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From: "UTP Journals" <[log in to unmask]>
Date: Tue, 22 Feb 2011 11:29:05 -0500
Subject: Canadian Modern Language Review 67:1 is now available online
To: <[log in to unmask]>
Canadian Modern Language Review/ La Revue canadienne des langues vivantes
Volume 67, Number 1 / February 2011 is now available at http://utpjournals.metapress.com/content/w31587248k50/.
This issue contains:
Second Language Students' Discourse Socialization in Academic Online Communities
Yoon-kyung Kecia Yim
This article reports an investigation of second language (L2) students' class
participation in English-language university courses in two different modes: face-to-face
off-line and asynchronous online. The study addressed (1) what characteristics
of academic online discourse were created in graduate courses; (2) how students
reported their construction of online discourse and what problems they faced;
and (3) what participant roles L2 students exhibited in their academic online
discourse. The findings reveal larger differences between the two courses than
those between L1 and L2 status. The two courses appeared to be equally successful
in generating a high level of academic discourse, but they differed substantially
in terms of language registration, attitudes, exercise of agency, and the range
of participant roles.
http://utpjournals.metapress.com/content/t876064j830016w1/?p=5a797de986ee4171829c163f5b479bbe&pi=0
DOI: 10.3138/cmlr.67.1.001
Exploring the Testing Process: Three Test Takers' Observed and Reported Strategy
Use over Time and Testing Contexts
Christine Doe, Janna Fox
The process of taking a high-stakes test stretches well beyond the day of the
test itself; indeed, months may be spent preparing for such a test. Strategy research
has proved to be a fruitful means of investigating the test-taking process, but
it has typically relied on only one research approach at one contact point. This
study explores three second language (L2) test takers' strategy use over time
and across testing contexts, including classroom observations of their six-week
test-preparation course, interviews, their verbal accounts of a practice test
just before the test, and post-test follow-up interviews. The results suggest
that strategy use is sensitive to both context and research method, that well-known
theoretical frameworks may not adequately account for strategies arising directly
from experience in test-preparation classes, and that test takers with similar
levels of proficiency acquire and use strategies differently in relation to their
motivations for taking the test.
http://utpjournals.metapress.com/content/t4703p7843748ur6/?p=5a797de986ee4171829c163f5b479bbe&pi=1
DOI: 10.3138/cmlr.67.1.029
De la typologie de la bilingualite a une typologie du plurilinguisme ou de la
multilingualite : un hommage a Josiane Hamers
Sonia El Euch
Cet article est dedie a une de nos respectables collegues, Josiane Hamers, qui
nous aurait activement accompagnee dans cette dialectique sur le plurilinguisme.
Alors que sa distinction entre bilinguisme et bilingualite (Hamers et Blanc, 1995,
2000) est utile dans les domaines de l'acquisition des langues secondes et du
bilinguisme, son utilisation de ces termes dans des situations impliquant plus
de deux langues est discutable. Cet article decrit certains aspects des dimensions
psychologiques de la bilingualite qui font que le plurilinguisme soit different
du bilinguisme. En exposant les differents facteurs impliques dans une situation
multilingue et en proposant une typologie du plurilinguisme, nous mettons en evidence
l'importance de voir le plurilinguisme dans une perspective holistique et de voir
l'individu plurilingue en tant que systeme psycholinguistique complexe. Les types
de plurilinguisme suggeres visent a dresser le portrait de l'ensemble des facteurs
a considerer dans de futures recherches interdisciplinaires sur le plurilinguisme.
This paper is dedicated to one of our valued colleagues, Josiane Hamers, who would
have been an active participant in this dialectic on plurilingualism. While her
distinction between bilingualism and bilinguality (Hamers et Blanc, 1995, 2000)
has been useful in the domains of second language acquisition and bilingualism,
her use of these terms in situations where more than two languages are involved
is debatable. This paper deals with some aspects of the psychological dimensions
of bilinguality that make plurilingualism different from bilingualism. By highlighting
the many factors involved in a multilingual situation and by suggesting a typology
of plurilingualism, we emphasize the value of seeing plurilingualism holistically
and seeing the plurilingual speaker as a complex psycholinguistic system. The
different types of plurilingualism suggested in this paper set the scene for future
interdisciplinary studies on plurilingualism.
http://utpjournals.metapress.com/content/4g023v22544x0334/?p=5a797de986ee4171829c163f5b479bbe&pi=2
DOI: 10.3138/cmlr.67.1.055
Sociocultural Dynamics of ESL Learning (De)Motivation: An Activity Theory Analysis
of Two Adult Korean Immigrants
Tae-Young Kim
This study examines the longitudinal trajectories of two Korean ESL immigrants'
L2 learning motivation from an Activity Theory perspective. Two highly skilled
immigrants participated in monthly semi-structured interviews over a period of
10 months. The research questions are as follows: (1) How does the relationship
between ESL learners and their perceived social contexts affect and shape the
way in which their ESL learning motivation develops? (2) How can the factors affecting
the changes in ESL learning motivation be explained from an Activity Theory perspective?
The recurring themes in the monthly interview data were coded and aligned to Engestrom's
(1999a) activity-system model; important interactions among the subcomponents
of the model are presented and discussed. The results indicate that (1) the dynamism
in ESL learning (de)motivation can be coherently explained in a series of longitudinal
activity-system models; and (2) that it is not the ESL context per se but each
participant's recognition of it that plays a pivotal role in creating, maintaining,
and terminating ESL learning motivation.
http://utpjournals.metapress.com/content/k15l2glr5t633q6u/?p=5a797de986ee4171829c163f5b479bbe&pi=3
DOI: 10.3138/cmlr.67.1.091
Family Treasures: A Dual-Language Book Project for Negotiating Language, Literacy,
Culture, and Identity
Hetty Roessingh
This article advances a framework for early language and literacy development
among young English language learners (ELLs). A dual-language book project undertaken
in partnership with a local elementary school provides a context within which
to address children's need to negotiate language, culture, and identity as they
transition and make meaning from their home language (L1) to English and the language
of school (L2) and back. Using objects of cultural and personal relevance that
the children brought from home, stories of 'Family Treasures' were generated from
the original telling in the L1 into English in small-group contexts, transcribed,
illustrated, and uploaded to a Web site for permanent sharing, rereading, and
exchange. These booklets also provided an opportunity for identity formation,
pride of family and culture, and the acquisition of rudimentary technology skills,
which all work to motivate and engage young learners in the development of early
literacy.
http://utpjournals.metapress.com/content/t4r7557417837418/?p=5a797de986ee4171829c163f5b479bbe&pi=4
DOI: 10.3138/cmlr.67.1.123
Book and Software Reviews / Critiques de livres et de logiciels
http://utpjournals.metapress.com/content/j0671240t4213324/?p=5a797de986ee4171829c163f5b479bbe&pi=5
DOI: 10.3138/cmlr.67.1.149
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
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