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Canadian Journal of Applied Linguistics最新文献

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Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes 双语书籍走向数字化:法语浸入式学校和家庭中的加拿大故事书
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.31626
R. Zaidi, R. Metcalfe, B. Norton
{"title":"Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes","authors":"R. Zaidi, R. Metcalfe, B. Norton","doi":"10.37213/cjal.2022.31626","DOIUrl":"https://doi.org/10.37213/cjal.2022.31626","url":null,"abstract":"In response to Canada’s growing ethnic, cultural, and linguistic diversity, educators in French immersion classrooms are increasingly responding with enhanced cross-linguistic initiatives, and dual language books are promising resources in the promotion of multilingualism (Zaidi, 2020; Zaidi & Dooley, 2021). This paper details a research project we completed in a 2019 classroom-based qualitative case study in a French immersion school experiencing an increasing enrollment of linguistically diverse students. The researchers sought to determine if Storybooks Canada, a free digital platform with 40 dual language books in multiple languages, could help promote literacy engagement and strengthen home-school connections. Five teacher participants identified a range of features that make the platform a useful resource for promoting literacy engagement, text comprehension, learner autonomy, meaning-making, and instructional differentiation. These included (i) the multilingual features, (ii) the ability to project stories on a large screen, (iii) the audio component, (iv) the illustrations, and (v) the different levels of text difficulty. While teachers made almost exclusive use of the French language features of the site, for classroom purposes, they supported cross-linguistic uses of the platform in the home context, with a view of strengthening home-school connections.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78909878","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: 1
La présence conceptuelle du CECR dans les curriculums de français de base du palier secondaire au Canada cefr在加拿大中学核心法语课程中的概念存在
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.32157
Michaël Boucher, M. Vignola
{"title":"La présence conceptuelle du CECR dans les curriculums de français de base du palier secondaire au Canada","authors":"Michaël Boucher, M. Vignola","doi":"10.37213/cjal.2022.32157","DOIUrl":"https://doi.org/10.37213/cjal.2022.32157","url":null,"abstract":"En 2001, l’Europe a créé le Cadre Européen Commun de Référence (CECR), en se basant sur l’approche actionnelle et le plurilinguisme, pour encadrer l’apprentissage, l’enseignement et l’évaluation des langues étrangères. Au Canada, le Conseil des ministres de l’Éducation du Canada (CMEC) a souhaité s’inspirer du CECR pour uniformiser les pratiques d’enseignement et d’évaluation des langues secondes (L2). Cet article se penche sur le degré d’intégration de l’approche actionnelle et du plurilinguisme dans les curriculums de français de base (Core French) provinciaux et territoriaux au Canada. Selon le modèle d’analyse documentaire de Van der Maren, nous observons que les curriculums de français de base canadiens intègrent tous des sous-concepts relatifs aux deux concepts du CECR. L’approche actionnelle y est sémantiquement plus représentée que le plurilinguisme.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78992364","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
Current Trends in Critical Discourse Analyses of Textbooks: A Look at Selected Literature 教科书批评话语分析的新趋势——以《文学选集》为例
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.31515
Christopher A. Smith, J. Sheyholislami
{"title":"Current Trends in Critical Discourse Analyses of Textbooks: A Look at Selected Literature","authors":"Christopher A. Smith, J. Sheyholislami","doi":"10.37213/cjal.2022.31515","DOIUrl":"https://doi.org/10.37213/cjal.2022.31515","url":null,"abstract":"Critical discourse analysis (CDA) has increasingly served to examine the content of textbooks. Given momentum by critical social inquiry pertaining to textbook content, this study looks at peer-reviewed literature drawn from three scholarly databases (JSTOR, ERIC, and SAGE; cross-referenced with searches on Google Scholar) that use critical discourse analysis for those investigations. Reviewing the selected literature, this study asks: What are the most represented approaches of CDA used for examining textbooks? What contextual themes appear to draw the most attention? In what fields of study are the examined textbooks situated? How do these emergent themes appear to be connected? What areas of research appear lacking in the collected literature? The findings illustrate that, while the methods of CDA and types of textbooks examined are diverse, the lion’s share of contextual attention and critical utility appear to be given to foundational approaches to CDA and textbooks used for English language teaching. Further research directions on textbooks from a CDA perspective are discussed.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73956052","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
Effectiveness in L2 Vocabulary Study – A Classroom-based Investigation of Deliberate Learning 二语词汇学习的有效性——基于课堂的刻意学习调查
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.30648
P. Pauwels
{"title":"Effectiveness in L2 Vocabulary Study – A Classroom-based Investigation of Deliberate Learning","authors":"P. Pauwels","doi":"10.37213/cjal.2021.30648","DOIUrl":"https://doi.org/10.37213/cjal.2021.30648","url":null,"abstract":"\u0000\u0000\u0000Deliberate vocabulary study has mostly been studied within a strictly experimental framework of learning and memorization. More ecologically valid investigations embedded in existing study contexts have been rare. This study fits into the latter paradigm, investigating how students attempted to learn 90 English words over a period of three weeks and tracking their efforts via study logs and intermediate receptive and productive tests, with final testing five weeks after the study period. The results are in line with findings from earlier research. Study logs showed students mainly relied on different kinds of repetition and retrieval. Selective attention for specific items was an important predictor for short-term learning, and sufficient spacing was the most important predictor for longer-term learning. From a pedagogical point of view, a point of attention is that students mostly practised retrieval after first repeating, making retrieval less difficult and creating an impression of knowledge.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90795278","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
Maîtrise des clitiques datifs dans les structures bitransitives en français L2 par des apprenants anglophones : influence de la structure argumentale de la L1 英语学习者对法语二语双及物结构与格clitic的掌握:第一人称论证结构的影响
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.26419
L. Emirkanian, Leslie Redmond, Adel Jebali
{"title":"Maîtrise des clitiques datifs dans les structures bitransitives en français L2 par des apprenants anglophones : influence de la structure argumentale de la L1","authors":"L. Emirkanian, Leslie Redmond, Adel Jebali","doi":"10.37213/cjal.2021.26419","DOIUrl":"https://doi.org/10.37213/cjal.2021.26419","url":null,"abstract":"\u0000\u0000\u0000The objective of this study is to measure the influence of L1 verb argument structure, as well as verb meaning, on the mastery of dative clitics in French as a second language for a group of Anglophone learners. More specifically, we focus on ditransitive structures. While French and English share the V NP PP structure, English also has a double-object structure, V NP NP, for a subset of verbs. The results of our study show that L1 argument structure influences the mastery of dative clitics in French, especially for verbs that only accept the double-object structure in English. Further, the behaviour of our participants with verbs that accept the dative alternation led us to conduct a follow-up study. The findings show that verb meaning also influences performance with dative clitics, but this effect cannot be explained by L1 influence.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91295542","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
Is Less Really More? The Case for Comprehensive Written Corrective Feedback 少真的是多吗?全面书面纠正反馈的案例
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.31242
Mohammad Falhasiri
{"title":"Is Less Really More? The Case for Comprehensive Written Corrective Feedback","authors":"Mohammad Falhasiri","doi":"10.37213/cjal.2021.31242","DOIUrl":"https://doi.org/10.37213/cjal.2021.31242","url":null,"abstract":"\u0000\u0000\u0000An underexplored question, and one with potentially far-reaching implications for the practice of written corrective feedback (WCF), is whether to mark a wide range of errors (comprehensive feedback) or to focus on a few error types (focused feedback) in learners’ L2 writing. Despite limited evidence, it is argued that comprehensive WCF is unsystematic, inconsistent, confusing, and intimidating; can cognitively and affectively overwhelm L2 learners and may dilute attention to WCF. This paper aims to first respond to and call into question these and other arguments against comprehensive WCF, and then it puts forward some arguments against focused WCF. In doing so, it draws on dominant SLA theories and empirical research findings to lend support to the rebuttals and arguments. Some concrete suggestions are made to help teachers fully exploit the potentials of a comprehensive feedback approach.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81737787","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
Cours de français langue seconde pour personnes immigrantes à Québec : portrait des habiletés orales en fin de parcours 魁北克市移民法语第二语言课程:课程结束时口语技能的描述
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.31120
Suzie Beaulieu, L. French, Javier Bejarano, Kristin Reinke
{"title":"Cours de français langue seconde pour personnes immigrantes à Québec : portrait des habiletés orales en fin de parcours","authors":"Suzie Beaulieu, L. French, Javier Bejarano, Kristin Reinke","doi":"10.37213/cjal.2021.31120","DOIUrl":"https://doi.org/10.37213/cjal.2021.31120","url":null,"abstract":"\u0000\u0000\u0000Les programmes de formation linguistique à l’intention de personnes immigrantes adultes font partie intégrante des initiatives politiques et éducatives mises de l’avant par plusieurs pays pour favoriser leur intégration à la société d’accueil. Cependant, peu d’attention empirique leur a été accordée pour observer comment s’y opère le développement langagier. Pour combler cette lacune, cette étude exploratoire et descriptive documente, pour la première fois, les habiletés orales de personnes immigrantes terminant une formation linguistique financée par un gouvernement local. Nous avons examiné la compétence globale à l’oral, l’aisance perçue et la compréhensibilité en français d’immigrants adultes (N = 31) dans la ville de Québec inscrits au dernier niveau du Programme d’intégration linguistique pour les immigrants (PILI). Le niveau de compétence orale globale a été obtenu en utilisant une tâche d'imitation orale (EIT) (Tracy-Ventura et coll., 2014). Pour mesurer l’aisance perçue et la compréhensibilité des participants, nous avons conçu deux tâches monologiques qui imposaient différentes contraintes linguistiques et cognitives au niveau du traitement de l’information. Les échantillons de paroles ont été évalués par 13 juges experts francophones, en utilisant une échelle de Likert à 9 points. Les résultats montrent que les habiletés orales des finissants du PILI sont très hétérogènes, et que ce sont les personnes qui avaient étudié le français pendant plusieurs années avant d’immigrer qui ont généralement de meilleurs résultats sur les trois construits.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83910623","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: 3
Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance? 写作前计划对英语第二语言学生的综合写作表现有积极影响吗?
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.31313
Pakize Uludag, Kim McDonough, Caroline Payant
{"title":"Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?","authors":"Pakize Uludag, Kim McDonough, Caroline Payant","doi":"10.37213/cjal.2021.31313","DOIUrl":"https://doi.org/10.37213/cjal.2021.31313","url":null,"abstract":"\u0000\u0000\u0000\u0000This study compared English L2 writers’ (N = 111) performance on an integrated writing task from the Canadian Academic English Language (CAEL) Assessment under three prewriting planning conditions: required self-timed planning required fixed time planning, and suggested (i.e., optional) planning. The participants’ integrated essays were scored according to the CAEL writing bands by raters at Paragon Testing Inc. The effect of planning condition on the participants' planning time, writing time, and integrated writing scores were analyzed using MANOVA. The student interviews were analyzed using thematic content analysis. The results indicated that planning time was the only variable impacted by planning condition, with students in the required self-timed planning condition taking more time to plan before beginning to write. Students’ perceptions about prewriting planning are discussed in terms of implications for the teaching and assessment of L2 integrated writing.\u0000\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74882219","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: 2
Error Analyses and the Cognitive or Linguistic Influences on Children’s Spelling: Comparisons Between First- and Second-Language Learners 错误分析和认知或语言对儿童拼写的影响:第一和第二语言学习者的比较
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.31345
Gina Harrison
{"title":"Error Analyses and the Cognitive or Linguistic Influences on Children’s Spelling: Comparisons Between First- and Second-Language Learners","authors":"Gina Harrison","doi":"10.37213/cjal.2021.31345","DOIUrl":"https://doi.org/10.37213/cjal.2021.31345","url":null,"abstract":"\u0000\u0000\u0000A collection of cognitive, linguistic, and spelling measures were administered to third- grade English L1 and L2 learners. To capture formative assessments of children’s developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2) Visual- Orthographic; and (3) Correct Letter Sequences. There were no group differences on the cognitive or spelling accuracy measures, but L1 learners achieved higher scores than L2 on linguistic measures of vocabulary and syntactic knowledge. Analyses across the spelling metrics indicated that both L1 and L2 learners drew more heavily on their knowledge of graphophonemic rules and positional constraints in pronunciation for spelling. However, the contribution of underlying cognitive and linguistic resources to spelling differed as a function of scoring system and language group. Across spelling metrics, linguistic predictors (vocabulary and syntactic knowledge) accounted for more variance in L1 than L2 learners. The results are discussed in relation to conceptualization of spelling as an integral link between oral and written language in literacy development.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74643178","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
Tellers, Makers, and Holders of Stories: A Micro-Analytic Understanding of Students’ Identity Work in Drama-based Adult ESL Classrooms 故事的讲述者、创造者和持有者:基于戏剧的成人ESL课堂中学生身份认同工作的微观分析理解
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.31170
Won Kim
{"title":"Tellers, Makers, and Holders of Stories: A Micro-Analytic Understanding of Students’ Identity Work in Drama-based Adult ESL Classrooms","authors":"Won Kim","doi":"10.37213/cjal.2021.31170","DOIUrl":"https://doi.org/10.37213/cjal.2021.31170","url":null,"abstract":"Despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama for creating more contextually-situated, engaging, and multi-modal L2 learning experiences (Piazzoli, 2018; Stinson & Winston, 2011), there is scarce empirical evidence concerning what is actually taking place interactionally in L2 classrooms for adults. This article presents a bottom-up microanalysis of classroom interaction in an ESL class in Canada with over 16 adult learners designed to explore the potential and actual impact of educational drama on classroom discourse and students’ L2 learning experiences. Using a discourse analytic approach (Antaki & Widdicombe, 1998; Goffman, 1981), I analyze the dynamic identity work of the class participants. The article presents empirically-grounded research findings that illustrate instances of interaction in and through which drama-based ESL pedagogy contributes to the development of dialogic and democratic classroom discourse and fosters a transformative empowering interpersonal space (Cummins, 2011).\u0000 ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83785734","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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