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Canadian Journal of Applied Linguistics最新文献

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Who Is Immersion for?: A Critical Analysis of French Immersion Policies 沉浸感是为谁设计的?法语浸入式教学政策的批判性分析
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2023-03-15 DOI: 10.37213/cjal.2023.32817
Marika Kunnas
{"title":"Who Is Immersion for?: A Critical Analysis of French Immersion Policies","authors":"Marika Kunnas","doi":"10.37213/cjal.2023.32817","DOIUrl":"https://doi.org/10.37213/cjal.2023.32817","url":null,"abstract":"Elitism has been an issue in Canadian French immersion since its inception. This study examines how two racially diverse Ontarian school boards and Ontario French immersion policy, curricula, and other related documents construct and support an elite student within the immersion program. The elite student who emerged from immersion documents is a White, middle-class, English, established resident, mirroring the current demographics of the program. A middle-class bias emerged within the documents due to an assumed wealth, and lack of financial assistance, transportation and promotional materials. The program locations themselves favoured the middle-class. The curricula demonstrated a Eurocentric focus and colonial lens. In the documents of this study, it was assumed that parents had functional knowledge of English and French. Program entry-points favoured established residents over newcomers. Given its evident elitism, there has been a shift toward inclusion, particularly for students with special education needs and English language learners. However, this inclusion has yet to be critically enacted.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90292286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
English-Language Proficiency Requirements for Migration to Canada, Australia, the United Kingdom, and the United States, and the Implications for Language Testing Research 移民加拿大、澳大利亚、英国和美国的英语能力要求，以及对语言测试研究的影响
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2023-03-15 DOI: 10.37213/cjal.2023.32825
Melissa McLeod
{"title":"English-Language Proficiency Requirements for Migration to Canada, Australia, the United Kingdom, and the United States, and the Implications for Language Testing Research","authors":"Melissa McLeod","doi":"10.37213/cjal.2023.32825","DOIUrl":"https://doi.org/10.37213/cjal.2023.32825","url":null,"abstract":"Language proficiency testing has long played a role as both facilitator and barrier in global migration. This paper outlines how Canada and other traditional migrant destination countries use English-language proficiency testing for immigration, asylum and resettlement, and citizenship. It identifies commonalities between these three related areas of migration and the covert values that are often embedded in the required test scores. It identifies different approaches for conducting research under the umbrella of Shohamy’s (2001) Critical Language Testing and concludes with language testing research and advocacy suggestions specific to the Canadian context.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89651089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Review of Mackey, A. (2020). Interaction, feedback and task research in second language learning: Methods and design. Cambridge University Press. 回顾 Mackey, A. (2020).第二语言学习中的互动、反馈和任务研究：方法与设计。剑桥大学出版社。
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2023-03-15 DOI: 10.37213/cjal.2023.32147
Ali Shehadeh
{"title":"Review of Mackey, A. (2020). Interaction, feedback and task research in second language learning: Methods and design. Cambridge University Press.","authors":"Ali Shehadeh","doi":"10.37213/cjal.2023.32147","DOIUrl":"https://doi.org/10.37213/cjal.2023.32147","url":null,"abstract":"   ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80621489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Aspects of EFL University Learners’ Lexical and Phraseological Proficiency as Predictors of Writing Quality 大学英语学习者词汇和短语熟练程度对写作质量的预测
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2023-03-15 DOI: 10.37213/cjal.2023.32726
Brahim Ait Hammou, Mohammed Larouz, M. Fagroud, Fouad Akki
{"title":"Aspects of EFL University Learners’ Lexical and Phraseological Proficiency as Predictors of Writing Quality","authors":"Brahim Ait Hammou, Mohammed Larouz, M. Fagroud, Fouad Akki","doi":"10.37213/cjal.2023.32726","DOIUrl":"https://doi.org/10.37213/cjal.2023.32726","url":null,"abstract":"This study aims to examine the relationship between the productive knowledge of some lexical and phraseological indices and the quality of English as a Foreign Language (EFL) learners’ writing. A sample of 120 expository essays, written by semesters 1 and 5 university students in a less proficient EFL context, are rated by human evaluators and automatically examined for the target indices. The results show that, unlike the index of lexical diversity, both indices of content word frequency and range could significantly discriminate between different proficiency levels. For the phraseological indices, both the proportions of rare and frequent bigrams yielded between-group differences, with higher proficiency students performing significantly better in both categories. Using a regression analysis, the results show that the use of rare and contextually restricted content words and the production of larger proportions of rare and frequent bigrams could be considered indicators of better writing proficiency. The study suggests implications for the teaching of EFL.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91284831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Review of Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2nd ed.). Cambridge University Press. 回顾 Schmitt, N., & Schmitt, D. (2020)。语言教学中的词汇》（第 2 版）。剑桥大学出版社。
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2023-03-15 DOI: 10.37213/cjal.2023.32705
Mastoor Al Kaboody
{"title":"Review of Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2nd ed.). Cambridge University Press.","authors":"Mastoor Al Kaboody","doi":"10.37213/cjal.2023.32705","DOIUrl":"https://doi.org/10.37213/cjal.2023.32705","url":null,"abstract":"  ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81167064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teachers’ Perceptions Toward Video as a Tool for Feedback on Students’ Oral Performance 教师对视频作为学生口头表现反馈工具的看法
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2023-03-15 DOI: 10.37213/cjal.2023.32829
Jaeuk Park
{"title":"Teachers’ Perceptions Toward Video as a Tool for Feedback on Students’ Oral Performance","authors":"Jaeuk Park","doi":"10.37213/cjal.2023.32829","DOIUrl":"https://doi.org/10.37213/cjal.2023.32829","url":null,"abstract":"Video technology has the potential to improve opportunities for students to benefit from feedback that is essential for learning. However, previous studies have all dealt with videos of tutors, rather than videos of students’ performances. This study explores whether video technology contributes to the quality of feedback on students’ oral language performance and investigates how language teachers perceive contemporary technology regarding student education. Participants in the study were eight incumbent teachers involved in language education. The interview data suggested that the teachers seemed to be very positive about using video technology as a tool for feedback. The technology not only allowed for evidence-based accounts which served to enrich the quality of feedback, but also enabled them to highlight specific aspects of oral performances and create feedback that is conducive to understanding. The findings of this study showed that technology-enhanced evidence-based feedback will be able to provide an important supplement to written feedback, adding one more mode for an effective feedback process.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88164321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Évaluer la compréhension en lecture d’un récit et d’un texte informatif auprès d’élèves de 8 ans 评估8岁学生阅读故事和信息文本的理解能力
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2023-03-15 DOI: 10.37213/cjal.2023.32826
Catherine Turcotte, Nathalie Prévost, P. Caron
{"title":"Évaluer la compréhension en lecture d’un récit et d’un texte informatif auprès d’élèves de 8 ans","authors":"Catherine Turcotte, Nathalie Prévost, P. Caron","doi":"10.37213/cjal.2023.32826","DOIUrl":"https://doi.org/10.37213/cjal.2023.32826","url":null,"abstract":"Dans cette étude, des tests de compréhension en lecture d'un récit et d’un texte informatif ont été créés à partir de modèles théoriques communs et en suivant des étapes de conception précises (DeVellis, 2003). Ils furent administrés auprès de 401 élèves francophones de 8 ans. Les données recueillies ont subi des analyses par items, factorielles et multiniveaux. Ceci a permis d’examiner les taux de réussite aux tests, de mieux déterminer leurs composantes et de les comparer afin de comprendre leur portée pour la communauté praticienne et scientifique. Les résultats révèlent que les deux tests ont une structure factorielle semblable. Or, les questions ouvertes suscitant des inférences anaphoriques, causales et lexicales sont plus ardues à réussir, surtout dans le test utilisant un texte informatif. Ces nouveaux instruments peuvent contribuer à dégager des pistes d’enseignement et favoriser la transition entre le premier et le deuxième cycle du primaire en lecture.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75340116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Translingual Writing of a Multilingual Child In and Out of School 多语儿童在学校内外的翻译写作
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2022-12-01 DOI: 10.37213/cjal.2022.32588
Jayoung Choi
{"title":"Translingual Writing of a Multilingual Child In and Out of School","authors":"Jayoung Choi","doi":"10.37213/cjal.2022.32588","DOIUrl":"https://doi.org/10.37213/cjal.2022.32588","url":null,"abstract":"School literacy in North America continues to focus on society’s dominant languages. Literacy curriculum — particularly during early grades — has an urgency for children to quickly master emergent literacy skills in the official languages, vindicating the exclusion of literacy in other minoritized languages that multilingual children bring to school. Guided by a translingual approach to literacy, this motherscholar research explores how and why a multilingual child utilized his Korean linguistic resources in translingual compositions across scripts, genres, modalities, and contexts during kindergarten and first-grade years. The qualitative analysis of the child’s compositions brought from school and completed at home revealed that he solidified social relationships with others through letter writing and asserted multicultural affiliations and identities in various genres. He did so through natural attunement to differences and laborious orchestration of resources. His minimal engagement with translingual writing at school compared to home practices has implications for literacy teachers and parents of multilingual children.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88322574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Writing Pedagogy with Linguistically Diverse Language Learners and Users: The Nexus of Multilingualism, Multiliteracies and Multimodalities 语言多样化语言学习者和使用者的写作教学法：多语言、多文体和多模式的联系
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2022-12-01 DOI: 10.37213/cjal.2022.33398
Caroline Payant, You Jin Kim
{"title":"Writing Pedagogy with Linguistically Diverse Language Learners and Users: The Nexus of Multilingualism, Multiliteracies and Multimodalities","authors":"Caroline Payant, You Jin Kim","doi":"10.37213/cjal.2022.33398","DOIUrl":"https://doi.org/10.37213/cjal.2022.33398","url":null,"abstract":"   ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81775223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Les tâches intégrées plurilingues nécessitant la compréhension en anglais dans des universités non anglophones : les perceptions et les pratiques déclarées d’étudiants ayant des profils académiques et langagiers variés 非英语大学中需要英语理解的综合多语言任务:不同学术和语言背景的学生的认知和报告实践
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2022-12-01 DOI: 10.37213/cjal.2022.33395
P. Bell, Audrey-Anne Laguë, C. Payant
{"title":"Les tâches intégrées plurilingues nécessitant la compréhension en anglais dans des universités non anglophones : les perceptions et les pratiques déclarées d’étudiants ayant des profils académiques et langagiers variés","authors":"P. Bell, Audrey-Anne Laguë, C. Payant","doi":"10.37213/cjal.2022.33395","DOIUrl":"https://doi.org/10.37213/cjal.2022.33395","url":null,"abstract":"En contextes universitaires, les étudiants sont souvent confrontés à des tâches intégrées d’écriture qui demandent de la compréhension d’informations afin de produire des textes. Ces tâches académiques complexes ont fréquemment été étudiées comme des tâches unilingues avec des anglophones ou des apprenants de l’anglais étudiant dans des universités anglophones. Pourtant, le développement du savoir scientifique à l’université nécessite souvent la lecture en anglais, peu importe la langue d’enseignement, ce qui rend ces tâches plurilingues dans certains contextes. Plusieurs étudiants d’universités non anglophones se trouvent dans des programmes requérant la lecture d’articles scientifiques en anglais alors qu’ils ne sont pas des apprenants de l’anglais. Pourtant, les expériences de ces utilisateurs sont généralement peu étudiées dans la littérature scientifique actuelle. Pour mieux soutenir cette population étudiante dans le développement de leur littératie académique plurilingue et dans la réussite de leurs études universitaires, il est impératif d'examiner comment les utilisateurs de l'anglais accomplissent des tâches d'écriture plurilingue. Cette étude qualitative répond partiellement à ces préoccupations en examinant les perceptions et les pratiques déclarées de trois étudiants face à une tâche intégrée plurilingue. Les résultats démontrent que les étudiants rencontrent des difficultés différentes en fonction de leurs niveaux de compétence langagière et de leur cheminement scolaire. De futures recherches doivent se pencher sur le rôle des programmes universitaires et des professeurs qui demandent aux étudiants d’accomplir des tâches intégrées plurilingues pour mieux comprendre quelles adaptations sont possibles et souhaitables pour que tous les étudiants aient accès au développement de la littératie académique et disciplinaire. ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80728897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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