LINGUIST List 22.3248|
Mon Aug 15 2011
TOC: Canadian Modern Language Review 67/3 (2011)
Editor for this issue: Justin Petro
1. Journals Dept ,
Canadian Modern Language Review Vol. 67, No. 3 (2011)
Message 1: Canadian Modern Language Review Vol. 67, No. 3 (2011)
From: Journals Dept <journalsutpress.utoronto.ca>
Subject: Canadian Modern Language Review Vol. 67, No. 3 (2011)
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Publisher: University of Toronto Press
Journal Title: Canadian Modern Language Review
Volume Number: 67
Issue Number: 3
Issue Date: 2011
Canadian Modern Language Review/ La Revue canadienne des langues vivantes
Volume 67, Number 3 / August 2011 is now available at:
This issue contains:
Editorial / Éditorial
Diane Dagenais, Laura Collins
Three Francophone Teachers’ Use of Language-Based Activities in Science Classrooms
Léonard P. Rivard, Annabel Levesque
Research suggests that language-based activities should be an integral part of
science teaching and learning and that these are even more important in
minority-language contexts. The present cross-case study investigates how
literacy is enacted in francophone science classrooms. Three francophone
teachers were observed while they taught Grade 9 science classes. An observation
protocol was used to record instructional events....
Discourses on Bilingualism in Canadian French Immersion Programs
Sylvie Roy, Albert Galiev
The present article examines discourses on bilingualism in French immersion
schools and connects local ideologies of bilingualism to a more global view of
what it means to be bilingual in Canada. Bilingualism is usually regarded as two
isolated monolingualisms (or monolingual systems) in which there is no place for
code-switching, uneven language proficiencies, or certain varieties of French.
Although French immersion students choose French because it is one of the
official languages and it is valuable to speak additional languages, they face
the challenge of not speaking like native speakers of French....
Working Smarter, Not Working Harder: Revisiting Teacher Feedback in the L2
Although second language (L2) teachers spend a significant amount of time
marking students’ writing, many of them feel that their efforts do not pay off.
While students want teachers to give them feedback on their writing and value
teacher feedback, they might experience feelings of frustration and confusion
once they receive it. What is amiss in L2 writing teachers’ feedback practices?
The present article is predicated on the belief that if teachers are to improve
the effectiveness of conventional feedback practices, they have to challenge
taken-for-granted assumptions and problematize their current practices....
Book and Software Reviews / Critiques de livres et de logiciels
Subject Language(s): English (eng)
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