Canadian Modern Language Review/ La Revue canadienne des langues vivantes
Volume 67, Number 2 / May 2011 is now available at
http://utpjournals.metapress.com/content/j71777630225/.
This issue contains:
‘She Really Only Speaks English’: Positioning, Language Ideology, and
Heritage Language Learners
Klara Abdi
**Winner of the 2011 Best Graduate Student Paper Award / Gagnant du Concours
du meilleur article par un étudiant diplômé**
This article draws on data from an ethnographic multiple-case study on the
identity, positioning, and interactions of Spanish as a heritage language
(SHL) students in regular Canadian high school Spanish classes. Interview
and classroom observational data are discursively analyzed to reveal the
presence of a form of language ideology that equates displayed Spanish
speaking ability with language proficiency and heritage. This type of
language ideology particularly impacted how one SHL student, who was
reluctant to speak Spanish, was positioned and treated in class in ways that
not only did not acknowledge her Hispanic heritage or encourage the
development of her oral skills, but also did not recognize the usefulness of
her literacy skills. This article problematizes the assumptions that HL
students are typically able (and willing) to speak their HL and that this
ability is viewed as their most important asset in class. The article
concludes with pedagogical implications and directions for future research.
http://utpjournals.metapress.com/content/w8g73232134n0143/?p=18fc16bedc0e4165879206b1e9537fa8
<http://utpjournals.metapress.com/content/w8g73232134n0143/?p=18fc16bedc0e41
65879206b1e9537fa8&pi=0> &pi=0
DOI: 10.3138/cmlr.67.2.161
An Investigation of Experience in L2 Phonology: Does Quality Matter More
than Quantity?
Alene Moyer
This study examines the significance of language use for second language
(L2) accent and tests it against factors such as length of residence (LOR)
and age of onset (AO). Participants include 42 non-native speakers of
English and 8 native speaker controls. Read-aloud items and guided
free-speaking tasks are rated on a 5-point scale. Correlation analyses
confirm the significance of AO, LOR, and experiential factors such as first
language (L1) use, breadth of L2 use across multiple modes, and especially
domain-based L2 use, such as personal, interactive contact with native
speakers of the target language. Results suggest that experiential quality
has a more significant impact on accent than experiential quantity and that,
according to multiple regression models, experience is independent of the
influences of AO and LOR. Based on these analyses, closer investigations of
language experience and its connections to LOR are recommended.
http://utpjournals.metapress.com/content/d36571164244182n/?p=18fc16bedc0e416
5879206b1e9537fa8
<http://utpjournals.metapress.com/content/d36571164244182n/?p=18fc16bedc0e41
65879206b1e9537fa8&pi=1> &pi=1
DOI: 10.3138/cmlr.67.2.191
Les effets de la carte conceptuelle hiérarchique sur la compréhension
littérale et inférentielle de textes informatifs en langue seconde
Amirreza Vakilifard, Françoise Armand
Cette étude porte sur les effets de la stratégie d'enseignement des cartes
conceptuelles sur la compréhension de textes informatifs en langue seconde.
Soixante-neuf adultes apprenants en français langue seconde, dans une
université francophone montréalaise, ont été aléatoirement assignés à un
groupe expérimental ou à un groupe contrôle. Les deux groupes ont répondu,
après la lecture d'un texte informatif, à un questionnaire de compréhension
lors d'une épreuve de pré-test. Le groupe expérimental a bénéficié d'une
intervention hebdomadaire durant quatre semaines. Après chaque intervention,
la compréhension de chacun des quatre textes à l’étude a été évaluée au
moyen d'un questionnaire de compréhension de texte comprenant des questions
de type littéral et inférentiel. Une semaine après la fin de l'intervention,
les apprenants des deux groupes ont été évalués au moyen du même
questionnaire de compréhension utilisé lors du pré-test. Les résultats
montrent que le groupe expérimental tend à obtenir des scores supérieurs à
ceux du groupe contrôle, que ce soit pour le score global (3 textes sur 4),
pour le score obtenu aux questions littérales (2 textes sur 4) et pour le
score obtenu aux questions inférentielles (2 textes sur 4). Par ailleurs,
les résultats de la comparaison du pré-test et du post-test indiquent que
les étudiants du groupe expérimental ont pu transférer leurs habiletés de
compréhension littérale. Toutefois, ils n'ont pu le faire dans le cas de la
compréhension inférentielle.
This study explores the impact of concept map strategy on the understanding
of second language information texts. Sixty-nine adult learners of French as
a second language (FSL) in a Montreal francophone university were randomly
assigned to either an experimental or a control group. After reading an
information text, both groups answered a comprehension questionnaire as a
pre-test survey. The experimental group then participated in four weekly
preparation sessions. After each session, proper understanding of the text
studied was assessed through a comprehension survey composed of literal and
inferential questions. One week after the last session, both groups of
learners were evaluated using the same comprehension questionnaire that had
been used as a pre-test. Results show that the experimental group tend to
obtain higher scores than the control group on the immediate post-tests,
either for the global score (3 of the 4 texts), or for the literal questions
score (2 of the 4 texts), or for the inferential questions score (2 of the 4
texts). Moreover, a comparison of the pre- and post-test results shows that
students from the experimental group were able to transfer their literal
comprehension skills, but they could not, however, transfer their
inferential comprehension skills.
http://utpjournals.metapress.com/content/w0l716006205456p/?p=18fc16bedc0e416
5879206b1e9537fa8
<http://utpjournals.metapress.com/content/w0l716006205456p/?p=18fc16bedc0e41
65879206b1e9537fa8&pi=2> &pi=2
DOI: 10.3138/cmlr.67.2.217
The Power of Story in the ESL Classroom
Bonnie J. Nicholas, Marian J. Rossiter, Marilyn L. Abbott
Although considerable research has examined the use of literature in the
second language (L2) classroom, there has been less investigation into the
integration of learners' personal stories in the English as a second
language (ESL) classroom. Following Wajnryb's (2003) categorizations of
story as language learning, genre, and the creation of what she termed a
‘storied classroom,’ this study explores the ways in which learners' stories
are used in the ESL classroom. Five ESL instructors and nine adult ESL
learners enrolled in ESL classes at a settlement agency in Edmonton were
interviewed about the practice, benefits, and challenges of incorporating
personal stories into the L2 classroom. Participants perceived that story
promoted language learning, an understanding of genre, and community
building, while also enhancing authenticity, affect, and motivation. This
article provides guidelines and recommends resources for using personal
story in the adult ESL classroom.
http://utpjournals.metapress.com/content/d203r2142r25752r/?p=18fc16bedc0e416
5879206b1e9537fa8
<http://utpjournals.metapress.com/content/d203r2142r25752r/?p=18fc16bedc0e41
65879206b1e9537fa8&pi=3> &pi=3
DOI: 10.3138/cmlr.67.2.247
Book and Software Reviews / Critiques de livres et de logiciels
http://utpjournals.metapress.com/content/540q581n5261w0pu/?p=18fc16bedc0e416
5879206b1e9537fa8
<http://utpjournals.metapress.com/content/540q581n5261w0pu/?p=18fc16bedc0e41
65879206b1e9537fa8&pi=4> &pi=4
DOI: 10.3138/cmlr.67.2.269
_____
CMLR is available <http://utpjournals.metapress.com/content/120329/> 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>
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]<mailto:[log in to unmask]>
www.utpjournals.com/cmlr
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Join us for advance notice of tables of contents of forthcoming issues,
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Posted by T Hawkins, UTP Journals
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Date: June 7, 2011 12:06:53 PM EDT
Subject: Canadian Modern Language Review 67 2 May 2011 is now available online
Canadian Modern Language Review/ La Revue canadienne des langues vivantes
Volume 67, Number 2 / May 2011 is now available at
http://utpjournals.metapress.com/content/j71777630225/.
This issue contains:
‘She Really Only Speaks English’: Positioning, Language Ideology, and Heritage Language Learners
Klara Abdi
**Winner of the 2011 Best Graduate Student Paper Award / Gagnant du Concours du meilleur article par un étudiant diplômé**
This article draws on data from an ethnographic multiple-case study on the identity, positioning, and interactions of Spanish as a heritage language (SHL) students in regular Canadian high school Spanish classes. Interview and classroom observational data are discursively analyzed to reveal the presence of a form of language ideology that equates displayed Spanish speaking ability with language proficiency and heritage. This type of language ideology particularly impacted how one SHL student, who was reluctant to speak Spanish, was positioned and treated in class in ways that not only did not acknowledge her Hispanic heritage or encourage the development of her oral skills, but also did not recognize the usefulness of her literacy skills. This article problematizes the assumptions that HL students are typically able (and willing) to speak their HL and that this ability is viewed as their most important asset in class. The article concludes with pedagogical implications and directions for future research.
http://utpjournals.metapress.com/content/w8g73232134n0143/?p=18fc16bedc0e4165879206b1e9537fa8&pi=0
DOI: 10.3138/cmlr.67.2.161
An Investigation of Experience in L2 Phonology: Does Quality Matter More than Quantity?
Alene Moyer
This study examines the significance of language use for second language (L2) accent and tests it against factors such as length of residence (LOR) and age of onset (AO). Participants include 42 non-native speakers of English and 8 native speaker controls. Read-aloud items and guided free-speaking tasks are rated on a 5-point scale. Correlation analyses confirm the significance of AO, LOR, and experiential factors such as first language (L1) use, breadth of L2 use across multiple modes, and especially domain-based L2 use, such as personal, interactive contact with native speakers of the target language. Results suggest that experiential quality has a more significant impact on accent than experiential quantity and that, according to multiple regression models, experience is independent of the influences of AO and LOR. Based on these analyses, closer investigations of language experience and its connections to LOR are recommended.
http://utpjournals.metapress.com/content/d36571164244182n/?p=18fc16bedc0e4165879206b1e9537fa8&pi=1
DOI: 10.3138/cmlr.67.2.191
Les effets de la carte conceptuelle hiérarchique sur la compréhension littérale et inférentielle de textes informatifs en langue seconde
Amirreza Vakilifard, Françoise Armand
Cette étude porte sur les effets de la stratégie d'enseignement des cartes conceptuelles sur la compréhension de textes informatifs en langue seconde. Soixante-neuf adultes apprenants en français langue seconde, dans une université francophone montréalaise, ont été aléatoirement assignés à un groupe expérimental ou à un groupe contrôle. Les deux groupes ont répondu, après la lecture d'un texte informatif, à un questionnaire de compréhension lors d'une épreuve de pré-test. Le groupe expérimental a bénéficié d'une intervention hebdomadaire durant quatre semaines. Après chaque intervention, la compréhension de chacun des quatre textes à l’étude a été évaluée au moyen d'un questionnaire de compréhension de texte comprenant des questions de type littéral et inférentiel. Une semaine après la fin de l'intervention, les apprenants des deux groupes ont été évalués au moyen du même questionnaire de compréhension utilisé lors du pré-test. Les résultats montrent que le groupe expérimental tend à obtenir des scores supérieurs à ceux du groupe contrôle, que ce soit pour le score global (3 textes sur 4), pour le score obtenu aux questions littérales (2 textes sur 4) et pour le score obtenu aux questions inférentielles (2 textes sur 4). Par ailleurs, les résultats de la comparaison du pré-test et du post-test indiquent que les étudiants du groupe expérimental ont pu transférer leurs habiletés de compréhension littérale. Toutefois, ils n'ont pu le faire dans le cas de la compréhension inférentielle.
This study explores the impact of concept map strategy on the understanding of second language information texts. Sixty-nine adult learners of French as a second language (FSL) in a Montreal francophone university were randomly assigned to either an experimental or a control group. After reading an information text, both groups answered a comprehension questionnaire as a pre-test survey. The experimental group then participated in four weekly preparation sessions. After each session, proper understanding of the text studied was assessed through a comprehension survey composed of literal and inferential questions. One week after the last session, both groups of learners were evaluated using the same comprehension questionnaire that had been used as a pre-test. Results show that the experimental group tend to obtain higher scores than the control group on the immediate post-tests, either for the global score (3 of the 4 texts), or for the literal questions score (2 of the 4 texts), or for the inferential questions score (2 of the 4 texts). Moreover, a comparison of the pre- and post-test results shows that students from the experimental group were able to transfer their literal comprehension skills, but they could not, however, transfer their inferential comprehension skills.
http://utpjournals.metapress.com/content/w0l716006205456p/?p=18fc16bedc0e4165879206b1e9537fa8&pi=2
DOI: 10.3138/cmlr.67.2.217
The Power of Story in the ESL Classroom
Bonnie J. Nicholas, Marian J. Rossiter, Marilyn L. Abbott
Although considerable research has examined the use of literature in the second language (L2) classroom, there has been less investigation into the integration of learners' personal stories in the English as a second language (ESL) classroom. Following Wajnryb's (2003) categorizations of story as language learning, genre, and the creation of what she termed a ‘storied classroom,’ this study explores the ways in which learners' stories are used in the ESL classroom. Five ESL instructors and nine adult ESL learners enrolled in ESL classes at a settlement agency in Edmonton were interviewed about the practice, benefits, and challenges of incorporating personal stories into the L2 classroom. Participants perceived that story promoted language learning, an understanding of genre, and community building, while also enhancing authenticity, affect, and motivation. This article provides guidelines and recommends resources for using personal story in the adult ESL classroom.
http://utpjournals.metapress.com/content/d203r2142r25752r/?p=18fc16bedc0e4165879206b1e9537fa8&pi=3
DOI: 10.3138/cmlr.67.2.247
Book and Software Reviews / Critiques de livres et de logiciels
http://utpjournals.metapress.com/content/540q581n5261w0pu/?p=18fc16bedc0e4165879206b1e9537fa8&pi=4
DOI: 10.3138/cmlr.67.2.269
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 MailScanner has detected a possible fraud attempt from "x-msg:" claiming to be 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