Now available at Canadian Modern Language Review Advance Online!

http://utpjournals.metapress.com/content/120329/?Content+Status=Accepted

Exploring the Relationship Between Training, Beliefs, and Teachers’ Corrective Feedback Practices: A Case Study of a Novice and an Experienced ESL Teacher

Luciana Junqueira and YouJin Kim

Using multiple data sources (observations, stimulated recalls, interviews), this study investigated the relationship between previous training, teaching experience, corrective feedback (CF) beliefs, and practices of a novice and an experienced ESL teacher. The findings revealed that both teachers provided similar amounts of CF and had comparable amounts of learner uptake and repair in their classes. However, the experienced teacher generated more teacher-learner interactions and more types of CF, which were also more balanced across linguistic targets. Teaching experience and teacher training did not appear to impact the teachers’ beliefs on the inefficacy of CF, while “apprenticeship of observation” seemed to have a greater influence on the belief systems of both teachers. These results point to several pedagogical implications for teacher education programs, which are discussed in the paper.

http://utpjournals.metapress.com/content/75v7ng571tk51125/?p=fbe1035ecba24b0dac39d0bf2061613c&pi=0

Adolescent Multilingual Writer’s Negotiation of Multiple Identities and Access to Academic Writing: A Case Study of a Jogi Yuhak Student in a US High School

Youngjoo Yi

This article describes a longitudinal case study of Hoon (a pseudonym), an adolescent multilingual writer, with respect to his negotiation of multiple identities and access to academic writing practices. Through an inductive analysis of multiple data sources (interviews, observations, literacy artifacts, and field notes), the researcher observed that while negotiating a stigmatized ESL-student identity and an academic achiever identity, Hoon developed some survival strategies through school. Notably, those strategies acted as a double-edged sword in that they helped Hoon earn high grades but prevented him from engaging in extensive academic literacy activities. Findings from this study provide a more in-depth understanding of the nuanced experiences, challenges, and characteristics of adolescent multilingual writers and suggest a need for further examination of social contexts in which students construct positive identities, access various writing practices, and grasp the value of writing (whether in their first or second language) for academic and other purposes.

http://utpjournals.metapress.com/content/837626mg4780r243/?p=fbe1035ecba24b0dac39d0bf2061613c&pi=1

Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers

Danielle Guénette and Roy Lyster

The authors explored the emerging corrective feedback (CF) practices of a group of 18 pre-service English as a second language (ESL) teachers. Serving as tutors to a group of 61 high school ESL learners during a school semester, the pre-service teachers provided CF on texts written by the learners and exchanged via e-mail. The authors analyzed the types of CF they used and the types of errors they chose to focus on, along with the factors that explained their choices. Quantitative analyses of the frequency distribution of CF types relative to error types and qualitative analyses of data collected through journals and interviews confirmed that, similar to their in-service colleagues, pre-service teachers overused direct corrections at the expense of more indirect CF strategies. Drawing on the challenges faced by the pre-service teachers, the authors highlight the importance of implementing such opportunities for pre-service teachers to engage with and reflect on their emerging CF practices.

http://utpjournals.metapress.com/content/l351567h0r18t6x8/?p=db43149d048142c2aaecfd64063a7971&pi=1

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Articles published online ahead of print issue publication have become a staple in many fields where new research is being published at a fast rate. To meet the challenges of the current academic publishing world, articles accepted for publication can now be copy-edited, typeset, and posted online immediately through UTP Journals Advance Online. With this new initiative, advance versions of articles will be available online within weeks rather than months of final manuscript submission. We are excited to now offer this service to our contributors and readers of Canadian Modern Language Review.

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Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource.

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The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages.

Contributors to the quarterly issues include authors from Canada and around the world.

CMLR publishes 4 issues a year, offering its readership peer-reviewed research articles that inspire debate and question contemporary approaches in all areas of second language teaching and acquisition, including

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