Arts-based data from a theatre play, "Apple Time," are explored in order to disrupt binarized diversity discourses dominating deaf education in a diasporic community located in a small city in Saskatchewan. Deaf education is demarcated by two camps of professionals: those who promote the development of spoken English through the use of…

Fostering target language use in second language classrooms is a persistent challenge for teachers. A lack of specific guidelines in curriculum documents, inexperience with a wide variety of pedagogical approaches, and the tendency to default to English have been documented as reasons behind this challenge. Strategies from the neurolinguistic…

Addressing race/racism and colonialism in French as a second language (FSL) education is essential to preparing culturally responsive teachers and meeting the Ministry mandate to teach students equitably and with respect. This article describes whether, and if so, how, candidates are being prepared to disrupt colonial ideologies and practices with…

Communication strategies (CSs) have been generally viewed as ways in which learners may circumvent, and ideally overcome, communicative difficulties. However, over 40 years of research in this area has been largely confined to theory and experimental studies, and it is not clear to what extent CS research has filtered into contemporary second…

The purpose of this article is to investigate the perceptions and attitudes of such key stakeholders as students, parents, and teachers in Ontario's FSL program, and what potential impacts such attitudes could have on future participation in FSL learning in secondary schools in the province. It also examines some prevailing teaching and learning…

The focus in this article is on international students at Canadian universities seeking graduate-level academic credentials in the teaching of English, and the pedagogies they produce within the relational contexts that they navigate. This article is animated with the material-discursive, human, and non-human assemblages and intensities that…

Globalization and new technologies mean that additional-language students now have unprecedented access to naturalistic interactions with native or highly competent speakers (HCSs). Even though a majority of students would still prefer to have teacher guidance in these interactions, only some teachers may want or be able to do so. This…

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…

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…

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…

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…

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,…

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…

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…

This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…