--- 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]) ***********************************************