NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 43 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Lyster, Roy – Canadian Modern Language Review, 2019
Translanguaging practices come into play in social interactions between bilinguals when they are making use of all their shared linguistic resources and blending their languages in natural ways. Stemming from these practices is translanguaging pedagogy, which is designed so that students in school-based additive bilingual programs can benefit from…
Descriptors: Code Switching (Language), English, Native Language, Immersion Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Duff, Patricia; Zappa-Hollman, Sandra; Surtees, Victoria – Canadian Modern Language Review, 2019
Research on first language, second language, and multilingual socialization has flourished over the past three decades in many formal and informal educational contexts around the world. One relatively recent site for such research, particularly for multilingual students learning English as an additional language, is post-secondary institutions…
Descriptors: Literacy Education, English (Second Language), Second Language Learning, Multilingualism
Peer reviewed Peer reviewed
Direct linkDirect link
Slavkov, Nikolay; Séror, Jérémie – Canadian Modern Language Review, 2019
This article capitalizes on the notion of linguistic risk-taking by focusing on a new pedagogical initiative at the University of Ottawa, an institution where courses, programs, and services in both English and French are available. In this bilingual context, we define linguistic risks as authentic communicative acts in learners' second official…
Descriptors: Risk, Universities, Foreign Countries, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Garcia Cortés, Olga Mireya; Parks, Susan – Canadian Modern Language Review, 2019
This study explores the code-switching practices of five core ESL teachers from the elementary grades in Quebec francophone schools. Through a fine-grained emic analysis of the teachers' reasons for code-switching, the study illuminates how they variously used French as a resource to fulfil their institutional roles as teachers. In addition, the…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Language Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Dressler, Roswita – Canadian Modern Language Review, 2018
Bilingual language education in Canada comprises Bilingual Programs in minority languages and programs in official languages (e.g., French immersion). However, pedagogy in Bilingual Programs has not been studied to the same depth as it has been in French Immersion, so little is known about the teaching practices within them. Immersion pedagogy,…
Descriptors: Bilingual Education Programs, Foreign Countries, Second Language Learning, Language Minorities
Peer reviewed Peer reviewed
Direct linkDirect link
Hanzawa, Keiko – Canadian Modern Language Review, 2018
This longitudinal study examined whether and to what extent the production of voice onset time (VOT) for /p/, /t/, and /k/ in English was improved in second language (L2) learners by enrolment in a content-based instruction (CBI) program at a Japanese university. Measures of VOTs were elicited at the beginning, middle, and end of the academic year…
Descriptors: Second Language Learning, English (Second Language), Longitudinal Studies, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Vessey, Rachelle – Canadian Modern Language Review, 2017
This article examines the salience and content of representations of language education in a corpus of English- and French-Canadian newspapers. Findings suggest that English-Canadian newspapers foreground official-language education issues, in which public schools are represented as the primary means by which Canadians can gain equal access to…
Descriptors: News Reporting, Foreign Countries, English, French
Peer reviewed Peer reviewed
Direct linkDirect link
Samuel, Carolyn – Canadian Modern Language Review, 2017
Given the linguistically diverse instructor and student populations at Canadian universities, mutually comprehensible oral language may not be a given. Indeed, both instructors who are non-native speakers of the language of instruction (NNSLIs) and students have acknowledged oral communication challenges. Little is known, though, about how the…
Descriptors: Second Language Learning, Teacher Effectiveness, Self Efficacy, Oral Language
Peer reviewed Peer reviewed
Direct linkDirect link
Haj-Broussard, Michelle; Olson Beal, Heather K.; Boudreaux, Nicole – Canadian Modern Language Review, 2017
This study examined seven Louisiana kindergarten immersion teachers' practices to evaluate students' oral target language production and compare the oral production elicited when different instructional practices were used over a single semester. Three rounds of three 20-minute observations in three different contexts--circle time, direct…
Descriptors: French, Immersion Programs, Teaching Methods, Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Koh, Poh Wee; Chen, Xi; Cummins, James; Li, Jia – Canadian Modern Language Review, 2017
This study examined the performance of Mandarin-speaking students in a K-Grade 4 50/50 Chinese/English bilingual program. The program was intended to facilitate students' learning of English and their adjustment to English-medium instruction within the school context. The bilingual-program students were compared to students from Mandarin-speaking…
Descriptors: Bilingual Education, Second Language Learning, Second Language Instruction, Mandarin Chinese
Peer reviewed Peer reviewed
Direct linkDirect link
Van Viegen Stille, Saskia; Bethke, Robin; Bradley-Brown, Jackie; Giberson, Janet; Hall, Gillian – Canadian Modern Language Review, 2016
This paper reports research findings relating to a recent initiative to build capacity and support professional learning among educators to meet the needs of English language learners in Ontario schools. Drawing on data from case studies of educator teams in 16 school districts, the paper explores whether and how collaborative inquiry promoted…
Descriptors: Educational Practices, Teaching Methods, Code Switching (Language), Language Usage
Peer reviewed Peer reviewed
Direct linkDirect link
Hafner, Christoph A.; Li, David C. S.; Miller, Lindsay – Canadian Modern Language Review, 2015
Recently there has been considerable interest in the role of first language use in second/foreign language learning, especially where students share a common first language. However, most research has focused on in-class interaction between teachers and learners. Much less attention has been given to students' out-of-class practices, for example,…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Chinese
Peer reviewed Peer reviewed
Direct linkDirect link
Han, Huamei – Canadian Modern Language Review, 2014
Drawing from a larger ethnography of skilled Chinese immigrants' language learning during settlement in Toronto, this article explores the role of informal interactions in facilitating immigrants learning English as a second language and settlement. Examining various activities and networks available at an English-medium multicultural church, this…
Descriptors: Churches, Language of Instruction, Ethnography, Immigrants
Peer reviewed Peer reviewed
Direct linkDirect link
Tembe, Juliet; Norton, Bonny – Canadian Modern Language Review, 2008
The community is an important stakeholder in language education, and community views are critical for the successful implementation of new language policies. This article reports on a study on multilingual language policies conducted in two primary schools in two communities in eastern Uganda, one rural and one urban, from 2005 through 2006. The…
Descriptors: African Languages, Language Planning, Multilingualism, Elementary Schools
Peer reviewed Peer reviewed
Direct linkDirect link
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
Previous Page | Next Page »
Pages: 1  |  2  |  3