This article describes a culturally integrated approach to teaching English as an Additional Language (EAL) through Roots and Connections: A Culturally Integrated ESL Curriculum for Community Orientation in Alberta. This was developed by the Centre for Intercultural Education to integrate intercultural sensitivity into English-language…

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…

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…

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…

The EAP placement procedure at Thompson Rivers University (TRU) involves multiple measures to assess the language skills of incoming students, some of which are facilitated and all of which are assessed by ESL faculty. In order to determine the effectiveness of this comprehensive EAP placement process and the effect of the faculty factor, a…

In this article, an ESL instructor reflects on her preconceptions of power and control in the classroom. In the community-based program described, learners determined not only when and where classes would take place, but also the aims, curriculum, and content of the program. The challenges of this setting required the instructor to redefine her…

Error correction research has focused mostly on teachers' strategies and their effects on student writing. Much less has been done to find out about students' beliefs and attitudes about teachers' feedback on errors. This study aimed to investigate L2 students' perceptions, beliefs, and attitudes about error correction in the writing classroom.…

Sandra Kouritzin's "Word from the Editor" in the last issue of this journal is a refreshingly heartfelt and honest appraisal of her own take on the subject positions second-language educators occupy in terms of class, race, or gender. In their relatively privileged profession, second-language educators have ambiguous relationships with their…

Discusses issues related to teaching newcomers to Canada, such as learner identity, multiculturalism, changing visions of Canadian culture, changing expectations of English-as-a-Second-Language teachers. Highlights four studies on the topic. (Author/VWL)

A study investigated how teachers and learners negotiated meaning in three teacher-led whole-class and nine peer-group prewriting discussions in a pre-university English-as-a-Second-Language (ESL) program, analyzing interaction features such as comprehension/confirmation checks, clarification/feedback requests, self/other corrections, and…

Analyzes data from interviews with teachers in LINC (Language Instruction for Newcomers to Canada) classrooms regarding the political and cultural aspects of teaching English as a Second Language. Findings indicate that teachers perceive language policy in ways determined by the local situations in which they teach and that there are differences…

Responds to a previous dialog between Robert Courchene and Virginia Sauve on teaching Canadian culture in the English-as-a-Second-Language classroom. (13 references) (Author/CK)

Reviews the case method from an historical perspective and explores why and how "decision" cases might be used by teacher educators in the professional preparation of teachers as reflective English-as-a-Second-Language specialists. Argues that the case method can enhance the critical thinking, analytical, and communication skills of novice and…

Examines Canadian education in general, and then focuses on the particular concerns of English as a Second Language (ESL). Presents items, events, and observations illuminating the context of ESL instruction and suggests that the first level of accountability of ESL teachers is to their students, to whom they have an obligation to help realize…

Reflects on the implications of the multifaceted role of an English-as-a-Second-Language (ESL) adult educator. Notes that adult ESL educators act as change agents, bridges to Canadian society, and student advocates, and that their pivotal role consists of developing their students' communicative competence. Emphasizes that the development of…