Now available online… Canadian Modern Language Review/ La Revue canadienne des langues vivantes Volume 72, Number 1, February 2016 http://bit.ly/cmlr721 OBITUARY / NÉCROLOGIE Laurens (Larry) Vandergrift Tracey Derwing and Laura Collins http://bit.ly/cmlr721a Nécrologie : Laurens (Larry) Vandergrift Tracey Derwing and Laura Collins http://bit.ly/cmlr721b ARTICLES Project-Based Learning through the Eyes of Teachers and Students in Adult ESL Classrooms Cristina Petersen and Hossein Nassaji The use of projects and project-based learning has recently received much attention as a way of promoting meaning-focused communication and integrating different language skills into second and foreign language classrooms. However, perspectives on the effective implementation of projects have not been fully explored. This study examines and compares ESL teachers’ and learners’ beliefs and attitudes toward project-based learning, as well as the extent and manner of project implementation in L2 classrooms. Data were collected from 118 participants (88 students and 30 teachers) through parallel written questionnaires in closed and open-ended sections, and through individual interviews. In addition to expressing positive attitudes toward projects in language classrooms, both teachers and students highlighted several advantages this approach has over traditional approaches to language teaching. However, they also expressed differing opinions on how projects should be implemented and what aspects of project-based learning should be emphasized. The implications of the findings for the effective use of projects in L2 teaching are discussed. http://bit.ly/cmlr721c How Does Studying Abroad Change Chinese Students’ Choices of Reading Strategies Jie Liu This study explores how a change of learning environment from China to the United Kingdom affects Chinese international master’s students’ use of strategies in academic reading. Think aloud was used at two time points in one academic year among 15 participants. To capture the complexity of the academic reading, reading strategies were categorized into textbase processing, situation-model construction, and comprehension monitoring. Quantitative analysis suggests that there were no significant changes in these students’ overall strategy use over time, nor in their deployment of individual strategies. Furthermore, analysis of their parsing strategies indicates a dominant combination of textbase and comprehension monitoring strategies, and this combination was mainly triggered by their decoding difficulties. The findings of the study suggest that the participants’ textbase-dominated processing largely contributed to the static development of their strategy use during their master’s study. http://bit.ly/cmlr721d The Effectiveness of Study-Abroad on Second Language Learning: A Meta-Analysis Jin-Suk Yang This study synthesizes the methods and findings of published research investigating second language (L2) learners’ linguistic development in study-abroad (SA) contexts. Some studies have demonstrated that SA participation is beneficial to learners’ L2 development, whereas others have not supported such a relationship. The first phase of this meta-analysis analyzed the methodological features of 66 studies, while the second synthesized 11 quantitative studies comparing L2 linguistic gains between SA and at home (AH) learners. Results from the comparisons indicate that SA learners outperform AH learners and that short-term SA is more effective than long-term SA in terms of L2 linguistic development. Along with outlining potential concerns about conducting meta-analyses on SA research, I conclude this article with suggestions for future research directions. http://bit.ly/cmlr721e L2 Academic Discourse Socialization through Oral Presentations: An Undergraduate Student’s Learning Trajectory in Study Abroad Masaki Kobayashi The present study provides an in-depth, longitudinal account of an undergraduate student’s L2 discourse socialization in an academic exchange program in Canada. By invoking Rogoff’s (1995) notion of participatory appropriation, this qualitative case study examined an L2 student’s task-related strategies and performance as they evolved over time in a study-abroad context. Thus, it revealed the cumulative effects of her participation in the development of knowledge and skills required to accomplish her academic presentation tasks at an appropriate level of sophistication. Data, collected over an entire academic year, included audio-recorded observations, in-depth interviews, and relevant written products. The findings indicate that the focal student’s academic discourse socialization was a dynamic, intertextual process of acting continuously on the challenges and opportunities that her previous experiences afforded her. Her participation was both guided by different co-participants and contingent upon the series of agentive choices that she made about her tasks. http://bit.ly/cmlr721f Accent, Identity, and a Fear of Loss? ESL Students’ Perspectives Shannon McCrocklin and Stephanie Link Because many theorists propose a connection between accent and identity, some theorists have justifiably been concerned about the ethical ramifications of L2 pronunciation teaching. However, English-as-a-second-language (ESL) students often state a desire to sound like native speakers. With little research into ESL students’ perceptions of links between their accents and identities, including whether students fear loss of identity from L2-pronunciation learning, it is difficult to understand how these links affect language learning goals. In this mixed-methods study, ESL university students (N = 78) took a survey of 23 Likert-scale questions, with selected individuals participating in a semi-structured interview. Results show that participants desired a native accent, attributing benefits and positive emotions toward developing a native accent. Further, students did not recognize any fear of loss of identity due to their achieving a native accent. http://bit.ly/cmlr721g BOOK AND SOFTWARE REVIEWS / CRITIQUES DE LIVRES ET DE LOGICIELS Bilingual Being: My Life as a Hyphen by Kathleen Saint Onge Julie S. Byrd Clark http://bit.ly/cmlr721h Multimodal Teaching and Learning: The Rhetorics of the Science Classroom by G. Kress, C. Jewitt, J. Ogborn, & C. Tsatsarelis Shawn Bullock http://bit.ly/cmlr721i Musique en formation linguistique professionnelle : une approche innovante par Pascal Archiméde Valerie Peters http://bit.ly/cmlr721j Canadian Modern Language Review online at: CMLR Online – http://bit.ly/cmlronline Project MUSE - http://bit.ly/cmlr_pm Join the CMLR email list! Sign up for important news relating to Canadian Modern Language Review. You'll receive emails with peeks inside new issues, Tables of Contents, Calls for Papers, editorial announcements, special offers and journal news. You can unsubscribe at any time and we will never publish, rent or sell your contact details to anyone . Sign up here - http://bit.ly/cmlralerts 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: <mailto:[log in to unmask]> [log in to unmask] <http://www.utpjournals.com/cmlr> www.utpjournals.com/cmlr facebook.com/utpjournals twitter.com/utpjournals Posted by T Hawkins, UTP Journals