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Showing 1 to 15 of 383 results Save | Export
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Trahey, Martha; Spada, Nina – Canadian Modern Language Review, 2020
English language learners (ELLs), especially those outside major cities in North America, are integrated into mainstream classrooms, often without targeted language support. Form-focused instruction (FFI) is an approach to language instruction in which learner attention is focused on language form during meaning-based activities. Although FFI has…
Descriptors: English Language Learners, Mainstreaming, English (Second Language), Second Language Learning
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Simard, Daphnée; Molokopeeva, Tatiana; Zhang, Yan Qing – Canadian Modern Language Review, 2020
The role played by working memory (WM), that is, the capacity to temporarily maintain and cognitively process information, has been extensively studied in second language (L2) research. In a general sense, WM has been shown to be related to various aspects of L2 learning and use; however, little information is available regarding its relationship…
Descriptors: Mandarin Chinese, Native Language, Pronunciation Instruction, Teaching Methods
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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
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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
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Carver, Julie; Kim, YouJin – Canadian Modern Language Review, 2020
The majority of task repetition studies have focused on learners' oral production, but whether task repetition can promote learning in other skill areas such as writing remains to be seen. The current study compared the effect of procedural and content repetition on French learners' accurate production of the passé composé during collaborative…
Descriptors: Morphemes, Grammar, French, Repetition
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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
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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
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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)
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Thibeault, Joël; Matheson, Ian A. – Canadian Modern Language Review, 2020
This study explores the cross-linguistic reading strategies that 16 Grade 3-4 French immersion pupils schooled in Saskatchewan used while reading two types of dual-language children's books: translated and integrated. In the first type, the same text appears in both French and English, whereas in the second one, English and French are integrated…
Descriptors: Childrens Literature, Transfer of Training, Reading Strategies, Grade 3
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Cobb, Tom; Horst, Marlise – Canadian Modern Language Review, 2019
The vocabulary research of the 1980s and 1990s brought a breath of fresh air into the language classroom. Teachers in many remote EFL locations had long suspected that vocabulary was their learners' main challenge, but there was little research evidence to confirm this or say what to do about it. Then, suddenly, work by Nation, Laufer, Meara,…
Descriptors: Foreign Countries, Vocabulary Development, Computational Linguistics, Grammar
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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
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Kennedy, Sara; Tromovich, Pavel – Canadian Modern Language Review, 2019
In this review article, we discuss the construct of second language (L2) comprehensibility, which refers to listeners' judgments of ease or difficulty in understanding L2 speech. We first briefly describe intelligibility and comprehensibility, two measures that capture listener understanding of L2 speech. We then present evidence that supports the…
Descriptors: Listening Comprehension, Second Language Learning, Second Language Instruction, Difficulty Level
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Derwing, Tracey M.; Thomson, Ronald I. – Canadian Modern Language Review, 2019
Tracey Derwing and Ron Thomson reflect on the growth of Canadian L2 pronunciation research from the early 1990s onward. Although many phoneticians and language educators called for pronunciation instruction (PI) for decades, in the early 1980s little empirical research existed to inform pronunciation pedagogy, despite an influx of Vietnamese…
Descriptors: Pronunciation Instruction, English (Second Language), Second Language Learning, Second Language Instruction
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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
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Rolin-Ianziti, Jeanne Claire; Ord, Carl – Canadian Modern Language Review, 2019
This study expands on previous research in concept-based instruction (CBI) by investigating the use of the grammatical concept of aspect as a tool to mediate decision making during tasks. Specifically, this article reports the findings of a longitudinal case study that examines one student's explanations for his choice of French past tense…
Descriptors: College Students, Advanced Students, Concept Formation, Teaching Methods
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