From: UTP Journals <[log in to unmask]<mailto:[log in to unmask]>> Subject: August issue of Canadian Modern Language Review is now available online Date: August 13, 2014 10:37:41 PM GMT+03:00 To: <[log in to unmask]<mailto:[log in to unmask]>> Now available online … Canadian Modern Language Review/ La Revue canadienne des langues vivantes Volume 70, Number 3, August 2014 http://bit.ly/cmlr703 This issue contains: Enseignement explicite du genre des noms en français : expérimentation au primaire en classe d’immersion Manuela-Elena Tipurita, Gladys Jean Cet article fait état d’une expérimentation conduite dans des classes de 2e année d’immersion française portant sur l’enseignement explicite des régularités observées dans les terminaisons des noms français qui sont indicatrices de leur genre grammatical (par exemple, le phonème [o] qui prédit le genre masculin pour 93 % des noms possédant cette finale). Les résultats de prétest, post-test immédiat et post-test différé montrent qu’un bref traitement consistant en l’enseignement explicite de quatre terminaisons prédictives du genre (avec énonciation de la règle) a permis aux apprenants d’être significativement plus précis dans leur assignation du genre à des noms connus, et même à des noms inconnus. Il semblerait donc que ce type d’enseignement puisse fonctionner avec des jeunes de ce bas âge, ce qui pourrait diminuer la fossilisation des erreurs de genre par la suite, erreurs qui se retrouvent fréquemment dans les productions des plus grands, qui résistent à la correction et qui engendrent nombre d’erreurs d’accord. DOI: 10.3138/cmlr.1756 http://bit.ly/cmlr703a Academic Language Socialization in High School Writing Conferences Betsy Gilliland This study examines multilingual high school writers’ individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents’ writing. Addressing adolescent writers’ language socialization through microethnographic discourse analysis, the author argues that teachers’ oral responses during writing conferences can either scaffold or deter students’ socialization into valued ways of using academic language for school writing. She suggests what forms of oral response provide scaffolding and what forms might limit multilingual adolescent learners’ academic literacy. Constructive interactions engaged students in dialogue about their writing, and students included content or phrasing from the interaction in their texts. Unhelpful interactions failed to foster students’ language development in observable ways. Although teachers attempted to scaffold ideas and language, they often did not guide students’ discovery of appropriate forms or points. These interactions represent restrictive academic language socialization: while some students did create academic texts, they learned little about academic language use. DOI: 10.3138/cmlr.1753 http://bit.ly/cmlr703b The Impact of the Webcam on an Online L2 Interaction Nicolas Guichon, Cathy Cohen It is intuitively felt that visual cues should enhance online communication, and this experimental study aims to test this prediction by exploring the value provided by a webcam in an online L2 pedagogical teacher-to-learner interaction. A total of 40 French undergraduate students with a B2 level in English were asked to describe in English four previously unseen photographs to a native English-speaking teacher of EFL via Skype, a free web-based videoconferencing tool, during a 10-minute interaction. Twenty students were assigned to the videoconferencing condition and 20 to the audioconferencing condition. All 40 interactions were recorded using dynamic screen capture software and were analyzed with ELAN, a multimodal data annotation tool. Participants’ perceptions of the online interaction are first compared with regard to the issues of social presence and their understanding and appreciation of the online interaction, using data gathered from a post-task questionnaire. The study then explores whether seeing the interlocutor’s image impacts on the patterns of these synchronous exchanges and on the word search episodes. Results indicated that the impact of the webcam on the online pedagogical interaction was not as critical as had been predicted. DOI: 10.3138/cmlr.2102 http://bit.ly/cmlr703c WINNER OF THE BEST GRADUATE STUDENT PAPER AWARD / GAGNANT DU CONCOURS DU MEILLEUR ARTICLE PAR UN ÉTUDIANT DIPLÔMÉ The Predictive Effects of L1 and L2 Early Literacy Indicators on Reading in French Immersion Renée Bourgoin This study explored the predictive effects of within- and cross-language early literacy indicators with regard to second language (L2) reading achievement in a Grade 3 entry-point French immersion (FI) program. Kindergarten students (N = 83) in a regular English program were administered English early literacy measures. Three years later, once students entered the FI, 56 students from the original cohort were reassessed using French literacy measures. This allowed for an examination of the long-term connections between first language (L1) early literacy indicators and L2 reading outcomes. Regression analysis revealed that L1 early literacy skills relating to aspects of phonological awareness and, more importantly, alphabetic knowledge were significant predictors of L2 reading even when school-based L2 learning was delayed several years. With respect to the French literacy indicators, knowledge of the alphabet and related measures were again significant predictors of L2 reading performance. The predictive effects of French indicators were significant even in the first few months of FI. These results provide additional information about the predictive effects of within- and cross-language early literacy indicators and the extent to which they can be used to identify students who may be at risk for reading difficulties in their L2. DOI: 10.3138/cmlr.2346 http://bit.ly/cmlr703d ÉCHANGE D’ARTICLES AVEC RECHERCHES ET APPLICATIONS / LE FRANÇAIS DANS LE MONDE Pensée en action/ pensée sur l’action : une fenêtre sur l’agir professoral? Francine Cicurel Lorsque un enseignant visionne le filmage de son action en classe, ce qui est souvenir enfoui dans la mémoire redevient perception. Le fait de se voir au milieu de sa classe, en acte, amène l’enseignant à penser d’une autre façon son métier, sa manière de faire, ce qui caractérise son public et la manière dont il aborde les divers obstacles qu’il rencontre nécessairement. Montent alors à la conscience des savoirs cachés, des motifs sur lesquels il n’a pas le temps ni l’habitude de s’étendre, des appréciations qui ne portent pas seulement sur la langue mais aussi sur la représentation qu’il a des apprenants, des commentaires sur l’image de soi, sur les croyances, le métier, la gestion des imprévus, la rationalité ou la spontanéité de l’action. Cet article se propose d’interroger les discours de verbalisations d’enseignants comme voie d’accès à ce qu’on appelle la pensée enseignante. DOI: 10.3138/cmlr.70305 http://bit.ly/cmlr703e Book and Software Reviews / Critiques de livres et de logiciels D. Ayoun (2013), The Second Language Acquisition of French Tense, Aspect, Mood and Modality. reviewed by Anita Thomas. J. W. Schwieter (Ed.). (2013), Innovative Research and Practices in Second Language Acquisition and Bilingualism. reviewed by Larissa Buss. S. Galligani, S. Wachs et C. Weber, dirs. (2013), École et langues. Des difficultés en contextes. reviewed by James Archibald. S. Jarvis & M. Daller (Eds.). (2013), Vocabulary Knowledge: Human Ratings and Automated Measures. reviewed by Michael P.H. Rodgers. DOI: 10.3138/cmlr.70.3.403 http://bit.ly/cmlr703r Canadian Modern Language Review online at: CMLR Online – http://bit.ly/cmlronline Project MUSE - http://bit.ly/cmlr_pm 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<http://www.utpjournals.com/cmlr> facebook.com/utpjournals<x-msg://13/www.facebook.com/utpjournals> twitter.com/utpjournals<http://twitter.com/utpjournals> Posted by T Hawkins, UTP Journals ************************************************************************** LLTI is a service of IALLT, the International Association for Language Learning Technologies (http://iallt.org/), and The Consortium for Language Teaching and Learning (http://www.languageconsortium.org/). 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