Now available online…

 

Canadian Modern Language Review/ La Revue canadienne des langues vivantes 

Volume 73, Number 2 (May 2017) 

http://bit.ly/cmlr732

 

Éditorial/Editorial

Danièle Moore and Murray Munro

http://bit.ly/cmlr732ed

 

ARTICLES

Breathing Life into New Speakers: Nsyilxcn and Tlingit Sequenced Curriculum, Direct Acquisition, and Assessments

Sʔímlaʔxw Michele K. Johnson

 

Many Indigenous languages are critically endangered and faced with the urgent need to create parent-aged advanced speakers. This goal requires sequenced curriculum, effective teaching methods, students being supported to spend more than 2,000 hours on task, and regular assessments. In response to this urgent need the author followed a proven direct acquisition method and curricular design developed for Nsyilxcn and Interior Salish languages and wrote two beginner Tlingit textbooks and their accompanying teaching manuals. The author piloted the Tlingit textbooks with a cohort and developed a filmed assessment process. This article shares results of filmed assessments for Nsyilxcn and Tlingit, implemented by beginner and intermediate speakers. Recommendations are made for Indigenous language revitalization, including assessment methods appropriate to critically endangered Indigenous languages and strategies to create advanced speakers. http://bit.ly/cmlr732a

 

Chinese Students in Canadian Higher Education: A Case for Reining in Our Use of the Term “Generation 1.5”

Steve Marshall and Ena Lee

 

Roberge defines the 1.5 Generation as “those who immigrate as young children and have life experiences that span two or more countries, cultures and languages” (2009, p. 4). In US and Canadian higher education, the term has gained considerable recognition, with the scope of the term broadening among some educators to include bi/multilingual students in general. In this article, we present selected data on students of Chinese ethnicity (322 survey respondents and three interviewees) from a broader two-year study of the languages, literacies, and identities of multilingual undergraduate students in Vancouver, where, in the 2011 census, one in five of the people living in the city reported being of Chinese ethnicity (Statistics Canada, 2011). Our aim was to analyze how key social, cultural, and linguistic defining features of the term Generation 1.5 that we found in the literature were represented in participants’ survey and interview responses to open questions about their languages and identities. Five themes emerged: (a) being foreign-born and finishing secondary school in Canada, (b) being an international student, (c) being somewhere in between here and there, (d) (in)competence and language use, and (e) perceiving deficit in cultural knowledge. Participants’ responses illustrated complex, transnational interweavings of languages, identities, and literacies around these five themes, leading us to question our institutional use of the homogeneous term Generation 1.5 to describe a heterogeneous group of multilingual, transnational students of Chinese ethnicity. http://bit.ly/cmlr732b

 

Representations of Language Education in Canadian Newspapers

Rachelle Vessey

 

This article examines the salience and content of representations of language education in a corpus of English- and French-Canadian newspapers. Findings suggest that English-Canadian newspapers foreground official-language education issues, in which public schools are represented as the primary means by which Canadians can gain equal access to social resources. In contrast, French-Canadian newspapers do not foreground language education issues; in the few cases where these are discussed, the focus tends to be specifically on immigrant acquisition of French. Since representations of these issues reflect beliefs and attitudes toward languages, the paper concludes that they also reveal the successes and failures of discourses concomitant with Canada’s language policy. http://bit.ly/cmlr732c

 

Immigrant Adolescents Investing in Korean Heritage Language: Exploring Motivation, Identities, and Capital

Jung-In Kim

 

The current study examined the perspectives of seven immigrant adolescents on aspects of their lives that informed their determined and autonomous motivations to learn Korean as a heritage language (HL) in the United States. Constant comparative analyses of interview data showed that, although all of the students experienced determined motivations in their lived experience, their motivational experiences to learn Korean varied across contexts (e.g., home, American school, and Korean HL school) and showed at least three meaningfully distinct patterns. The students’ determined motivations to learn Korean were informed by their negotiated HL learner identities within their immediate and imagined communities. The various forms of social, cultural, and symbolic capital within those communities seemed to fulfill the students’ psychological needs, such as relatedness and competence, allowing them to experience determined motivations. http://bit.ly/cmlr732d

 

Navigating Native-Speaker Ideologies as FSL Teacher

Meike Wernicke

 

Although a well-established domain of research in English language teaching, native-speaker ideologies have received little attention in French language education. This article reports on a study that examined the salience of “authentic French” in the identity construction of French as a second language (FSL) teachers in English-speaking Canada. Adopting a discursive-constructionist approach, the qualitative multiple case study analyzed FSL teachers’ discursive representations of their experiences while on professional development in France. Findings point to FSL teachers’ continuing orientation to a native-speaker ideal and its significant impact on their professional self-conceptions. The discussion focuses on how non-francophone teachers in particular negotiate a legitimate identity as FSL teachers through various discursive processes. Implications of the study foreground identity as a key factor in how teachers learn and practise their profession and remind us that non–native-speaker teachers must be given opportunities to develop alternative ideas about what it means to be a competent language teacher. http://bit.ly/cmlr732e

 

EXCHANGE ARTICLE WITH / ÉCHANGE D’ARTICLE AVEC RECHERCHES ET APPLICATIONS / LE FRANÇAIS DANS LE MONDE

Place des enjeux d’acquisition langagière dans le multi-agenda de l’enseignant de DdNL : l’exemple d’un cours d’histoire pour collégiens allophones

Violaine Bigot, Malory Leclère, and Marcia Romero

 

Notre contribution étudie, du point de vue de son potentiel acquisitionnel, un cours d’histoire pour élèves allophones en collège. En analysant les séquences métalinguistiques de focalisation lexicale qui jalonnent ce corpus, nous montrons comment, par la conduite des échanges, se construisent et s’articulent les dimensions disciplinaires et linguistiques de l’apprentissage, dans un contexte de communication asymétrique (du point de vue des connaissances en histoire, de la maîtrise de la langue de l’échange, de la familiarité avec l’institution scolaire). Nous nous demandons quels liens de concurrence ou d’étayage se tissent entre les objectifs langagiers et disciplinaires, puis nous resituons la question de la potentialité acquisitionnelle des échanges dans l’ensemble des préoccupations et contraintes qui sous-tendent la conduite de l’interaction didactique par l’enseignant. http://bit.ly/cmlr732f

 

BOOK AND SOFTWARE REVIEWS / CRITIQUES DE LIVRES ET DE LOGICIELS

Voices in the Media: Performing French Linguistic Otherness by Gaëlle Planchenault

Jessica Sturm

http://bit.ly/cmlr732g

 

Francofone by André Bougaïeff, Donna Mydlarski, and Dana Paramskas

Anne Rimrott

http://bit.ly/cmlr732h

 

Canadian Modern Language Review online at:

CMLR Online – http://bit.ly/cmlr_online

Project MUSE - http://bit.ly/cmlr_pm

 

Join the CMLR email list!

Sign up for important news relating to Canadian Modern Language Review. You'll receive emails with peeks inside new issues, Tables of Contents, Calls for Papers, editorial announcements, special offers and journal news. You can unsubscribe at any time and we will never publish, rent or sell your contact details to anyone . Sign up here - http://bit.ly/cmlralerts

 

 

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

University of Toronto Press — Journals Division
5201 Dufferin St., Toronto, ON,
Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
Fax Toll Free in North America 1-800-221-9985
email:  <mailto:[log in to unmask]> [log in to unmask]

 <http://www.utpjournals.com/cmlr> www.utpjournals.com/cmlr

facebook.com/utpjournals 

twitter.com/utpjournals

 

Posted by T Hawkins, UTP Journals