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Canadian Journal of Applied Linguistics最新文献

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Using the CLB in WorkLINC 在WorkLINC中使用CLB
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-10-16 DOI: 10.37213/cjal.2020.30439
A. Beaulne
{"title":"Using the CLB in WorkLINC","authors":"A. Beaulne","doi":"10.37213/cjal.2020.30439","DOIUrl":"https://doi.org/10.37213/cjal.2020.30439","url":null,"abstract":"Striving for greater English proficiency and securing a job are common goals of newcomers to Canada. For newcomers in the Language Instruction for Newcomers to Canada (LINC) program, the Canadian Language Benchmarks (CLB)/Niveaux de competence linguistique canadiens (NCLC) provide an indicator of their abilities and progress in their language acquisition. The CLB have become the backbone of WorkLINC, an industry-specific work readiness program. They anchor curriculum, Portfolio-Based Language Assessment (PBLA) real-world tasks, and classroom activities. WorkLINC participants develop their vocabulary, soft skills, workplace safety knowledge, and get employment support. Instructors have shared the CLB with employers and community partners to increase comprehension of newcomers’ language levels. Though there are challenges meeting the diverse needs in multi-level cohorts, engaging learners about the purpose of classroom tasks and understanding the CLB competency areas in which they need development enables them to focus on achievable goals directly related to their employment aspirations.\u0000 ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82394546","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
Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable? 评估英语流和法语浸入式学生的口语技能:CLB/NCLC是否适用?
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-10-16 DOI: 10.37213/cjal.2020.30461
Diana Burchell, Kathleen Hipfner-Boucher, Janani Selvachandran, P. Cleave, Xi Chen
{"title":"Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?","authors":"Diana Burchell, Kathleen Hipfner-Boucher, Janani Selvachandran, P. Cleave, Xi Chen","doi":"10.37213/cjal.2020.30461","DOIUrl":"https://doi.org/10.37213/cjal.2020.30461","url":null,"abstract":"This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (a) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English, and (b) to explore the applicability of the Canadian Language Benchmarks/Niveaux de compétences linguistiques canadiens (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85552886","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
Examining Rater Performance on the CELBAN Speaking: A Many-Facets Rasch Measurement Analysis 考察在CELBAN口语中的表现:一个多方面的Rasch测量分析
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-10-16 DOI: 10.37213/cjal.2020.30436
Peiyu Wang, Karen L. Coetzee, Andy Strachan, S. Monteiro, Liying Cheng
{"title":"Examining Rater Performance on the CELBAN Speaking: A Many-Facets Rasch Measurement Analysis","authors":"Peiyu Wang, Karen L. Coetzee, Andy Strachan, S. Monteiro, Liying Cheng","doi":"10.37213/cjal.2020.30436","DOIUrl":"https://doi.org/10.37213/cjal.2020.30436","url":null,"abstract":"Internationally educated nurses’ (IENs) English language proficiency is critical to professional licensure as communication is a key competency for safe practice. The Canadian English Language Benchmark Assessment for Nurses (CELBAN) is Canada’s only Canadian Language Benchmarks (CLB) referenced examination used in the context of healthcare regulation. This high-stakes assessment claims proof of proficiency for IENs seeking licensure in Canada and a measure of public safety for nursing regulators. Understanding the quality of rater performance when examination results are used for high-stakes decisions is crucial to maintaining speaking test quality as it involves judgement, and thus requires strong reliability evidence (Koizumi et al., 2017). This study examined rater performance on the CELBAN Speaking component using a Many-Facets Rasch Measurement (MFRM). Specifically, this study identified CELBAN rater reliability in terms of consistency and severity, rating bias, and use of rating scale. The study was based on a sample of 115 raters across eight test sites in Canada and results on 2698 examinations across four parallel versions. Findings demonstrated relatively high inter-rater reliability and intra-rater reliability, and that CLB-based speaking descriptors (CLB 6-9) provided sufficient information for raters to discriminate examinees’ oral proficiency. There was no influence of test site or test version, offering validity evidence to support test use for high-stakes purposes. Grammar, among the eight speaking criteria, was identified as the most difficult criterion on the scale, and the one demonstrating most rater bias. This study highlights the value of MFRM analysis in rater performance research with implications for rater training. This study is one of the first research studies using MFRM with a CLB-referenced high-stakes assessment within the Canadian context.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84037611","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
Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience 加拿大新移民(LINC)项目语言教学中的基于组合的语言评估(PBLA):评估教师的经验
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-10-16 DOI: 10.37213/cjal.2020.31121
Nwara Abdulhamid, Janna Fox
{"title":"Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience","authors":"Nwara Abdulhamid, Janna Fox","doi":"10.37213/cjal.2020.31121","DOIUrl":"https://doi.org/10.37213/cjal.2020.31121","url":null,"abstract":"This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback. ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82043208","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
Developing a Badge System for a Community ESL Class Based on the Canadian Language Benchmarks 基于加拿大语言基准的社区ESL课程徽章系统的开发
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-10-16 DOI: 10.37213/cjal.2020.30438
R. M. McCollum, Elena Tornar Reed
{"title":"Developing a Badge System for a Community ESL Class Based on the Canadian Language Benchmarks","authors":"R. M. McCollum, Elena Tornar Reed","doi":"10.37213/cjal.2020.30438","DOIUrl":"https://doi.org/10.37213/cjal.2020.30438","url":null,"abstract":"Teaching multilingual, multilevel language classes presents many challenges including helping students learn level-appropriate language. This learner-centred approach is complicated in a multilevel classroom where the teacher cannot always focus on each student’s needs. As a result, learner motivation and attendance are frequent problems. This article details the adaptation of the Canadian Language Benchmarks (CLB) into a badge system to help learners in a community English as a Second Language (ESL) program set and track personalized language learning goals. The authors explain the purposes of badges, including motivation and assessment, and describe how to create a CLB-based badge system for curriculum and assessment purposes. The authors also share feedback from students and instructors in the community ESL program about the badge-based curriculum.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82487172","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
Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad 元语言反思与计算机媒介交流:国外语言学习的干预主义研究
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-07-10 DOI: 10.37213/cjal.2020.28958
M. McGregor
{"title":"Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad","authors":"M. McGregor","doi":"10.37213/cjal.2020.28958","DOIUrl":"https://doi.org/10.37213/cjal.2020.28958","url":null,"abstract":"\u0000\u0000\u0000This article reports on part of a mixed-methods study framed by sociocultural theory and aimed at assessing the impact of an intervention to promote metalinguistic awareness in language study abroad sojourners. Participants utilized a social media platform as a space to develop personalized e-portfolios for the purpose of in-depth metalinguistic reflection, paired with entirely computer-mediated researcher-participant mentoring. As such, this study addresses the importance of intervention in second language learning in study abroad, while also adding to the research available on its intersections within a 24/7 digitally connected world. Analysis of the data suggests that carrying out reflective practices and engaging with a mentor, even at distance, may be contributory in enhancing Spanish language proficiency. Further, this provides evidence that interventionist approaches to study abroad can be made accessible and meaningful even in the absence of significant resources, and without implementing prohibitively onerous tasks for either a student or practitioner.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77741607","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
Tu vas à la cerise les dimanches ? L’importance de travailler la perception et la production de phonèmes en allemand langue étrangère 你星期天去la cerise吗?学习德语作为一门外语的音素的感知和产生的重要性
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-07-10 DOI: 10.37213/cjal.2020.28661
I. Wouters, Véronique Fortier
{"title":"Tu vas à la cerise les dimanches ? L’importance de travailler la perception et la production de phonèmes en allemand langue étrangère","authors":"I. Wouters, Véronique Fortier","doi":"10.37213/cjal.2020.28661","DOIUrl":"https://doi.org/10.37213/cjal.2020.28661","url":null,"abstract":"L’enseignement de la prononciation est loin d’avoir ete aussi etudie que, par exemple, l’enseignement de la grammaire et du vocabulaire (Saito, 2015), et les participants des etudes sur le sujet ont le plus souvent l’anglais comme langue maternelle ou langue cible (Lee, Jang, et Plonsky, 2015). Ainsi, afin d’enrichir la recherche dans ce domaine et d’en etendre la portee a d’autres langues, nous avons mene une etude exploratoire basee sur un devis quasi experimental aupres de 64 participants francophones apprenant l’allemand comme langue etrangere. Nous nous sommes penchees sur cinq sons consonantiques juges problematiques pour les francophones, vises lors de cinq courtes sequences d’enseignement explicite offertes a deux groupes experimentaux. Les resultats des participants aux tests (perception et production) faits avant et apres les sequences experimentales montrent que l’enseignement propose, bien que de courte duree (total : 65 minutes), a permis aux groupes experimentaux de montrer des gains significatifs.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91142399","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
Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English 观察的代理学徒制与英语教师身份:一个巴基斯坦的英语教学案例
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-07-10 DOI: 10.37213/cjal.2020.28736
L. A. Channa
{"title":"Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English","authors":"L. A. Channa","doi":"10.37213/cjal.2020.28736","DOIUrl":"https://doi.org/10.37213/cjal.2020.28736","url":null,"abstract":"An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78346790","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: 5
Review of Wen, Z. & Ahmadian, M. J. (Eds.). (2019). Researching L2 task performance and pedagogy: In honour of Peter Skehan. Amsterdam: John Benjamins.
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-07-10 DOI: 10.37213/cjal.2020.30818
Eva Kartchava
{"title":"Review of Wen, Z. & Ahmadian, M. J. (Eds.). (2019). Researching L2 task performance and pedagogy: In honour of Peter Skehan. Amsterdam: John Benjamins.","authors":"Eva Kartchava","doi":"10.37213/cjal.2020.30818","DOIUrl":"https://doi.org/10.37213/cjal.2020.30818","url":null,"abstract":"Book review: Wen, Z. & Ahmadian, M. J. (Eds.). (2019). Researching L2 task performance and pedagogy: In honour of Peter Skehan. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.13","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80628423","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
A Textual Discourse Analysis of Introductions in Textbooks of Humanities and Basic Sciences 人文基础教科书导论的语篇分析
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2020-07-10 DOI: 10.37213/cjal.2020.28750
Sara Shahab, N. Rashidi, F. Sadighi, M. Yamini
{"title":"A Textual Discourse Analysis of Introductions in Textbooks of Humanities and Basic Sciences","authors":"Sara Shahab, N. Rashidi, F. Sadighi, M. Yamini","doi":"10.37213/cjal.2020.28750","DOIUrl":"https://doi.org/10.37213/cjal.2020.28750","url":null,"abstract":"This study attempted to scrutinize the disciplinary and cross-disciplinary generic variations of textbook introductions in humanities and basic sciences with reference to the onion model. The data included a sample of 60 introductions (i.e. ten each from applied linguistics, sociology, and psychology within humanities, and ten each from biology, agriculture, and geology within basic sciences). Humphrey and Economou’s (2015) onion model of discourse analysis was adopted, and MAXQDA 10 software of qualitative analysis was used for coding. The findings revealed similarities and differences not only within but also between the two disciplines, which can be attributed to the nature of disciplines as well as the generically accepted conventions in each discipline. Moreover, the results of the study highlighted the predominance of descriptive and analytical phases in textbook introductions not only in isolation but also in establishing more complicated genres like persuasion and critique. The study highlights the importance of teaching which is concerned with learners' rhetorical consciousness-raising of the disciplines as well as the discipline-specific lexico-grammatical features in expert texts.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78731499","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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