bluuebunny/crossref_metadata_2025 huggingface dataset:
Multi-drug resistant tuberculosis burden and risk factors: An update
Authors: Marahatta SB
Published: June 2010

Multi-drug resistant (MDR) tuberculosis is defined as disease caused by Mycobacterium tuberculosis with resistance to at least two anti-tubercular drugs Isoniazid and Rifampicin. Recent surveillance data have revealed that prevalence of the drug resistant tuberculosis has risen to the highest rate ever recorded in the history. Drug resistant tuberculosis generally arises through the selection of mutated strains by inadequate therapy. The most powerful predictor of the presence of MDR-TB is a history of treatment of TB. Shortage of drugs has been one of the most common reasons for the inadequacy of the initial anti-TB regimen, especially in resource poor settings. Other major issues significantly contributing to the higher complexity of the treatment of MDR-TB is the increased cost of treatment. Other factors also play important role in the development of MDR-TB such as poor administrative control on purchase and distribution of the drugs with no proper mechanism on quality control and bioavailability tests. Tuberculosis control program implemented in past has also partially contributed to the development of drug resistance due to poor follow up and infrastructure. The association known for centuries between TB and poverty also applies to MDR-TB, a rather significant inverse association with MDR-TB. Various treatment strategies have been employed, including the use of standardised treatment regimens based upon representative local susceptibility patterns, empirical treatment based upon previous treatment history and local Drug Susceptibility Test (DST) patterns, and individualised treatment designed on the basis of individual DST results. Treatment outcomes among MDR-TB cases have varied widely; a recent survey of five Green Line Committee (GLC) approved sites in resource-limited countries found treatment success rates of 70%. Treatment continues to be limited in the resource poor countries where the demand is high. The ultimate strategy to control multidrug resistant tuberculosis is one that implements comprehensive approach incorporating treatment of multidrug-resistant tuberculosis based upon principles closely related to those of its general DOTS strategy for TB control: sustained political commitment; a rational case-finding strategy including accurate, timely diagnosis through quality assured culture and DST; appropriate treatment strategies that use second-line drugs under proper case management conditions; uninterrupted supply of quality-assured antituberculosis drugs; standardised recording and reporting system. Key words: DOTS Plus; Multi drug resistant (MDR) tuberculosis burden; risk factors. DOI: 10.3126/kumj.v8i1.3234 Kathmandu University Medical Journal (2010), Vol. 8, No. 1, Issue 29, 116-125
Academic detailing
Authors: Shankar PR , Jha N , Piryani RM , Bajracharya O , Shrestha R , Thapa HS
Published: June 2010

There are a number of sources available to prescribers to stay up to date about medicines. Prescribers in rural areas in developing countries however, may not able to access some of them. Interventions to improve prescribing can be educational, managerial, and regulatory or use a mix of strategies. Detailing by the pharmaceutical industry is widespread. Academic detailing (AD) has been classically seen as a form of continuing medical education in which a trained health professional such as a physician or pharmacist visits physicians in their offices to provide evidence-based information. Face-to-face sessions, preferably on an individual basis, clear educational and behavioural objectives, establishing credibility with respect to objectivity, stimulating physician interaction, use of concise graphic educational materials, highlighting key messages, and when possible, providing positive reinforcement of improved practices in follow-up visits can increase success of AD initiatives. AD is common in developed countries and certain examples have been cited in this review. In developing countries the authors have come across reports of AD in Pakistan, Sudan, Argentina and Uruguay, Bihar state in India, Zambia, Cuba, Indonesia and Mexico. AD had a consistent, small but potentially significant impact on prescribing practices. AD has much less resources at its command compared to the efforts by the industry. Steps have to be taken to formally start AD in Nepal and there may be specific hindering factors similar to those in other developing nations. Key words: Academic detailing; pharmaceutical industry; evidence-based information DOI: 10.3126/kumj.v8i1.3235 Kathmandu University Medical Journal (2010), Vol. 8, No. 1, Issue 29,126-134
Cannabis Law Reform in Canada: Is the "Saga of Promise, Hesitation and Retreat" Coming to an End?1
Authors: Fischer Benedikt , Ala-Leppilampi Kari , Single Eric , Robins Amanda
Published: June 2010

The Canadian federal government has promised legislation that will decriminalize the simple possession of cannabis by the summer of 2003. This paper will first review the socio-historical context as it pertains to the criminalization of cannabis use in Canada. Specifically, it will discuss the numerous (unsuccessful) legal and political attempts at cannabis-control reform in the past 30 years, called "the saga of promise, hesitation and retreat" by Giffen, Endicott, and Lambert (1991: 571). It will then review some distinct forces in the current cannabis law reform debate, namely a series of high-profile court cases, patterns of public opinion, and the recommendations of two federal inquiries, all of which contribute to the momentum for reform. After summarizing the diverse landscape of cannabis-control regimes in other Western countries, this paper will examine more closely the actual options that exist for cannabis decriminalization in Canada and their possible effects and implications. Specifically, making simple cannabis possession a civil offence, as suggested, would provide for both discretionary interpretations and net-widening effects in law enforcement and would, in addition, leave the cannabis supply question unresolved.
The Sentencing of Aboriginal and Non-Aboriginal Youth under the Young Offenders Act: A Multivariate Analysis
Authors: Latimer Jeff , Foss Laura
Published: June 2010

This paper examines the sentencing of Aboriginal and non-Aboriginal youth under the Young Offenders Act, using youth court data from five major cities in Canada. Three separate sentencing decisions are examined using logistic and multiple regression analyses: (1) the imposition of a custodial sentence versus a non-custodial sentence, (2) the use of secure custody versus open custody, and (3) the length of the custodial sentence. First, there is no evidence that Aboriginal youth are more likely than non-Aboriginal youth to receive a custodial sentence. Sentencing judges appear to base the decision to impose custody on traditional factors such as criminal history and the severity of the offence. Second, there is no convincing evidence to suggest that Aboriginal youth are more likely than non-Aboriginal youth to receive a secure custody sentence. Lastly, there is evidence to suggest, however, that Aboriginal youth are likely to receive a longer custodial sentence than non-Aboriginal youth, regardless of standard aggravating factors such as criminal history and offence severity.
Needing Treatment: A Snapshot of Provincially Incarcerated Adult Offenders in Nova Scotia with a View towards Substance Abuse and Population Health
Authors: Kitchin Heather
Published: June 2010

Currently, Nova Scotia Correctional Services offers little by way of programming or treatment for adult offenders incarcerated under its authority, despite research showing a positive correlation between substance abuse and crime. Through both qualitative and quantitative data, this research report (1) situates the case of Nova Scotia within other literature that addresses crime and substance abuse; (2) presents a snapshot of the demographics and programming needs of provincially incarcerated adult offenders in Nova Scotia; (3) speaks to the need for accredited substance abuse programming for provincially incarcerated offenders; and (4) asserts that "warehousing" inmates may be addressed and potentially ameliorated through a population health approach to addiction policy, programming, and related treatment services. The purpose of this article is to report findings from research conducted with adult offenders incarcerated provincially across Nova Scotia, with a view to exploring links among crime, addiction, and population health. It is found that a large majority of provincial inmates in Nova Scotia are challenged by substance abuse, that crime in Nova Scotia, as elsewhere, is largely correlated to addiction, and that adult offenders appear to be motivated to participate in substance abuse programming while in custody. Prospects for future research are also considered.
Can Mediation Be Therapeutic for Crime Victims? An Evaluation of Victims' Experiences in Mediation with Young Offenders
Authors: Wemmers Jo-Anne , Cyr Katie
Published: June 2010

Victims' experiences in the justice system may help or hinder their healing process. Restorative justice aims to heal the suffering caused by victimization (Zehr 2002). However, some victim advocates have expressed concern that restorative justice may augment victims' suffering. This article presents the results of an evaluation of the experiences of crime victims who were invited to participate in a mediation program. Using therapeutic jurisprudence as a framework, the study looks at how victims' fear was affected by the program and whether their participation in the program helped with their recovery.
Inflammatory Rhetoric? Baseless Accusations? A Response to Gabor's Critique of Racial Profiling Research in Canada
Authors: Wortley Scot , Tanner Julian
Published: June 2010

Racial profiling has become one of the most controversial issues facing the Canadian criminal justice system. In a recent article, Thomas Gabor dismisses much of the evidence of racial profiling in Canada as "baseless" and "inflammatory." We address Gabor's critique by highlighting findings from a Toronto survey which suggest that black youth are much more likely to report being stopped and searched by the police than youth from other racial backgrounds. Logistic regression analysis reveals that the impact of race remains strongly significant after controlling for social class, self-reported criminal activity, gang membership, drug and alcohol use, and public leisure activities. The article concludes with a discussion of the impact that racial profiling has on minority communities and a brief review of the potential benefits - and consequences - of mandating the police to collect their own stop and search data.
Second Language Learning in a ‘Community of Practice’: A Case Study of Adult Japanese Learners
Authors: Haneda Mari
Published: June 2010

This paper examines adult students learning Japanese as a foreign language (JFL) in a university course. It explores the relevance of Lave and Wenger's (1991) notion of community of practice (COP) in a foreign-language setting. The portfolio project described in this paper was introduced to investigate the forms of interaction that characterized the COP in this multilevel class.

Drawing on audiotaped data from student-teacher conferences and the students' sharing sessions, this paper focuses on the experiences of three students and provides illustrative examples of the way in which the COP was instantiated in the classroom. Although the characteristics of learning in this JFL classroom identified in the data fit Lave and Wenger's description of a community of practice, the analysis revealed that this notion needs to be extended to account for the significant role of the teacher and of more capable peers in enabling the students to learn in their zones of proximal development (Vygotsky, 1978, 1987).
Sustaining Language Teachers as Researchers of Their Own Practice
Authors: Burton Jill
Published: June 2010

This paper features language teachers researching their classrooms as a means of personal professional renewal. It is based on the evaluation of a four-year program in South Australia, which involved training teachers as action researchers within the supportive framework of a research community. Teachers found the program challenging but ultimately satisfying, largely due to the support structure of training and network groups. Although this kind of program has not been funded again on the same scale, some of its features have endured in South Australian language-teacher education since. One response after this program ended in 1991 was to include teachers as researchers in a large-scale, research project on classroom talk. The paper concludes that incorporation of professional renewal processes in formal classroom research projects is a way of maintaining teacher involvement in research outcomes.
Conversations in Slow Motion: Computer-mediated Communication in the Foreign Language Classroom
Authors: Beauvois Margaret
Published: June 2010

This article presents an overview of early research into an innovative use of networked computers as a research and didactic tool. The focus will be on a preliminary study of computer-mediated discussion on networked computers examining student-student and student-teacher interaction in real time within the context of an Intermediate French course at the university level. Because of the rapid nature of the electronic exchanges, the resulting 'conversation' is in fact a hybrid phenomenon that falls somewhere between writing and speaking, hence the title 'Conversations in Slow Motion.' Recent research into this innovative use of the computer to enhance classroom discussion is showing positive results in terms of linguistic, cognitive, and affective benefits to the foreign language learner.
Classroom Language Experiences of Trilingual Children in French Immersion
Authors: Dagenais Diane , Day Elaine
Published: June 2010

This article reports on a case study of the school language experiences of three trilingual children enroled in early French immersion programs in metropolitan Vancouver, British Columbia. Fieldwork included classroom observations of French and English language lessons and semi-structured interviews of the participating children and their teachers as well as document collection. We discuss themes emerging from analysis related to the trilingual children's literacy practises and contexts for language learning and the teachers' perceptions of these students and representations of trilingualism.
An Inquiry into Language-switching in Second Language Composing Processes
Authors: Qi Donald
Published: June 2010

This paper aims to investigate the factors that influence the language-switching behaviour in the thinking processes of a bilingual person engaged in second language composing tasks, based on a review of related research studies and a report of an empirical case study. The study uses a multitask within-subject design. A participant is asked to do three sets of second language composing tasks which include text composition in English as a second language, written translation from Chinese (first language) into English, and problem-solving in math in English. Each set consists of two tasks: one with a low level of knowledge demands, and the other with a high level of knowledge demands. An analysis of the think-aloud protocols reveals several factors which may affect language-switching; the findings of the study suggest that levels of knowledge demands may play an important role in influencing language-switching in second language composing processes.
Vers un modèle d'intervention précoce en lecture en actualisation linguistique
Authors: Berger Marie
Published: June 2010

Les élèves des écoles de langue française en Ontario possèdent des bagages culturels et linguistiques variés. Certains doivent apprendre le français, d'autres le perfectionner tant sur le plan des compétences à communiquer, qu'à apprendre ou à s'affirmer culturellement. L'apprentissage de la lecture devient un défi pour ces élèves, particulièrement ceux des classes d'actualisation linguistique qui parlent peu le français ou ne le parlent pas du tout. Afin de venir en aide à ces élèves, un modèle d'intervention précoce en lecture est préconisé. Ce modèle tient compte des enjeux de l'apprentissage de la lecture en milieu minoritaire et ceux du développement des compétences langagières. Il propose une approche multidimensionnelle qui combine la lecture et l'écriture.
La liaison et son enseignement: des modèles orthoépiques à la réalité linquistique
Authors: Thomas Alain
Published: June 2010

La chute irrégulière des consonnes finales du français depuis le Moyen Age a légué aux locuteurs d'aujourd'hui un problème complexe de »liaison« qui est normalement résolu par simple imitation de l'usage. La question est beaucoup plus délicate pour les apprenants du français langue seconde qui, n'ayant pas l'avantage de l'apprentissage par osmose, doivent s'en remettre aux règles ou tendances prescrites dans les manuels d'orthoépie. Après un bref survol historique, nous examinons ces règles et les comparons à la réalité du phénomène, telle qu'elle se dégage des enquêtes linguistiques menées en France et au Canada. Les divergences observées entre norme et usages nous amènent enfin à formuler quelques conseils pratiques à l'intention des enseignant(e)s, qui font face à ce problème de manière concrète et quotidienne.
Shall We Dance?: Applying the Cooperative Model to CALL
Authors: Mydlarski Donna
Published: June 2010

Cooperation and its various manifestations (collaboration, peer learning, partnerships) constitute a powerful - and empowering - educational concept. This article explores how computers and cooperative language learning have dovetailed over the last fifteen years, resulting in what may be termed CCALL (cooperative computer-assisted language learning). Within the context of computer usage, the cooperative model is applied to three groups: language learners, courseware developers, and language professionals.
Technology and Indigenous Language Revitalization: Analyzing the Experience of Hawai'i
Authors: Warschauer Mark
Published: June 2010

Hawaiian educators have made ambitious attempts to use new on-line technologies in language revitalization programs. These efforts have included developing one of the first bulletin board systems in the world to operate completely in an indigenous language. This paper reports on two years of ethnographic research on the results of these efforts. Issues addressed include the role of the Internet in promoting or hindering linguistic diversity, the relationship of multimedia computing to non-Western patterns of communication, and the use of the Internet as a medium for exploring cultural and social identity. The results are consistent with a critical theory of technology which emphasizes that technology is neither culturally neutral nor determinist but rather a site of social struggle.
Apprentissage du français langue seconde avec le vidéodisque Vi-Conte: quelques analyses dans une approche mixte
Authors: Renié Delphine
Published: June 2010

L'article relate une étude empirique que nous avons conduite (cf. note 1) dans le but d'évaluer l'apprentissage du franĉais langue seconde avec le vidéodisque Vi-Conte. Les sujets participant à l'étude étaient des étudiants de niveau post-secondaire et des adultes en milieu professionnel (n=78). Nous présentons ici la méthodologie de recherche, qui suit une approche mixte (qualitative et quantitative), ainsi que nos outils et résultats d'analyses. Nos premiers résultats indiquent que, dans leur exploitation des diverses activités présentées dans le vidéodisque, les jeunes sujets et les débutants adoptent des parcours moins linéaires que les étudiants adultes ou de niveau plus avancé. L'évaluation de l'acquisition lexicale avec Vi-Conte souligne aussi les différences entre étudiants de niveaux variés, mais révèle surtout l'importance de la fréquence, de la salience et du mode de présentation des items lexicaux dans l'environnement multimédia. Enfin, notre analyse des stratégies employées par les apprenants fait ressortir le rôle des stratégies métacognitives dans le contexte d'apprentissage étudié ici. Nous concluons en suggérant que les observations faites soient considérées par des élaborateurs de didacticiels, afin que ces derniers soient rendus plus adaptatifs.
De l'enseignement de la grammaire par l'Internet
Authors: Beaudoin Martin
Published: June 2010

L'enseignement des langues au moyen de l'Internet comporte plusieurs avantages sur l'enseignement à distance qui emploie des médias traditionnels. Le présent article décrit les avantages pédagogiques de l'enseignement des langues par l'Internet (le contact avec la communauté linguistique, avec les tuteurs; l'interactivité et la fonctionnalité du document pédagogique) et aussi les limites (le paradigme pédagogique inhabituel, les difficultés techniques et le temps requis pour la fabrication et l'entretien des programmes). Ces considérations ont été examinées lors de la création d'un site Web d'enseignement de la grammaire française développé à la Faculté Saint-Jean (Université de l'Alberta) et que l'auteur nous présente. L'intégration d'interactions entre apprenants puis entre les apprenants et la francophonie virtuelle est un des éléments innovateurs de ce projet.
The Ghost in the Machine: Are ‘Teacherless’ CALL Programs Really Possible?
Authors: Davies Ted , Williamson Rodney
Published: June 2010

The purpose of this paper is to reflect critically on the pedagogical issues involved in the production of CALL (computer-assisted language learning) courseware and on the ways in which CALL has affected the actual practice of language teaching. For instance, the issue of how a learner-centred exploratory approach fares in comparison to implicit and explicit instruction is addressed. Aspects of the language learning situation important for CALL design are discussed and illustrated: the pedagogical setting; the background, habits, and strategies of the learner; the language skills to be developed; learner level, pace, and motivation; language variety and style; and evolving content. The authors conclude that if CALL is to realize its true potential, it must be more than a simple medium of information. It should provide a teaching/learning process, and the real teacher must be built in.
Language Alternation in a Computer-equipped Foreign Language Classroom: The Intersection of Teacher Beliefs, Language, and Technology
Authors: Burnett Joanne
Published: June 2010

The linguistic context of the computer-mediated environment is of particular importance to better understanding the impact of computer-assisted language learning. Yet few studies have documented actual practices in such an environment. An ethnographically based case-study approach was used in this study to document the attitudes, activities, behaviours, and beliefs of one teacher and his students in a third-semester university French class as they met weekly in a computer-equipped classroom. Despite his enthusiasm, the intersecting teacher beliefs, linguistic difficulties, and technical problems impeded the creation of an environment conducive to sustaining lessons in the target language. Moreover, the teacher's activities in the computer-equipped classroom often privileged computer literacy over linguistic proficiency.
Differences in Men's and Women's ESL Writing at the Junior College Level: Consequences for Research on Feedback
Authors: Morris Lori
Published: June 2010

This study examines men's and women's ESL writing and their handling of written assignments at the junior college (CEGEP) level in Quebec. A series of men's and women's compositions were assessed for linguistic accuracy, readability, and conformity to assignment guidelines. While the expectation was that the women, who generally outperform men in terms of ESL marks at all levels of public schooling in Quebec, would produce linguistically superior compositions, findings showed the men's and women's texts to be of comparable linguistic quality. Further investigation suggested that the superior marks received by the women were attributable to a combination of the way they handled writing assignments and an inherent bias in the evaluation grid. The women's essays showed much higher levels of adherence to guidelines than the men's, and the evaluation grid richly rewarded this adherence. These findings suggest that a serious validity problem may be affecting some forms of ESL assessment.
A Comparison of Children's Understanding of School in Regular English Language and French Immersion Kindergartens
Authors: Pelletier Janette
Published: June 2010

This research examined how children understand and experience kindergarten in English first language (L1) and French immersion second language (L2) programs through interviews and direct observations of 10 French immersion and 10 regular English language classes. A sub-sample of children was interviewed using puppets. Results show that understanding of school is equally sophisticated for children in L2 immersion and regular L1 contexts as judged by direct observation, by children's 'scripts' of kindergarten, and by their responses to interview questions. The similarities between L2 immersion and regular L1 kindergartens were greater than the differences, and the equally positive picture of immersion and regular schooling, contradict suggestions in the literature that the L2 immersion experience is too stressful for five-year-olds. The multiple approaches used in this study were developed to supplement the traditional kinds of measures used in previous studies of L2 immersion based on outcomes. Findings are discussed in terms of children's understanding of school and the relative importance of the teacher's language in building that understanding.
L'application d'un modèle mathématique à l'analyse de dissertations en langue seconde: utile ou pas?
Authors: Corbeil Giselle
Published: June 2010

Bien que plusieurs études aient reconnu l'importance des processus métacognitifs dans un bon nombre de disciplines, bien peu nous a été révélé encore quant à la nature de ces processus au niveau de l'écriture et encore moins au niveau de l'écriture en langue seconde. Un modèle cognitif-métacognitif pourrait alors s'avérer utile dans un tel travail d'identification. Puisque l'existence d'un lien semblerait exister entre les processus auxquels font appel la résolution de problèmes mathématiques et celle d'une question de dissertation, un modèle cognitif-métacognitif élaboré dans le domaine mathématique pourrait donc s'appliquer au domaine de la dissertation. Afin de tester cette hypothèse, un petit nombre d'étudiants anglophones a été invité à rédiger une dissertation en français et à faire part de leurs pensées à haute voix lors de ce travail. Leurs protocoles ont ensuite été analysés à la lumière du modèle mathématique. Les résultats ont démontré que le modèle pouvait représenter un outil fiable pourvu que certains changements y soient apportés. Ces changements sont décrits dans cet article et un modèle cognitif-métacognitif plus approprié à la dissertation est proposé.
L'intégration de la grammaire dans une approche interactive/expérientielle en français de base
Authors: Jean Gladys
Published: June 2010

Cet article porte sur l'intégration de la grammaire dans les classes de langues secondes et plus particulièrement dans les classes de français de base au Canada. Il fera d'abord un survol rapide des études qui ont été effectuées sur le sujet dans différents contextes et qui sont susceptibles de fournir des idées ou des moyens de réussir une bonne intégration de la grammaire. Ensuite, il essaiera de démontrer comment les maigres résultats d'études que nous avons jusqu'à maintenant peuvent offrir des débuts de solutions au problème de l'intégration de la grammaire dans les programmes de français de base.
La négociation de la forme: la suite … mais pas la fin
Authors: Lyster Roy
Published: June 2010

Cet article a pour but d'approfondir la caractérisation de la négociation de la forme. Il est question d'un projet de recherche à caractère descriptif entrepris dans quatre classes d'immersion au niveau primaire. La négociation de la forme s'est avérée consister en au moins quatre types de rétroaction qui servent à attirer l'attention des élèves sur leurs productions fautives et à encourager l'auto-correction et la correction par les pairs. À l'opposé, la reformulation — le type de rétroaction le plus utilisé — n'aboutit ni à l'auto-correction ni à la correction par les pairs. De plus, elle risque d'être difficilement ou non perçue par les élèves parce que ses fonctions discursives ressemblent à celles de la répétition non corrective et parce qu'elle s'accompagne fréquemment de signes d'approbation. Elle mène toutefois à la réparation immédiate de la plupart des erreurs phonologiques, alors que la négociation de la forme favorise la réparation immédiate des erreurs grammaticales et lexicales.
Videoconferencing as Access to Spoken French
Authors: Kinginger Celeste
Published: June 2010

This article analyzes a classroom interaction taking place between language learners in the U.S. and France via international videoconferencing. The videoconferencing event is described in its technical and discursive dimensions; its pedagogical value is evaluated in terms of the American learners' putative Zone of Proximal Development (ZPD). Much of the language use that took place during the conference was beyond these learners' capability, due in part to heightened language classroom anxiety, and in part to differences between the variety of French learned in American schools and the French spoken by educated native speakers (NSs). A return to the learners' ZPD was achieved by using the videotaped record of the conference to provide access to a corpus of the spoken language as it is used in contemporary France. The aim of this exercise was observation and awareness of the morphosyntactic and discourse difficulties experienced by American second language learners interacting with NSs of French.
Language Learning Strategies and Language Proficiency: Investigating the Relationship in Hong Kong
Authors: Bremner Stephen
Published: June 2010

This article reports on a survey of the language learning strategies used by a group of Hong Kong learners. The aims of the study were to investigate levels of strategy use among the group, and to examine levels of association between strategy use and language proficiency. The SILL questionnaire (Strategies Inventory of Language Learning) by Oxford (1990, pp. 293-300) was used. SILL consists of six categories of strategies: memory, cognitive, compensation, metacognitive, affective, and social. The results showed that compensation and metacognitive strategies were the most used, while affective and memory strategies were the least used. Previous examinations of the nature of the relationship between strategy use and proficiency, and ways of measuring this are discussed. In this study, it was found that there was significant variation in proficiency in relation to eleven out of a possible fifty strategies. Of these, nine were in the cognitive category, one in the compensation category, and one in the social category. The article concludes by questioning the appropriateness of using the SILL and proficiency measure in tandem as a way of establishing a clear relationship between strategy use and proficiency, and suggests directions that might be pursued in language learning strategy research.
Intensity of L2 Instruction and Biliterate Proficiency in the Intermediate Years of a French Immersion Program
Authors: Reeder Kenneth , Buntain Jennifer , Takakuwa Mitsunori
Published: June 2010

A three-year study examined increased use of French as a medium of instruction in an early French immersion (EFI) program in the intermediate school years. Standardized tests of reading comprehension in French and English were administered, and samples of descriptive and narrative writing in French and English were assessed for overall quality. Slightly stronger performance in French descriptive writing and weaker English reading comprehension were associated with the intensified French approach. These interim results reveal limited evidence for the benefits of intensified French for French literacy, very constrained evidence of the risks associated with French intensification in the domain of English reading, and no evidence of a differential plateau effect in development of literate skills in French. Results are interpreted in the light of the quantity and quality of the program's intensification of French language experience.
Home Language Practices of Trilingual Children in French Immersion
Authors: Dagenais Diane , Day Elaine
Published: June 2010

This article draws on sociocultural theories of language and learning as well as research on bilingual families to examine the home language practices of three trilingual French immersion students. This research expands on an earlier study of their language practices at school. An ethnographic stance was adopted to explore the daily context of language use at home, the children's representations of their identity as trilinguals, their family values concerning language maintenance and additional language learning, and the reasons their parents opted to enrol them in French immersion. A rich array of language practices was documented in these bilingual homes. The families highly valued the maintenance of the home language and actively promoted the development of trilingualism through French immersion education as a means to access cultural capital for their children. The children expressed their identity as trilinguals in terms of having greater linguistic resources than unilinguals.
L'évaluation du français des jeunes Anglo-montréalais par leurs pairs francophones
Authors: Thibault Pierrette , Sankoff Gillian
Published: June 2010

La recherche dont les résultats sont discutés ici porte sur l'analyse des réactions de 116 étudiants2 montréalais francophones à des voix enregistrées d'anglophones s'exprimant en français. L'approche adoptée est celle de la technique du » matched guise « où des jugements sont portés sur des voix transformées en divers accents. Dans notre cas, il s'agit plutôt de variation stylistique entre la lecture et la conversation spontanée. Nous voulions principalement savoir quelles caractéristiques linguistiques inter-venaient dans les jugements de compétence et de conformité aux attentes des francophones par rapport, entre autres, au marché du travail.

Il apparaît que pratiquement toutes les variables linguistiques considérées (14) sont fortement corrélées avec les jugements de compétence. Par ailleurs, les segments lus et parlés d'un même locuteur sont jugés similairement, ce qui suggère à la fois la grande importance des caractéristiques articulatoires et prosodiques et le caractère non discriminant des fautes de grammaire.
Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension
Authors: Qian David
Published: June 2010

This empirical study explored the relationships between depth and breadth of vocabulary knowledge and reading comprehension in English as a second language (ESL). Using multivariate analyses, the study examined the roles of depth and breadth of vocabulary knowledge in assessing the performance of a group of young adult ESL learners with a minimum vocabulary size of 3,000 word families in carrying out general academic reading comprehension tasks. The results support the hypotheses that (1) scores on vocabulary size, depth of vocabulary knowledge, and reading comprehension are highly, and positively, correlated; and (2) scores on depth of vocabulary knowledge can make a unique contribution to the prediction of reading comprehension levels, in addition to the prediction afforded by vocabulary size scores. The findings from this study call for a recognition of the importance of improving depth of vocabulary knowledge in learners' ESL learning processes.
Test of a Model for Predicting Second Language Lexical Growth through Reading
Authors: Horst Marlise , Meara Paul
Published: June 2010

This case study tests a mathematical model for its ability to predict second language vocabulary gains achieved through reading. To overcome the problem of small word gains noted in ear-lier studies of incidental acquisition, the participant (an adult learner of Dutch) read a lengthy text and was tested on hundreds of words. To maximize opportunities for learning from context, an illustrated text (a ‘Lucky Luke’ comic book) was chosen for the reading treatment. Before reading the text and again after each of eight readings, the participant used a rating scale to assess his knowledge of words that occurred only once in the text. Growth rates established in one round of learning (a matrix) were used to predict growth in subsequent rounds. The participant's gains were found to match closely figures generated by the predictive matrix. As in previous studies, nouns proved to be the easiest to learn. Results also detail the need for multiple encounters in order for a word to be retained.
Language Socialization Research and French Language Education in Africa: A Cameroonian Case Study
Authors: Moore Leslie
Published: June 2010

This article reports on exploratory ethnographic research on language acquisition and use in a village located in the Mandara Mountains, Cameroon. The study indicates that members of this community share several beliefs and practices related to multilingual communicative competence and its development. In the school attended by children of this village, classroom practices of communication and language socialization differ significantly from those of the community. Discontinuities between community and classroom practices and their implications for French acquisition by children of this community are discussed. The article concludes with a discussion of how language socialization research can contribute to our understanding of community/classroom discontinuities and their consequences for classroom French acquisition, and thus to efforts to improve French language pedagogical practice in Africa.
Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms
Authors: Lam Yvonne
Published: June 2010

Given the increasing pressure exerted by technological developments on education, it is important to understand the perceived ‘technophobia’ of teachers and to determine whether fear is the underlying factor behind their decisions regarding technology. Oral interviews were conducted with 10 L2 teachers and analyzed for their content in light of the following questions: (1) What are the reasons behind L2 teachers' decisions to use technology for teaching? (2) Why do some L2 teachers choose not to use computers in their teaching? (3) What factors influence these decisions? The main reasons are related to the teacher's personal belief in technology's benefits, or lack thereof, rather than to a resistance to technology. This finding suggests that teachers are not really ‘technophobic’ and that institutions are perhaps overly ‘technophilic’ in their rush to obtain the latest innovations without considering the needs of teachers and students.
Community of Learners, Carnival, and Participation in a Punjabi Sikh Classroom
Authors: Toohey Kelleen , Waterstone Bonnie , Julé-Lemke Allyson
Published: June 2010

This paper examines classroom activities engaged in by more and less experienced speakers of English and discusses how relationships between those speakers are implicated in their speech activities. The pivotal role of social interaction in learning has been well formulated by sociocultural researchers, including Vygotsky (1978) and, more recently, Rogoff (1994). Bakhtin's (1984) notion of carnival also contributes to our discussion of how social relations in this particular Punjabi Sikh classroom facilitate or constrain the participation of classroom members. Three occa-sions in the life of this Grade 1 classroom are examined: a common, teacher-directed interaction (IRE sequence); an excerpt of children at play; and a playful interaction between an adult and a group of children. This study suggests that a certain type of adult participation may facilitate opportunities for children's participation in community activities and for learning.
A Response to Nassaji's ‘Towards Integrating Forum-focused Instruction and Communicative Interaction in the Second Language Classroom’ in Light of Issues Related to Focus on Form
Authors: Sheen Ronald
Published: June 2010

This response to Nassaji's (1999) article contends that although it contains useful suggestions for communicative activities, it is vulnerable to serious criticism in terms of an incoherent theoretical justification, a failure to provide a promised discussion of relevant empirical evidence, and an unmotivated restriction on the nature of the tasks the author proposes.
Investigating Experienced ESL Teachers' Pedagogical Knowledge
Authors: Gatbonton Elizabeth
Published: June 2010

This study investigated the hypothesis that it is possible to access the pattern of knowledge about teaching and learning (pedagogical knowledge) that experienced teachers utilize while they teach. This hypothesis was investigated through qualitative and quantitative analyses of verbal protocols obtained from teachers who simultaneously watched videotaped segments of themselves teaching and reported on thoughts they had as they taught these segments. Two sets of experienced teachers (N=7) uniformly reported 20 to 21 categories of pedagogical thoughts that they claimed were in their minds while teaching. Of these, seven to eight were reported more frequently than others. The lists of predominant categories for both sets are headed by thoughts concerned with managing both the language the students hear and the language they produce (Language Management). Thoughts about students (Knowledge of Students), thoughts about ensuring the smooth transition of activities in the classroom (Procedure Check), and assessing student participation in and progress with the classroom tasks (Progress Review) were also among those that featured highly on both sets of teachers' predominance lists. In terms of an approach in analyzing the thought processes of ESL teachers, the study suggests that a combination of qualitative and quantitative methods may be profitable.
Korean Students' Adaptation to Post-secondary Studies in Canada: A Case Study
Authors: Lee Kyunghui , Wesche Marjorie
Published: June 2010

Thirty-seven Korean post-secondary students were studied over one semester in intensive ESL or degree programs, with a focus on their English language development and adaptation to Canadian life and study. Data were gathered through ongoing informal contact as well as through pre-and post administration of a detailed questionnaire, an English proficiency self-assessment instrument, and a focus group discussion. Findings provide valuable information for prospective students and programs. They indicate the value of intensive language instruction versus degree studies for rapid gain in productive English skills and confidence. Orientation programs, homestays, and ethically diverse classes are associated both with English development and with successful adaptation. Comparisons of the attitudes of new arrivals and more seasoned students towards intensive English programs suggest changes over time regarding instructional practices (e.g., error correction and small group work). Issues deserving further research are identified.
La normalisation linguistique dans une entreprise: le mot d'ordre mondial
Authors: Roy Sylvie
Published: June 2010

Cet article examine comment la normalisation linguistique dans un centre d'appels affecte la valeur du bilinguisme et des variétés linguistiques. Pour une minorité francophone, l'accès à un emploi dans le secteur des services et de l'information représente un atout important à cause de son bilinguisme. Toutefois, depuis qu'il existe une normalisation linguistique dans ce secteur afin de s'adapter aux marchés mondiaux, on voit une certaine sélection s'effectuer au sein de cette communauté bilingue entre ceux qui sont assez compétents pour répondre aux critères de la nouvelle économie et les autres. Ceci dit, le bilinguisme semble avantageux à condition qu'on sache utiliser les deux langues de façon normative. Cela engendre des conséquences sur les pratiques langagières de la minorité francophone qui ne possède pas toujours les variétés linguistiques pour répondre aux nouveaux critères. L'une des stratégies des employés consiste à se perfectionner en langue française ou au contraire à décider de ne pas travailler de façon bilingue. La normalisation linguistique pourrait engendrer une certaine élite bilingue capable de répondre aux demandes du marché mondial.
Workplace Language Teaching and the Intercultural Construction of Ideologies of Competence
Authors: Katz Mira-Lisa
Published: June 2010

Drawing on data from a larger ethnographic study of workplace literacy programs serving immigrants in California, this article describes workplace literacy classes at Cableco, a cable manufacturing plant serving the booming electronics industry in California's Silicon Valley. Language classes began at the factory in the mid-1990s to help immigrant employees gain English skills that managers perceived as crucial to promoting smooth work flow and good business. Blending ethnographic, critical discourse analytic and interactional sociolinguistic approaches, the author illustrates how a language lesson called ‘Who Gets Recognition in the United States' reveals underlying assumptions about gender, power, group allegiance, and politeness. These ideologically grounded assumptions were embedded in the lesson as well as in broader workplace language practices shaping managers' and employees' diverging conceptions of competence and their perceptions of one another. The data - a workplace literacy lesson, employees' responses to it, and an interview with the manufacturing manager - demonstrate some of the dangers of conceiving of language as a discrete workplace skill. They also illustrate how discursive practices can engender unequal institutional power relations while simultaneously providing a space, albeit a very small one, for workers to contest managers’ attempts to reshape their identities through language practice.
Literacy Challenges for Language Learners in Job-Training Programs
Authors: Bell Jill
Published: June 2010

This paper describes a study carried out in a pre-apprenticeship job-training program held at a community college in central Canada, in which learners from a variety of language backgrounds were enrolled. Through a combination of student questionnaires, learner interviews, and participant observation in the classroom, information was gathered on factors affecting progress in such programs. The article describes the language and literacy challenges encountered by the learners in relation to the Luke and Freebody (1997) four-tier model of literate competency. Discussion outlines the preferred teaching characteristics which learners identified as helpful and explores the possible long-term impact of learning initial literacy in a second language.