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LINGUIST List 21.3088

Tue Jul 27 2010

TOC: Canadian Modern Language Review 66/4 (2010)

Editor for this issue: Dayn Schulert <daynlinguistlist.org>

Directory
        1.    Journals Dept, Canadian Modern Language Review Vol. 66, No. 4 (2010)

Message 1: Canadian Modern Language Review Vol. 66, No. 4 (2010)
Date: 26-Jul-2010
From: Journals Dept <journalsutpress.utoronto.ca>
Subject: Canadian Modern Language Review Vol. 66, No. 4 (2010)
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Publisher: University of Toronto Press
http://www.utpjournals.com/

Journal Title: Canadian Modern Language Review
Volume Number: 66
Issue Number: 4
Issue Date: 2010


Main Text:

Volume 66, Number 4 / June 2010 is now available at
http://utpjournals.metapress.com/content/t35206215728/.

This issue contains:
Editorial / Éditorial
Diane Dagenais, Laura Collins

DOI: 10.3138/cmlr.66.4.485

A Tale of Two Montréal Communities: Parents’ Perspectives on Their Children's
Language and Literacy Development in a Multilingual Context
Caroline Riches, Xiao Lan Curdt-Christiansen

Abstract: This comparative inquiry examines the multi-/bilingual nature and
cultural diversity of two distinctly different linguistic and ethnic communities
in Montréal – English speakers and Chinese speakers – with a focus on the
multi/bilingual and multi/biliterate development of children from these two
communities who attend French-language schools, by choice in one case and by law
in the other. In both of these communities, children traditionally achieve
academic success. The authors approach this investigation from the perspective
of the parents’ aspirations and expectations for, and their support of and
involvement in, their children's education...
DOI: 10.3138/cmlr.66.4.525

Scaffolding Inclusion in a Grade 8 Core French Classroom: An Exploratory Case Study
Katy Arnett

Abstract: This article reports on two components of a micro case study of a
Grade 8 Core French teacher's experiences in meeting the various learner needs
in her classroom. Using sociocultural theory (SCT) to unite the constructs of
special education and second language (L2) education, this analysis explores the
role of both global and discrete teaching strategies in balancing curricular
expectations with student needs. Results suggest that the creation of an
inclusive classroom environment in this classroom context is likely linked to a
teacher's ability to implement known effective practices for L2 education, as
these strategies seem to naturally scaffold many of the needs of the students
who are included....
DOI: 10.3138/cmlr.66.4.557

Oral Fluency: The Neglected Component in the Communicative Language Classroom
Marian J. Rossiter, Tracey M. Derwing, Linda G. Manimtim, et al.

Abstract: In this paper, we argue that current instructional ESL resources must
be supplemented to facilitate the effective development of learners’ oral
fluency. We summarize some of the pertinent literature on L2 fluency and report
the results of a survey of fluency activities (free production,
rehearsal/repetition, consciousness-raising, and use of formulaic sequences and
fillers) found in 28 ESL learner texts and 14 teacher resource materials. The
findings indicated a heavy emphasis on free-production tasks in both learner and
teacher resource books, with less focus on the use of formulaic sequences,
rehearsal, and repetition...
DOI: 10.3138/cmlr.66.4.583

Sexual Identity and the LINC Classroom
Jacqueline Dumas

Abstract: Instructors in the federally funded program of Language Instruction
for Newcomers to Canada (LINC) are responsible for teaching both the English
language and citizenship values to adult immigrants. The recent legalization of
same-sex marriage implies that a gay and lesbian presence is an acknowledged
fact of Canadian life, with gay rights now entrenched in the value system. This
context led to questions of if, how, and why teachers do or do not address
sexual diversity in the classroom...
DOI: 10.3138/cmlr.66.4.607


Linguistic Field(s): Language Acquisition
                            Sociolinguistics
                            Applied Linguistics
                            English
                            French
                            None

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