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Supporting Newcomer Children's Language Awareness, Incidental Language Learning, and Identity Negotiation through the Multilingual Linguistic Landscape: An Exploratory Case Study
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Tjandra, Christina – Canadian Modern Language Review, 2021
This case study investigated newcomer English language learner (ELL) children's perspectives on, and interpretations of, their linguistic landscape (LL), as well as the influence of LL-based activities on their language awareness and learning, identity negotiation, and sense of belonging. With the children as co-researchers, creative-driven…
Descriptors: Immigrants, Metalinguistics, Second Language Learning, Identification (Psychology)
Supporting Immigrant Students' Academic and Social Integration: ESL and French College Teachers' Collaboration in Promoting Cross-Linguistic Teaching of Language and Strategies
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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)
The Role of Pronunciation in SENCOTEN Language Revitalization
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Bird, Sonya; Kell, Sarah – Canadian Modern Language Review, 2017
Most Indigenous language revitalization programs in Canada currently emphasize spoken language. However, virtually no research has been done on the role of pronunciation in the context of language revitalization. This study set out to gain an understanding of attitudes around pronunciation in the SENCOTEN-speaking community, in order to determine…
Descriptors: Role, Pronunciation, Language Variation, Language Maintenance
Emerging Multilingual Awareness in Educational Contexts: From Theory to Practice
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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
Emerging Multilingual Awareness in Educational Contexts: From Theory to Practice
Peer reviewed Peer reviewed
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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