--- Forwarded Message from 15.5 ---
From: "UTP Journals" <[log in to unmask]>
Date: Tue, 22 Feb 2011 11:29:05 -0500
Subject: Canadian Modern Language Review 67:1 is now available online
To: <[log in to unmask]>

Canadian Modern Language Review/ La Revue canadienne des langues vivantes
Volume 67, Number 1 / February 2011 is now available at http://utpjournals.metapress.com/content/w31587248k50/.

This issue contains:

Second Language Students' Discourse Socialization in Academic Online Communities
Yoon-kyung Kecia Yim
This article reports an investigation of second language (L2) students' class  
participation in English-language university courses in two different modes: face-to-face  
off-line and asynchronous online. The study addressed (1) what characteristics  
of academic online discourse were created in graduate courses; (2) how students  
reported their construction of online discourse and what problems they faced;  
and (3) what participant roles L2 students exhibited in their academic online  
discourse. The findings reveal larger differences between the two courses than  
those between L1 and L2 status. The two courses appeared to be equally successful  
in generating a high level of academic discourse, but they differed substantially  
in terms of language registration, attitudes, exercise of agency, and the range  
of participant roles.
http://utpjournals.metapress.com/content/t876064j830016w1/?p=5a797de986ee4171829c163f5b479bbe&pi=0
DOI: 10.3138/cmlr.67.1.001


Exploring the Testing Process: Three Test Takers' Observed and Reported Strategy  
Use over Time and Testing Contexts
Christine Doe, Janna Fox
The process of taking a high-stakes test stretches well beyond the day of the  
test itself; indeed, months may be spent preparing for such a test. Strategy research  
has proved to be a fruitful means of investigating the test-taking process, but  
it has typically relied on only one research approach at one contact point. This  
study explores three second language (L2) test takers' strategy use over time  
and across testing contexts, including classroom observations of their six-week  
test-preparation course, interviews, their verbal accounts of a practice test  
just before the test, and post-test follow-up interviews. The results suggest  
that strategy use is sensitive to both context and research method, that well-known  
theoretical frameworks may not adequately account for strategies arising directly  
from experience in test-preparation classes, and that test takers with similar  
levels of proficiency acquire and use strategies differently in relation to their  
motivations for taking the test.
http://utpjournals.metapress.com/content/t4703p7843748ur6/?p=5a797de986ee4171829c163f5b479bbe&pi=1
DOI: 10.3138/cmlr.67.1.029


De la typologie de la bilingualite a une typologie du plurilinguisme ou de la  
multilingualite : un hommage a Josiane Hamers
Sonia El Euch
Cet article est dedie a une de nos respectables collegues, Josiane Hamers, qui  
nous aurait activement accompagnee dans cette dialectique sur le plurilinguisme.  
Alors que sa distinction entre bilinguisme et bilingualite (Hamers et Blanc, 1995,  
2000) est utile dans les domaines de l'acquisition des langues secondes et du  
bilinguisme, son utilisation de ces termes dans des situations impliquant plus  
de deux langues est discutable. Cet article decrit certains aspects des dimensions  
psychologiques de la bilingualite qui font que le plurilinguisme soit different  
du bilinguisme. En exposant les differents facteurs impliques dans une situation  
multilingue et en proposant une typologie du plurilinguisme, nous mettons en evidence  
l'importance de voir le plurilinguisme dans une perspective holistique et de voir  
l'individu plurilingue en tant que systeme psycholinguistique complexe. Les types  
de plurilinguisme suggeres visent a dresser le portrait de l'ensemble des facteurs  
a considerer dans de futures recherches interdisciplinaires sur le plurilinguisme.

This paper is dedicated to one of our valued colleagues, Josiane Hamers, who would  
have been an active participant in this dialectic on plurilingualism. While her  
distinction between bilingualism and bilinguality (Hamers et Blanc, 1995, 2000)  
has been useful in the domains of second language acquisition and bilingualism,  
her use of these terms in situations where more than two languages are involved  
is debatable. This paper deals with some aspects of the psychological dimensions  
of bilinguality that make plurilingualism different from bilingualism. By highlighting  
the many factors involved in a multilingual situation and by suggesting a typology  
of plurilingualism, we emphasize the value of seeing plurilingualism holistically  
and seeing the plurilingual speaker as a complex psycholinguistic system. The  
different types of plurilingualism suggested in this paper set the scene for future  
interdisciplinary studies on plurilingualism.
http://utpjournals.metapress.com/content/4g023v22544x0334/?p=5a797de986ee4171829c163f5b479bbe&pi=2
DOI: 10.3138/cmlr.67.1.055

Sociocultural Dynamics of ESL Learning (De)Motivation: An Activity Theory Analysis  
of Two Adult Korean Immigrants
Tae-Young Kim
This study examines the longitudinal trajectories of two Korean ESL immigrants'  
L2 learning motivation from an Activity Theory perspective. Two highly skilled  
immigrants participated in monthly semi-structured interviews over a period of  
10 months. The research questions are as follows: (1) How does the relationship  
between ESL learners and their perceived social contexts affect and shape the  
way in which their ESL learning motivation develops? (2) How can the factors affecting  
the changes in ESL learning motivation be explained from an Activity Theory perspective?  
The recurring themes in the monthly interview data were coded and aligned to Engestrom's  
(1999a) activity-system model; important interactions among the subcomponents  
of the model are presented and discussed. The results indicate that (1) the dynamism  
in ESL learning (de)motivation can be coherently explained in a series of longitudinal  
activity-system models; and (2) that it is not the ESL context per se but each  
participant's recognition of it that plays a pivotal role in creating, maintaining,  
and terminating ESL learning motivation.
http://utpjournals.metapress.com/content/k15l2glr5t633q6u/?p=5a797de986ee4171829c163f5b479bbe&pi=3
DOI: 10.3138/cmlr.67.1.091

Family Treasures: A Dual-Language Book Project for Negotiating Language, Literacy,  
Culture, and Identity
Hetty Roessingh
This article advances a framework for early language and literacy development  
among young English language learners (ELLs). A dual-language book project undertaken  
in partnership with a local elementary school provides a context within which  
to address children's need to negotiate language, culture, and identity as they  
transition and make meaning from their home language (L1) to English and the language  
of school (L2) and back. Using objects of cultural and personal relevance that  
the children brought from home, stories of 'Family Treasures' were generated from  
the original telling in the L1 into English in small-group contexts, transcribed,  
illustrated, and uploaded to a Web site for permanent sharing, rereading, and  
exchange. These booklets also provided an opportunity for identity formation,  
pride of family and culture, and the acquisition of rudimentary technology skills,  
which all work to motivate and engage young learners in the development of early  
literacy.
http://utpjournals.metapress.com/content/t4r7557417837418/?p=5a797de986ee4171829c163f5b479bbe&pi=4
DOI: 10.3138/cmlr.67.1.123

Book and Software Reviews / Critiques de livres et de logiciels
http://utpjournals.metapress.com/content/j0671240t4213324/?p=5a797de986ee4171829c163f5b479bbe&pi=5
DOI: 10.3138/cmlr.67.1.149




CMLR is available ONLINE / La RCLV est maintenant disponible en ligne
Hundreds of articles, reviews, and commentaries await you at this comprehensive  
resource http://www.utpjournals.com/cmlr

Hundreds of peer-reviewed articles, insightful book and software reviews, calendars  
of forthcoming events and research-based articles on second language pedagogy  
from 1997 to the present are now available at CMLR/RCLV Online.

CMLR/RCLV Online is an incredible resource that addresses the research needs of  
today's second language teachers, administrators and researchers worldwide.

In addition to the substantial back file and current issues, CMLR/RCLV Online  
is a fully searchable electronic resource which addresses all your research needs  
-  full searching (full text, Boolean, relevancy ranking, and persistent keyword  
searching), quick searching (single field, single button, automatic recognition  
of ISSN and DOI), advanced searching (citation text, publication, subjects, or  
content types), search results (summaries, dimensional navigation, abstracts,  
citation or tabular results, search within results, filter selected items), parent  
list navigation, publication metadata, TOC alerting, forward reference linking,  
and link exports.

The Canadian Modern Language Review/La Revue canadienne des langues vivantes
During the more than 60 years of its existence, The Canadian Modern Language Review/La  
Revue canadienne des langues vivantes has evolved from an Ontario-centered journal  
containing mainly classroom-based teaching strategies and resources to a Canada-wide,  
bilingual, refereed scholarly publication of national scope and international  
repute. The CMLR/RCLV serves members of the teaching profession, administrators  
and researchers interested in all levels of English and French as second languages  
and, in addition, those interested in native and other modern, international,  
or heritage language programs and issues.

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: [log in to unmask]
www.utpjournals.com/cmlr

UTP Journals on Facebook www.facebook.com/utpjournals
Join us for advance notice of tables of contents of forthcoming issues, author  
and editor commentaries and insights, calls for papers and advice on publishing  
in our journals. Become a fan and receive free access to articles weekly through  
UTPJournals focus.

Posted by T Hawkins, UTP Journals

***********************************************
LLTI is a service of IALLT, the International Association for
Language Learning Technology (http://iallt.org/), and
The Consortium for Language Teaching
and Learning (http://www.languageconsortium.org/).
Join IALLT at http://iallt.org.
Subscribe, unsubscribe, search the archives at http://listserv.dartmouth.edu/scripts/wa.exe?A0=LLTI
Anthony Helm, LLTI-Editor ([log in to unmask])
***********************************************