How do ESL teacher-candidates grapple with beliefs about language during their professional training? In this article, we present the findings of a qualitative research study conducted in a large eastern Canadian university Bachelor of Education program. As Johnson (2010) has recently noted, despite extensive research and theoretical work that…

Sandra Kouritzin's "Word from the Editor" in the last issue of this journal is a refreshingly heartfelt and honest appraisal of her own take on the subject positions second-language educators occupy in terms of class, race, or gender. In their relatively privileged profession, second-language educators have ambiguous relationships with…

Discusses issues related to teaching newcomers to Canada, such as learner identity, multiculturalism, changing visions of Canadian culture, changing expectations of English-as-a-Second-Language teachers. Highlights four studies on the topic. (Author/VWL)

A study examined views of five adult English-as-a-Second-Language (ESL) instructors of immigrants to Canada concerning their autonomy over curricular decisions, including classroom activities, curriculum guidelines, linguistic elements, teaching materials, needs assessment, assessment of learner proficiency, professional development, staff…

Like others in the teaching profession, second language education (SLE) teachers have been subjected in recent years to a process of work intensification and accountability. This process makes use of externally developed sets of behavioral objectives, assessment instruments, commercially produced classroom materials, and externally controlled…