New series…
Linking Second Languages Research and Practice
Linking Second Languages Research and Practice is a joint project between
the Canadian Association of Second Language Teachers and the Canadian Modern
Language Review. As part of a continued effort to offer pedagogical support,
this project was developed in view of making L2 research more accessible and
relevant to language educators.
The series features six CMLR articles on classroom pedagogy (4 FSL and 2
ESL) and six corresponding Teachers Guides, developed by Dr Callie Mady of
Nipissing University. The Guides help educators put into practice some of
the research findings published in the Canadian Modern Language Review.
These guides aim to promote reflection on teaching by providing a summary of
each article in an interview format with the researcher(s), offering
suggestions for practical implications gleaned from each article, giving
thought-provoking after-reading questions, and suggesting other articles for
further reading.
Open access to the series is now available at
http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80d
7696e6215d833
<http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80
d7696e6215d833&pi=14> &pi=14
Introduction to the Linking Second Languages Research and Practice Series
http://utpjournals.metapress.com/content/j037747084579780/?p=82cb74fc3921410
d8c1dadedb7a5c1cd
<http://utpjournals.metapress.com/content/j037747084579780/?p=82cb74fc392141
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DOI 10.3138/cmlr.2012.S66
Content-Based Instruction: What Can We Learn from Content-Trained Teachers’
and Language-Trained Teachers’ Pedagogies? (Enhanced)
Stella Kong
This article reports on a study of the pedagogies of two content-trained
teachers and two language-trained teachers in their content-based second
language (L2) classrooms at the middle-school level in two Chinese contexts:
Hong Kong and Xi'an. The study aims to identify pedagogies that support
content and language learning, referred to here as ‘content and language
pedagogies.’ The findings suggest that while the complex content at the
middle-school level leads to correspondingly more complex language use,
which therefore provides a strong foundation for advancing both content and
language learning, the content must be explored in depth and from different
perspectives to enable complex knowledge relationships to be co-constructed
by the teacher and students through the use of correspondingly complex
language to support this learning. This requires teachers to be aware of
language form–function relationships.
http://utpjournals.metapress.com/content/uh55m87661u63587/?p=82cb74fc3921410
d8c1dadedb7a5c1cd
<http://utpjournals.metapress.com/content/uh55m87661u63587/?p=82cb74fc392141
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DOI 10.3138/cmlr.66.2.233b
The Effects of Pre-learning Vocabulary on Reading Comprehension and Writing
(Enhanced)
Stuart A. Webb
This study investigates the effects of pre-learning vocabulary on reading
comprehension and writing. Japanese students studying English as a foreign
language (EFL) learned word pairs receptively and productively; four tests
were used to measure reading comprehension, writing, and receptive and
productive vocabulary knowledge. The findings suggest that pre-learning FL
vocabulary may be an effective method of improving reading comprehension and
writing, with the direction of learning having a significant effect on a
learner's ability to use or understand a word. Participants who completed
the productive learning task had higher scores on the writing test and on
the test of productive vocabulary knowledge, while participants who
completed the receptive learning task had higher scores on the comprehension
test. The study highlights the importance of the direction of learning in
attaining communicative skills.
http://utpjournals.metapress.com/content/557286366k2k6763/?p=82cb74fc3921410
d8c1dadedb7a5c1cd
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DOI 10.3138/cmlr.65.3.441b
Scaffolding Inclusion in a Grade 8 Core French Classroom: An Exploratory
Case Study (Enhanced)
Katy Arnett
This article reports on two components of a micro case study of a Grade 8
Core French teacher's experiences in meeting the various learner needs in
her classroom. Using sociocultural theory (SCT) to unite the constructs of
special education and second language (L2) education, this analysis explores
the role of both global and discrete teaching strategies in balancing
curricular expectations with student needs. Results suggest that the
creation of an inclusive classroom environment in this classroom context is
likely linked to a teacher's ability to implement known effective practices
for L2 education, as these strategies seem to naturally scaffold many of the
needs of the students who are included. Further, the teacher's beliefs about
supporting a wide range of student needs within this classroom are also
revealed as a key influence in this process.
http://utpjournals.metapress.com/content/b7j1062480260861/?p=82cb74fc3921410
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<http://utpjournals.metapress.com/content/b7j1062480260861/?p=82cb74fc392141
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DOI 10.3138/cmlr.66.4.557b
Pratiques de littératie à l'école. Pour une approche ethnographique de la
classe en deuxième année d'immersion en Colombie-Britannique(avec
fonctionnement supplémentaire)
Danièle Moore and Cécile Sabatier
À partir d'un corpus recueilli dans trois classes de deuxième année de
l'école primaire en immersion française en Colombie-Britannique, l'article
explore le concept de littératie(s) dans son articulation avec les notions
de contexte et de culture éducative, et présente la méthodologie et les
classes observées selon une perspective ethnographique. L'analyse des
données insiste sur les pratiques de littératie dans les classes pour, dans
sa conclusion, poser les jalons d'une réflexion qui envisage la question de
l'agir professionnel et de la formation des enseignants. Cette étude met
ainsi l'emphase sur le travail pédagogique des enseignants, en proposant une
description minutieuse de l'éventail des pratiques de littératie qui font le
quotidien des élèves et de leurs enseignants.
http://utpjournals.metapress.com/content/m5705140883240w6/?p=82cb74fc3921410
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DOI 10.3138/cmlr.66.5.639b
Assessing AIM: A Study of Grade 8 Students in an Ontario School Board
(Enhanced)
Callie Mady, Stephanie Arnott and Sharon Lapkin
This mixed-method study examines the proficiency in and perceptions of
French language learning of Grade 8 students who were exposed to an
instructional approach called the Accelerative Integrated Method (AIM). Six
AIM classes (n = 125) and six non-AIM classes (n = 135) were observed and
their students tested using a four-skills French as a second language (FSL)
test package (Harley, Lapkin, Scane, Hart, & Trépanier, 1988). A larger
sample of students (N = 439) initially completed a questionnaire about their
attitudes towards French, and a sub-sample (n = 94) also participated in a
semi-structured interview exploring their perceptions of their French
proficiency and learning experiences. Analysis of the FSL test package and
questionnaire results revealed no significant differences in French
proficiency or attitude towards French between the AIM and non-AIM groups.
Interviews offered explanations for observed student and teacher practices,
providing insight into student perceptions of their French skill development
and the pedagogical method they had experienced. The implications for core
French pedagogy and future research are discussed.
http://utpjournals.metapress.com/content/ln79mp5840t11t4r/?p=82cb74fc3921410
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DOI 10.3138/cmlr.65.5.703b
Une approche littératiée : apprendre les sciences et la langue en immersion
tardive (avec fonctionnement supplémentaire)
Marianne Cormier and Miles Turnbull
Integrating content and language in French immersion (FI) continues to be a
topic of concern and great discussion. Classroom observations suggest that
FI teachers tend to focus on teaching content and negotiating meaning in the
content-based classroom but often neglect language integration. This article
presents the results of a quasi-experimental study that assessed the impact
of a literacy-based approach to teaching science in late immersion. This
approach includes explicit integration of language and science and draws on
literacy-based teaching strategies. Results are encouraging, as the
experimental group made gains in science and in writing skills.
http://utpjournals.metapress.com/content/k533745520w82j0k/?p=82cb74fc3921410
d8c1dadedb7a5c1cd
<http://utpjournals.metapress.com/content/k533745520w82j0k/?p=82cb74fc392141
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DOI 10.3138/cmlr.65.5.817b
Version française.
http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-
and-Practice_fr.php
_____
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