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Canadian Modern Language Review/ La Revue canadienne des langues vivantes 

Volume 72, Number 2 (May 2016) 

http://bit.ly/cmlr722

 

ARTICLES

Emerging Multilingual Awareness in Educational Contexts: From Theory to
Practice

Ulrike Jessner, Elisabeth Allgäuer-Hackl, and Barbara Hofer

The aim of this article is to stress the importance of a dynamic systems or
complexity theory approach as a necessary prerequisite to understanding the
development of multi-competence in multilingual learners. Selected results
from a study on emergent multilingual awareness in children, carried out in
South Tyrol, are outlined and discussed. The classroom activities described
in the second part, which were developed mainly in an Austrian school
context, focus on multilingual, i.e., metalinguistic and cross-linguistic,
awareness and show that multilingual approaches to teaching and learning are
linked to significant benefits at the linguistic and metalinguistic levels.

http://bit.ly/cmlr722a

 

Production d’autoreformulations autoamorcées en langue seconde : rôle de
l’attention et de la mémoire phonologique

Daphnée Simard, Annie Bergeron, Yong Gang Liu, Marie Nader, and Leslie
Redmond

Les autoreformulations autoamorcées (ARAA) à savoir, les modifications des
formes langagières amorcées et réalisées par le locuteur lors de la
production orale sont depuis longtemps considérées comme une fenêtre sur les
mécanismes psychologiques et linguistiques sous-jacents à l’apprentissage
d’une langue seconde. Les études antérieures ont révélé que la production
d’ARAA varie notamment en fonction du niveau de compétence langagière des
apprenants, de la complexité de la tâche de production orale ou encore des
différences individuelles. Dans le cadre de la présente étude, la mémoire
phonologique et la capacité de commutation de l’attention ont été examinées
en relation avec la production d’ARAA chez 30 francophones adultes
apprenants de l’anglais L2. La capacité de commutation de l’attention a été
opérationnalisée au moyen du TMT et la mémoire phonologique, au moyen d’une
tâche de reconnaissance de non-mots. Les ARAA, recueillies lors d’une
narration à partir d’images, ont été codées par deux juges. Les résultats
des analyses factorielles en composantes principales montrent que tandis
qu’une meilleure capacité de commutation de l’attention est en lien avec une
plus grande production d’ARAA centrées sur les choix de mots, une meilleure
mémoire phonologique est en lien avec une production moindre d’ARAA centrées
sur la forme.

http://bit.ly/cmlr722b

 

Putting Students at the Centre of Classroom L2 Writing Assessment

Icy Lee

In many educational contexts, L2 writing assessment tends to emphasize its
summative functions (i.e., assessment of learning – AoL) more than its
formative potential (i.e., assessment for – AfL). While the teacher plays a
dominant role in AoL, central to AfL is the role of the students, alongside
that of the teacher and peers. A student-centred approach to L2 writing
assessment involves learners actively in setting goals, monitoring their
progress, and deciding how to address the gaps in their learning. Such a
focus, also referred to as assessment as learning (AaL), puts students at
the centre of classroom assessment. In the L2 writing literature, however,
descriptions and explanations about how AaL can be implemented in the
writing classroom are scant. This article attempts to provide a clear
understanding of AaL and how a student-centred approach to classroom
assessment can be applied in the L2 writing classroom, thus contributing new
knowledge to the existing literature on classroom L2 writing assessment.

http://bit.ly/cmlr722c

 

Maximizing Young Learners’ Input: An Intervention Program

Elsa Tragant, Carmen Muñoz, and Nina Spada

This study reports on a year-long intervention based on comprehension
practice of input-rich materials. It was inspired by an innovative program
in Canada in which primary school francophone children learned English as a
second language (ESL) through simultaneous reading and listening. In our
study the participants are a class of 10- to 11-year-old students (N = 28)
who spent 60% of their EFL instruction time at school in a
reading-while-listening program. The program involved independent
simultaneous reading and listening practice using graded readers and
storybooks of their own choice. The goals were to examine how students
experienced the reading/listening sessions and to compare learners’
perceptions of the program, as well as their linguistic gains, with that of
a comparison group who received only teacher-led instruction. Instruments
included oral and written language tests, self-reported data, and
observations. Results indicate that students in the intervention group
showed more positive attitudes toward English language learning and
progressed at least as much as the students in the comparison group, in
spite of having had much less teacher-led instruction time than the latter.

http://bit.ly/cmlr722d

 

FOCUS ON THE CLASSROOM / PLEINS FEUX SUR LA CLASSE

A New Receptive Vocabulary Size Test for French

Roselene Batista and Marlise Horst

Researchers have developed several tests of receptive vocabulary knowledge
suitable for use with learners of English, but options are few for learners
of French. This situation motivated the authors to create a new vocabulary
size measure for French, the Test de la taille du vocabulaire (TTV). The
measure is closely modelled on Nation’s (1983) Vocabulary Levels Test (VLT)
and follows the guidelines written by Schmitt, Schmitt, and Clapham (2001).
Initially, a pilot version was trialled with 63 participants; then an
improved version was administered to 175 participants at four proficiency
levels. Results attest to the TTV’s validity: mean scores across the four
frequency sections decreased as the tested words became less frequent, and
more proficient learner groups outperformed less proficient groups. The TTV
in its current form is intended to be of practical use to teachers and
learners, but it is also expected to evolve; ideas for future improvements
are discussed.

http://bit.ly/cmlr722e

 

BOOK AND SOFTWARE REVIEWS / CRITIQUES DE LIVRES ET DE LOGICIELS

TESOL: A Guide by J. Liu and C. Berger

Karen Densky

http://bit.ly/cmlr722f

 

Teaching Languages with Technology: Communicative Approaches to Interactive
Whiteboard Use by Euline Cutrim Schmid and Shona Whyte (Eds.)

Nicolas Guichon and Elise Merlet

http://bit.ly/cmlr722g

 

 

 

Canadian Modern Language Review online at:

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

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

 

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