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LINGUIST List 24.1997

Thu May 09 2013

TOC: Canadian Modern Language Review 69/2 (2013)

Editor for this issue: Brent Miller <brentlinguistlist.org>

Date: 07-May-2013
From: Tamara Hawkins <journalsutpress.utoronto.ca>
Subject: Canadian Modern Language Review Vol. 69, No. 2 (2013)
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Publisher: University of Toronto Press

Journal Title: Canadian Modern Language Review
Volume Number: 69
Issue Number: 2
Issue Date: May 2013

Main Text:


This issue contains:

Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers
Danielle Guénette, Roy Lyster

This study explored the emerging corrective feedback (CF) practices of a group of 18 pre-service English as a second language (ESL) teachers. Serving as tutors to a group of 61 high school ESL learners during a school semester, the pre-service teachers provided CF on texts written by the learners and exchanged via e-mail. ... .

Exploring a Practice-Based Approach to Foreign Language Teacher Preparation: A Work in Progress
Francis J. Troyan, Kristin J. Davin, Richard Donato

This article describes the implementation of a practice-based approach to foreign language (FL) teacher preparation. After briefly framing the discussion in relation to the literature on the practice-based approach in teacher education – including Phase I of the American Council on the Teaching of Foreign Languages (ACTFL) Research Priorities – we present the implementation and integration of this approach in the context of FL teacher preparation. ...

Exploring the Relationship Between Training, Beliefs, and Teachers’ Corrective Feedback Practices: A Case Study of a Novice and an Experienced ESL Teacher
Luciana Junqueira, YouJin Kim

Using multiple data sources (observations, stimulated recalls, interviews), this study investigated the relationship between previous training, teaching experience, corrective feedback (CF) beliefs, and practices of a novice and an experienced ESL teacher. ...

Adolescent Multilingual Writer’s Negotiation of Multiple Identities and Access to Academic Writing: A Case Study of a Jogi Yuhak Student in a US High School
Youngjoo Yi

This article describes a longitudinal case study of Hoon (a pseudonym), an adolescent multilingual writer, with respect to his negotiation of multiple identities and access to academic writing practices. Through an inductive analysis of multiple data sources (interviews, observations, literacy artifacts, and field notes), the researcher observed that while negotiating a stigmatized ESL-student identity and an academic achiever identity, Hoon developed some survival strategies through school....

Book and Software Reviews / Critiques de livres et de logiciels

I.B. Konyndyk, Foreign Languages for Everyone: How I Learned to Teach Second Languages to Students with Learning Disabilities, reviewed by Maureen Hoskyn
Guichon, Nicolas, Vers l’intégration des TIC dans l’enseignement des langues, reviewed by Martine Pellerin
J. Kormos & A.M. Smith, Teaching Languages to Students with Specific Learning Differences, reviewed by Paul Neufeld
C. Munoz, Intensive Exposure Experiences in Second Language Learning, reviewed by Nancy Gagné
J. Edwards, Multilingualism: Understanding Linguistic Diversity, reviewed by Huamei Han
DOI: 10.3138/cmlr.69.2.232

Linguistic Field(s): Applied Linguistics

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