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Subject: Canadian Modern Language Review 69.2 May 2013 now available online
Date: May 7, 2013 8:20:24 AM CDT
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Canadian Modern Language Review/ La Revue canadienne des langues vivantes
Volume 69, Number 2, May 2013
http://utpjournals.metapress.com/content/mp144j6145t8/

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. The authors analyzed the types of CF they used and the types of errors they chose to focus on, along with the factors that explained their choices. Quantitative analyses of the frequency distribution of CF types relative to error types and qualitative analyses of data collected through journals and interviews confirmed that, similar to their in-service colleagues, pre-service teachers overused direct corrections at the expense of more indirect CF strategies. Drawing on the challenges faced by the pre-service teachers, the authors highlight the importance of implementing such opportunities for pre-service teachers to engage with and reflect on their emerging CF practices. DOI: 10.3138/cmlr.1346
http://utpjournals.metapress.com/content/l351567h0r18t6x8/?p=4b7f0ca735fb4d28b2ce287195938cd1&pi=0

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. The successes and challenges encountered throughout the implementation experience are discussed, and recommendations are made for practice-based course design in FL teacher preparation programs and for future research on the practice-based approach. DOI: 10.3138/cmlr.1523
http://utpjournals.metapress.com/content/k4k513p4l1432722/?p=4b7f0ca735fb4d28b2ce287195938cd1&pi=1

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. The findings revealed that both teachers provided similar amounts of CF and had comparable amounts of learner uptake and repair in their classes. However, the experienced teacher generated more teacher-learner interactions and more types of CF, which were also more balanced across linguistic targets. Teaching experience and teacher training did not appear to impact the teachers’ beliefs on the inefficacy of CF, while “apprenticeship of observation” seemed to have a greater influence on the belief systems of both teachers. These results point to several pedagogical implications for teacher education programs, which are discussed in the paper. DOI: 10.3138/cmlr.1536
http://utpjournals.metapress.com/content/75v7ng571tk51125/?p=4b7f0ca735fb4d28b2ce287195938cd1&pi=2

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. Notably, those strategies acted as a double-edged sword in that they helped Hoon earn high grades but prevented him from engaging in extensive academic literacy activities. Findings from this study provide a more in-depth understanding of the nuanced experiences, challenges, and characteristics of adolescent multilingual writers and suggest a need for further examination of social contexts in which students construct positive identities, access various writing practices, and grasp the value of writing (whether in their first or second language) for academic and other purposes. DOI: 10.3138/cmlr.1381
http://utpjournals.metapress.com/content/837626mg4780r243/?p=4b7f0ca735fb4d28b2ce287195938cd1&pi=3

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
http://utpjournals.metapress.com/content/m403w152423041r0/?p=4b7f0ca735fb4d28b2ce287195938cd1&pi=4


The Canadian Modern Language Review ONLINE
http://www.utpjournals.com/cmlr

Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource.

CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide. Subscribers to CMLR Online enjoy:

Enhanced features not available in the print version – supplementary information, colour photos, videos, audio files, etc. encouraging further exploration and research.
Early access to the latest issues – Did you know that most online issues are available to subscribers up to two weeks in advance of the print version? Sign up for e-mail alerts and you will know as soon as the latest issue is ready for you to read.

Access in the office, at home and “on the go” – experience everything CMLR Online has to offer from your desktop and mobile devices.
Everything you need at your fingertips – search through current and archived issues from the comfort of your office chair not by digging through book shelves or storage boxes. The easy to use search function allows you to organize results by article summaries, abstracts or citations and bookmark, export, or print a specific page, chapter or article.

Canadian Modern Language Review is also available at Project MUSE - http://muse.jhu.edu/journals/canadian_modern_language_review/


Almost 70 years of support to researchers, language educators and policy makers …
The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages.
Contributors to the quarterly issues include authors from Canada and around the world.

CMLR publishes 4 issues a year, offering its readership peer-reviewed research articles that inspire debate and question contemporary approaches in all areas of second language teaching and acquisition, including

- Applied Linguistics
- FSL and ESL studies
- Bilingual education
- L2 teacher education
- L2 research methodology
- International and indigenous languages
- Cultural contexts of L2 learning
- L2 pedagogy
- L2 assessment
- Multiple literacies
- Language policy
- Language learning

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
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