multilingual middle school stu- dents in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of multiliteracies (New London Group, 1996) in the Digital Storytelling classroom, we designed tasks and activities that were aligned with the four components of a multiliteracies pedagogy (i.e., situated practice, overt instruction, critical framing, and transformative practice) in order to engage the students in exploring their multiple literacies and identities by using multiple semiotic modes and resources (e.g., texts, images, and sounds). Our digital sto- rytelling lessons show that multiliteracies practices can be a powerful venue for second-language learners and teachers. We further discuss how multiliteracies practices like digital storytelling can be adapted to other educational contexts.Dans cet article, nous expliquons la conception et la mise en œuvre d’une nar- ration numérique pour enseigner à des élèves plurilingues à l’élémentaire dans le cadre d’un programme d’été parrainé par un organisme local à but non-lu- cratif, la Latin American Association, dans une ville du sud-est des États-Unis. Pendant la mise en œuvre de la notion de littératies multiples (New London Group, 1996), nous avons conçu des tâches et des activités conformes aux quatre composantes d’une pédagogie axée sur les littératies multiples (c.-à-d., une pra- tique localisée, une pédagogie ouverte, un encadrement critique et une pratique transformative) de sorte à engager les élèves dans l’exploration de leurs littératies et leurs identités multiples par l’emploi d’une diversité de modes sémiotiques et de ressources (par ex. textes, images, sons). Nos leçons basées sur la narration numérique démontrent que les pratiques axées sur les littératies multiples peu- vent constituer de puissants outils pour les apprenants et les enseignants en langue seconde. Nous terminons par une discussion des possibilités d’adapter les pratiques axées sur les littératies multiples, comme la narration numérique, à d’autres contextes pédagogiques.
Let’s Talk! ESL Students’ Needs and Writing Centre Philosophy
Authors: Moussu Lucie
Published: May 2016

When university/college faculty members believe that ESL students’ writing skills are not equivalent to those of native speakers, they frequently send these ESL students to their institution’s writing centres (WCs). However, this often results in frustra- tion for WC staff, the students, and faculty members. This article first describes ESL students’ language-learning backgrounds and expectations, as well as WCs’ still- evolving philosophy and practices, to demonstrate that ESL students visiting WCs are still often caught between two opposing educational frameworks. The article then offers possible solutions and discusses the importance of initiating dialogue among ESL instructors, ESL students, WC staff, and university/college professors.Quand les professeurs au collège ou à l’université croient que la compétence en rédaction des étudiants en ALS n’est pas équivalente à celle des locuteurs natifs, ils les envoient souvent aux centres de rédaction de leur institution. Il en résulte souvent de la frustration de la part du personnel des centres, des étudiants et des professeurs. Cet article débute par une description des antécédents et des attentes des étudiants en ALS d’une part, et des pratiques et de la philosophie en évolution des centres de rédaction d’autre part, de sorte à démontrer que les étudiants qui vont aux centres de rédaction se retrouvent encore souvent coincés entre deux cadres pédagogiques en opposition. Cet article offre des solutions possibles et dis- cute l’importance d’amorcer un dialogue entre les enseignants en ALS, les étu- diants en ALS, le personnel des centres de rédaction et les professeurs aux niveaux collégial et universitaire.
Pragmatic Rating of L2 Refusal: Criteria of Native and Non-native English Teachers
Authors: Alemi Minoo , Tajeddin Zia
Published: May 2016

Many studies have shed light on rater criteria for assessing the performance of language skills (e.g., Eckes, 2005). However, the interface between rater assess- ment and interlanguage pragmatics (ILP) has remained largely unnoticed. To address this interface, this study explored the ratings native (NES) and nonnative English speaking (NNES) teachers assigned to second language (L2) refusal pro- duction and the criteria they applied in their ratings. To this end, 50 NES and 50 NNES teachers participated in rating L2 refusal production of EFL learners that included responses to a 6-item written discourse completion task. The data were analyzed qualitatively and quantitatively. Qualitative analysis showed that na- tive teachers applied 11 criteria and nonnative teachers applied 6 criteria in their pragmatic ratings. Reasoning/explanation was the leading criterion in teacher assessment among native raters, whereas politeness was the main criterion for nonnative ratings. Quantitative analysis documented variation in the frequency of drawing on rating criteria and significant differences in ratings, with NNES teachers being more lenient and divergent in their ratings. The results suggest there is a gap between NES and NNES teachers in terms of rating criteria, strictness, and convergence in rating.
The Relationship Between Instructor Feedback and ESL Student Anxiety
Authors: Di Loreto Sabrina , McDonough Kim
Published: May 2016

This correlational study, conducted in intermediate English as a second language (ESL) high school classes in Quebec, investigated the relationship between in- structor feedback and student anxiety. The participants were 53 ESL students in their last year of secondary school who were required to take an integrative- writing exam as part of their graduation requirements. Throughout a 5-month pe- riod, students took 2 practice integrative-writing tests, received written corrective feedback, and completed 5 questionnaires about their language learning anxiety, L2 writing anxiety, and perceptions about instructor feedback. The results showed a significant negative correlation between students’ perceptions of feedback and test anxiety. The findings indicated that students with more positive perceptions of instructor feedback had lower anxiety.Cette étude corrélationnelle, qui a eu lieu dans des classes d’ALS au secondaire au Québec, a porté sur le rapport entre la rétroaction de la part de l’enseignant et l’anxiété chez les élèves. Les participants, 53 élèves d’ALS en secondaire 5, devaient passer un examen de synthèse portant sur la rédaction de sorte à répon- dre aux exigences d’obtention de leur diplôme. Au cours d’une période de 5 mois, les élèves ont écrit 2 examens de synthèse de pratique, ont reçu de la rétroaction corrective par écrit et ont complété cinq questionnaires portant, d’une part, sur leur anxiété face à l’apprentissage d’une langue et la rédaction en L2 et, d’autre part, sur leurs perceptions de la rétroaction par l’enseignant. Les résultats in- diquent que les élèves ayant des perceptions plus positives de la rétroaction de l’enseignant souffraient moins d’anxiété.
The Effect of Self-Assessment on EFL Learners’ Self-Efficacy
Authors: Baleghizadeh Sasan , Masoun Atieh
Published: May 2016

This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners’ self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants’ self-efficacy was measured through a questionnaire that was the same for both groups. Additionally, the participants in the experimental group completed a biweekly self-assessment questionnaire throughout the semester. The obtained data were analyzed through an Analysis of Covariance (ANCOVA). The findings showed that the students’ self-efficacy improved significantly in the experimental group. This suggests that applying self-assessment on a formative basis in an EFL setting leads to increased self-effi- cacy. This study thus highlights the pedagogical implications of self-assessment in EFL classrooms.Cette étude a porté sur l’influence continue de l’auto-évaluation sur l’auto-effi- cacité des apprenants en ALE. Les participants, 57 Iraniens étudiant l’ALE dans un institut de langue anglaise, ont été répartis parmi un groupe expérimental et un groupe témoin. Le même questionnaire a été administré aux deux groupes et a servi d’outil pour mesurer l’auto-efficacité des apprenants. Les membres du groupe expérimental ont en plus complété un questionnaire d’autoévaluation chaque deux semaines au cours du semestre. Les données ont été traitées par une analyse de covariance (ANCOVA). Les résultats indiquent que l’auto-efficacité des élèves s’est améliorée de façon significative dans le groupe expérimental, ce qui porte à croire que la mise en pratique d’une auto-évaluation formative dans les cours d’ALE entraine une amélioration de l’auto-efficacité. Cette étude fait donc ressortir les incidences pédagogiques de l’auto-évaluation dans les cours d’ALE.
Incorporating Video-Mediated Reflective Tasks in MATESOL Programs
Authors: Payant Caroline
Published: May 2016

Unlike the observed trends in general teacher education, the use of videos as a re-flective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs. The present qualitative study examined how 5 non- native-speaking preservice teachers used the videos of their own microteaching performances to mediate their reflective practices. The results from the qualitative analysis of the participants’ post-microteaching reflective reports showed that they used videos to explore their professional and non-native identities, practical knowledge base, and pedagogical knowledge base. The results are discussed with respect to their implications for educational practice with preservice ESL teachers.Contrairement aux tendances générales observées dans la formation des en- seignants, l’emploi des vidéos comme outils de réflexion lors de la formation d’enseignants d’anglais langue seconde (ALS) n’a pas fait l’objet d’étude dans le cadre des programmes de maitrise en enseignement de l’anglais aux apprenants étrangers (MATESOL). L’étude qualitative présente porte sur l’emploi qu’ont fait 5 enseignants de langue maternelle étrangère en formation de vidéos de leur microenseignement comme outils d’intervention auprès de leurs pratiques réflex- ives. Les résultats de l’analyse qualitative des rapports réflexifs rédigés par les participants après leur microenseignement indiquent qu’ils se servent des vidéos pour explorer leurs identités comme professionnels et locuteurs étrangers, ainsi que leur base de connaissances pratiques et pédagogiques. On discute des résultats par rapport à leur incidence sur la pratique éducative des enseignants d’ALS en formation.
Determinatives Again: A Response to Lenchuk and Ahmed
Authors: Reynolds Brett
Published: May 2016

In their reply to Reynolds (2013), Lenchuk and Ahmed deny that determina- tives can participate in the partitive construction as described and claim that the set of independent possessive pronouns (e.g., my, your, its, etc.) are actually determinatives. Their arguments hinge on a very peculiar understanding of the word can and a failure to recognize that words in different categories may share a shape; they do not succeed. Nevertheless, I agree with Lenchuk and Ahmed that a consistent distinction between function and category should be maintained. ESL grammars don’t do this, and they should.Dans leur critique de Reynolds (2013), Lenchuk et Ahmed nient que les détermi- nants puissent participer à la construction partitive telle que décrite, et affirment que l’ensemble de pronoms possessifs indépendants (par ex. my, your, its, etc.) sont en réalité des déterminants. Leurs arguments reposent sur une interprétation bien particulière du mot can ainsi que sur un manque de reconnaissance que les mots de différentes catégories puissent partager une même forme; leurs arguments ne sont pas convaincants. Toutefois, je suis d’accord avec Lenchuk et Ahmed qu’il faudrait maintenir une distinction cohérente entre la fonction et la catégorie. Les grammaires en ALS ne le font pas, et elles devraient le faire.
Student Needs: Cognitive as Well as Communicative
Authors: Mendelsohn David
Published: May 2016

This paper describes a long-term observational project which focuses on student behaviour in order to examine different learning styles and learning strategies. The implications for syllabus design are then discussed.
Beyond Fossilization: A Course in Strategies and Techniques in Pronunciation for Advanced Adult Learners.
Authors: Ricard Ellen
Published: May 2016

This paper discusses the development of a course on the improvement of pronunciation for adult learners. It provides an overview of the course which combines phonology with strategies and techniques designed to take learners beyond various levels of fossilized pronunciation, i.e. "pronunciation highly resistant to change" (Selinker, 1972). One of the techniques, oral reading, is described in detail. The article ends with a summary of how the principles of self-directed learning are incorporated into the course.
A Student-Centred Writing Curriculum
Authors: Gibson Deborah
Published: May 2016

This paper presents a design for a flexible curriculum for a writing class which meets the problem of varied student levels and goals by basing the course curriculum and content on the students' own written work. Whole class, small group, and individual student pre-writing and follow-up activities are described.