NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
Test of English as a Foreign…1
What Works Clearinghouse Rating
Showing 1 to 15 of 42 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Early, Margaret; Kendrick, Maureen – Canadian Modern Language Review, 2020
Across curricular terrains in education in North America, the use of the term "inquiry" has become more prevalent than ever. This radical turn from traditional content curriculum toward inquiry-based approaches to teaching raises issues about the promise and potential challenges of contemporary curriculum in K-12 L2 settings. This…
Descriptors: Teaching Methods, Multilingualism, English Language Learners, Inquiry
Peer reviewed Peer reviewed
Direct linkDirect link
Jang, In Chull – Canadian Modern Language Review, 2020
Study-abroad programs tend to assume that their destinations are culturally and linguistically homogenous. However, Western English-speaking destinations, particularly metropolitan cities, have become increasingly culturally and linguistically diverse. Considering such sociolinguistic changes in these destinations, this research examines how…
Descriptors: Multilingualism, Study Abroad, Metropolitan Areas, Cultural Pluralism
Peer reviewed Peer reviewed
Direct linkDirect link
Séror, Jérémie; Gentil, Guillaume – Canadian Modern Language Review, 2020
Drawing on the notion of biliteracy as the "the conjunction of literacy and bilingualism," this article reports on multiple ongoing case studies of multilingual university students developing academic literacies simultaneously in French and English. Interview data and textual and video records of students' writing practices were used to…
Descriptors: Teaching Methods, Bilingualism, Literacy, Language Minorities
Peer reviewed Peer reviewed
Direct linkDirect link
Payant, Caroline – Canadian Modern Language Review, 2020
Second language (L2) writing researchers have demonstrated that bilingual writers draw on their native language to fulfill task requirements. A growing number of individuals are learning a language beyond their second, and, despite an increased interest in third/additional language (L3/Ln) development, few empirical studies have considered writing…
Descriptors: Multilingualism, Bilingualism, Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Man Chu Lau, Sunny; Brosseau, Marie-Claude; Maegerlein, Elisabeth; LeRisbé, Michèle; Blandford, Melissa – Canadian Modern Language Review, 2020
This article describes a collaborative research project with four Quebec college teachers offering French and ESL classes designed to support immigrant students' bilingual learning. Using action research, a professional learning community was created that allowed the researcher and teacher participants, through cycles of planning, action, and…
Descriptors: Immigrants, Social Integration, French, English (Second Language)
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
Rocafort, Míriam Cabré – Canadian Modern Language Review, 2019
This study utilizes multimodal narrative reflection to examine pre-service teachers' beliefs regarding language education. Building awareness of beliefs acquired by reflective practices is fundamental to the improvement of teacher education because reinterpretation of beliefs allows for the consideration of new frames of reference for language…
Descriptors: Preservice Teachers, Beliefs, Second Language Learning, Reflective Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Marshall, Steve; Lee, Ena – Canadian Modern Language Review, 2017
Roberge defines the 1.5 Generation as "those who immigrate as young children and have life experiences that span two or more countries, cultures and languages" (2009, p. 4). In US and Canadian higher education, the term has gained considerable recognition, with the scope of the term broadening among some educators to include…
Descriptors: Asians, Immigrants, Ethnic Groups, Surveys
Peer reviewed Peer reviewed
Direct linkDirect link
Knouzi, Ibtissem; Mady, Callie – Canadian Modern Language Review, 2017
Grounded in the cross-linguistic influence(s) (CLI) literature, this study used objective measures to compare the use of English, lexical richness and syntactic complexity, and grammatical accuracy and fluency in the texts of three groups of Grade 6 French immersion students: Canadian-born anglophones (C-A), Canadian-born multilinguals (C-M), and…
Descriptors: French, Immigrants, Multilingualism, Social Status
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Pujol-Ferran, Mercè; DiSanto, Jacqueline M.; Rodríguez, Nelson Núñez; Morales, Angel – Canadian Modern Language Review, 2016
Many students in US community colleges often speak a language other than English (LOTE) at home. They find it difficult to complete college requirements, and many drop out. Struggling with the acquisition of academic English and the content of their courses, they exhibit low academic confidence and are easily frustrated. In an attempt to raise…
Descriptors: Community Colleges, Two Year College Students, Bilingual Students, Multilingualism
Peer reviewed Peer reviewed
Direct linkDirect link
Jessner, Ulrike; Allgäuer-Hackl, Elisabeth; Hofer, Barbara – Canadian Modern Language Review, 2016
The aim of this article is to stress the importance of a dynamic systems or complexity theory approach as a necessary prerequisite to understanding the development of multi-competence in multilingual learners. Selected results from a study on emergent multilingual awareness in children, carried out in South Tyrol, are outlined and discussed. The…
Descriptors: Multilingualism, Theory Practice Relationship, Foreign Countries, Class Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Rivière, Marie – Canadian Modern Language Review, 2016
This article focuses on the differential emotional power of languages in the book-reading practices of plurilingual readers. Within a plurilingual perspective, it aims at adding nuance to the "emotional contexts of learning hypothesis" and the "theory of language embodiment". This qualitative study is based on semi-structured…
Descriptors: Multilingualism, Emotional Response, Reading Processes, Semi Structured Interviews
Peer reviewed Peer reviewed
Direct linkDirect link
Payant, Caroline – Canadian Modern Language Review, 2015
Due to the growing number of plurilingual learners in the world today (Hammarberg, 2010), the present multiple case study examines four plurilingual participants' beliefs toward first language (L1) and second language (L2) mediation in the acquisition of French as a third language (L3). During a 16-week classroom-based study in a French university…
Descriptors: Multilingualism, Second Language Learning, Spanish, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Jessner, Ulrike; Allgäuer-Hackl, Elisabeth; Hofer, Barbara – Canadian Modern Language Review, 2015
The aim of this article is to stress the importance of a dynamic systems or complexity theory approach as a necessary prerequisite to understanding the development of multi-competence in multilingual learners. Selected results from a study on emergent multilingual awareness in children, carried out in South Tyrol, are outlined and discussed. The…
Descriptors: Multilingualism, Metalinguistics, Theory Practice Relationship, Teaching Methods
Previous Page | Next Page »
Pages: 1  |  2  |  3