from [log in to unmask] Announcing a new series from CASLT: Linking Second Languages Research and Practice, a joint project, between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. “In our continuing effort to offer pedagogical support to our members, we developed this project in view of making L2 research more accessible and relevant to language educators.” — via CASLT website. The series includes access to six CMLR articles on classroom pedagogy (4 FSL and 2 ESL), and to their six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides aim to help put into practice some of the research findings published in the Canadian Modern Languages Review. Access the articles here http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research- and-Practice_en.php Scaffolding Inclusion in a Grade 8 Core French Classroom: An exploratory case study, Arnett, K. Une approche littératiée : apprendre les sciences et la langue en immersion tardive, Cormier, M. et Turnbull, M. Content-Based Instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?, Kong, S. Assessing AIM: A study of grade 8 students in an Ontario school board, Mady, C. Pratiques de littératie à l’école. Pour une approche ethnographique de la classe en deuxième année d'immersion en Colombie-Britannique, Moore, D. et Sabatier, C. The Effects of Pre-learning Vocabulary on Reading Comprehension and Writing, Webb, Stuart A. Version française. http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research- and-Practice_fr.php _____ The Canadian Modern Language Review ONLINE http://www.utpjournals.com/cmlr 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. CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide. Subscribers to CMLR Online enjoy: Enhanced features not available in the print version – supplementary information, colour photos, videos, audio files, etc. encouraging further exploration and research. Early access to the latest issues – Did you know that most online issues are available to subscribers up to two weeks in advance of the print version? Sign up for e-mail alerts and you will know as soon as the latest issue is ready for you to read. Access in the office, at home and “on the go” – experience everything CMLR Online has to offer from your desktop and mobile devices. Everything you need at your fingertips – search through current and archived issues from the comfort of your office chair not by digging through book shelves or storage boxes. The easy to use search function allows you to organize results by article summaries, abstracts or citations and bookmark, export, or print a specific page, chapter or article. Almost 70 years of support to researchers, language educators and policy makers … 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 - Applied Linguistics - FSL and ESL studies - Bilingual education - L2 teacher education - L2 research methodology - International and indigenous languages - Cultural contexts of L2 learning - L2 pedagogy - L2 assessment - Multiple literacies - Language policy - Language learning 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 UTP Journals on Facebook www.facebook.com/utpjournals Join us for advance notice of tables of contents of forthcoming issues, author and editor commentaries and insights, calls for papers and advice on publishing in our journals. Become a fan and receive free access to articles weekly through UTPJournals focus. ************************************************************************** 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/). Join IALLT at http://iallt.org. Subscribe, unsubscribe, search the archives at http://listserv.dartmouth.edu/scripts/wa.exe?A0=LLTI Otmar Foelsche, LLTI-Editor ([log in to unmask]) **************************************************************************