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Oliver, Rhonda; Nguyen, Bich – Canadian Modern Language Review, 2017
In this study, we explore how Aboriginal multilingual speakers use technology-enhanced environments, specifically Facebook, for their translanguaging practices. Using data collected from Facebook posts written by seven Aboriginal youth over a period of 18 months, we investigate how the participants move between Aboriginal English (AE) and Standard…
Descriptors: Foreign Countries, Code Switching (Language), Social Media, Indigenous Populations
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Rothwell, Julia – Canadian Modern Language Review, 2015
This article explores one teacher/researcher's development of a drama-language unit and the learners' responses to it. The work is underpinned by a model of intercultural language learning which also acknowledges the pluricultural and plurilingual contexts in which foreign languages are taught in Australia. As part of a…
Descriptors: Middle School Students, Guidelines, Teaching Methods, Units of Study
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Ilieva, Roumi – Canadian Modern Language Review, 2010
The professional identity of language teachers has gained prominence in research on language instruction in the last decade. This article adds to work by critically exploring how teacher education programs allow non-native English-speaking teachers (NNESTs) to construct positive professional identities and become pro-active educators. It reports…
Descriptors: Preservice Teacher Education, Masters Programs, Graduate Students, Teacher Education Programs
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Rolin-Ianziti, Jeanne; Varshney, Rachel – Canadian Modern Language Review, 2008
The present study investigates the functions that language learners attribute to the first language (L1) within a teaching context that maximizes the target language (TL). Beginners of French in an Australian university (N = 52) completed a questionnaire consisting of 21 closed questions on their views on L1/TL use and two open questions on the…
Descriptors: Classroom Techniques, Program Effectiveness, Teacher Attitudes, Anxiety
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Rolin-Ianziti, Jeanne; Brownlie, Siobhan – Canadian Modern Language Review, 2002
Reports the use of students' native language by teachers in the foreign language classroom. The project was undertaken by French teachers in Australia. The teachers' aim was to investigate the use of the native language in a context that actively promotes an immersion approach to foreign language teaching (Author/VWL)
Descriptors: Classroom Techniques, Foreign Countries, French, Immersion Programs
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Reeder, Kenneth; And Others – Canadian Modern Language Review, 1997
Focuses on three themes in language education policy: (1) the historical and legal foundations of second language education policies in British Columbia and international settings; (2) implications of language education policy development for teacher education; and (3) the knowledge bases and resources needed for coherent policy development and…
Descriptors: Cultural Pluralism, Educational Policy, Foreign Countries, Language Attitudes
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Burton, Jill – Canadian Modern Language Review, 1997
Examines classroom research as a means of professional renewal for language teachers, drawing on experiences in an Australian program to train teachers as action researchers with the support of a research community. Concludes that incorporation of professional renewal processes in formal classroom research projects is a way to maintain teacher…
Descriptors: Classroom Research, Foreign Countries, Inservice Teacher Education, Professional Development
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Chappell, Eric R.; DeCourcy, Michele C. – Canadian Modern Language Review, 1993
A study in which students in a teacher training program completed one of their compulsory subjects through immersion in French is reported. Results suggest that the immersion model can achieve success in both language and content areas in the Australian setting and that tertiary-level immersion could be an effective way of training non-English…
Descriptors: Foreign Countries, French, Immersion Programs, Language Acquisition
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de Courcy, Michele – Canadian Modern Language Review, 1995
A study investigated the processes underlying acquisition of French by students in two late immersion programs (grades 8-10) in Queensland (Australia). Focus is on three features: the cooperative learning situation that developed, idiosyncratic language that emerged, and students' patterns of socialization. (31 references) (Author/MSE)
Descriptors: Cooperative Learning, Foreign Countries, French, Immersion Programs