Pub Date : 2015-06-24DOI: 10.2307/CANAJEDUCREVUCAN.38.2.09
D. Ashbourne, L. Andres
In this study, we explore the impact that parents have on the participation of their children in extracurricular activities (ECAs) in a sample of Canadian parents with children between the ages of four and 17. Employing a concurrent, nested, mixed methods strategy, we use the insights gained through semi-structured interviews with parents to inform the creation of four regression models with which we investigate four types of activities (athletics, music, languages, and leadership). Our findings reveal that, depending on the type of activity, ECA participation by children varies by parental education. Values and experiences held by parents with the lowest educational attainment were stronger predictors of participation in specialized music programs, and those of parents with advanced degrees were stronger predictors of participation by their children in specialized language programs. We conclude by discussing the equity implications of our study for Canadian children.
{"title":"Athletics, Music, Languages, and Leadership: How Parents Influence the Extracurricular Activities of their Children","authors":"D. Ashbourne, L. Andres","doi":"10.2307/CANAJEDUCREVUCAN.38.2.09","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.09","url":null,"abstract":"In this study, we explore the impact that parents have on the participation of their children in extracurricular activities (ECAs) in a sample of Canadian parents with children between the ages of four and 17. Employing a concurrent, nested, mixed methods strategy, we use the insights gained through semi-structured interviews with parents to inform the creation of four regression models with which we investigate four types of activities (athletics, music, languages, and leadership). Our findings reveal that, depending on the type of activity, ECA participation by children varies by parental education. Values and experiences held by parents with the lowest educational attainment were stronger predictors of participation in specialized music programs, and those of parents with advanced degrees were stronger predictors of participation by their children in specialized language programs. We conclude by discussing the equity implications of our study for Canadian children.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-06-18DOI: 10.2307/CANAJEDUCREVUCAN.38.2.10
Darren E Lund, L. Lee
This article documents a community-initiated service-learning project within a teacher education program. A social justice model guided the initiative to raise critical awareness on power and privilege while countering deficit-model thinking. Partnering with community agencies serving immigrant children and youth, the faculty researcher worked with an office for community-engaged learning. Data included pre- and post-experience interviews with pre-service candidates. Findings showed benefits from this justice-based approach in improving self-awareness, appreciating the strengths of immigrant children and youth, and an increased sense of cultural humility in pre-service teachers.
{"title":"Fostering Cultural Humility among Pre-Service Teachers: Connecting with Children and Youth of Immigrant Families through Service-Learning.","authors":"Darren E Lund, L. Lee","doi":"10.2307/CANAJEDUCREVUCAN.38.2.10","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.10","url":null,"abstract":"This article documents a community-initiated service-learning project within a teacher education program. A social justice model guided the initiative to raise critical awareness on power and privilege while countering deficit-model thinking. Partnering with community agencies serving immigrant children and youth, the faculty researcher worked with an office for community-engaged learning. Data included pre- and post-experience interviews with pre-service candidates. Findings showed benefits from this justice-based approach in improving self-awareness, appreciating the strengths of immigrant children and youth, and an increased sense of cultural humility in pre-service teachers.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-06-18DOI: 10.2307/CANAJEDUCREVUCAN.38.2.11
Hoa Truong-White, L. McLean
This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum and digital stories using a multimodal critical discourse analysis. The findings of this study showed that digital storytelling, as integrated into the curriculum, enhanced student engagement with non-mainstream perspectives and self-reflection. However, the core elements of discussing controversial issues, analyzing systemic causes/impacts of global problems, and determining collective action responses required critical pedagogical practices beyond those embedded within the digital storytelling curriculum.
{"title":"Digital Storytelling for Transformative Global Citizenship Education.","authors":"Hoa Truong-White, L. McLean","doi":"10.2307/CANAJEDUCREVUCAN.38.2.11","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.11","url":null,"abstract":"This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum and digital stories using a multimodal critical discourse analysis. The findings of this study showed that digital storytelling, as integrated into the curriculum, enhanced student engagement with non-mainstream perspectives and self-reflection. However, the core elements of discussing controversial issues, analyzing systemic causes/impacts of global problems, and determining collective action responses required critical pedagogical practices beyond those embedded within the digital storytelling curriculum.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-06-17DOI: 10.2307/CANAJEDUCREVUCAN.38.2.08
J. Rawana, D. D. Sieukaran, Hien N T Nguyen, Randy Pitawanakwat
Although Aboriginal students encounter educational challenges, few post-secondary mentorship programs that facilitate positive educational and mental health outcomes within this population are described in the literature. This study describes the development and evaluation of a mentorship program for Aboriginal university students. Program development was informed by a literature review and needs assessment. Using a mixed-methods design, 12 Aboriginal students completed pre- and post-program measures of resilience and ethnic identity awareness. Post-program, improvements in social competence resiliency, other-group ethnic orientation, and school engagement were identified. Research and community stakeholders are encouraged to develop mentorship programs to improve the well-being of Aboriginal students.
{"title":"Development and Evaluation of a Peer Mentorship Program for Aboriginal University Students","authors":"J. Rawana, D. D. Sieukaran, Hien N T Nguyen, Randy Pitawanakwat","doi":"10.2307/CANAJEDUCREVUCAN.38.2.08","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.08","url":null,"abstract":"Although Aboriginal students encounter educational challenges, few post-secondary mentorship programs that facilitate positive educational and mental health outcomes within this population are described in the literature. This study describes the development and evaluation of a mentorship program for Aboriginal university students. Program development was informed by a literature review and needs assessment. Using a mixed-methods design, 12 Aboriginal students completed pre- and post-program measures of resilience and ethnic identity awareness. Post-program, improvements in social competence resiliency, other-group ethnic orientation, and school engagement were identified. Research and community stakeholders are encouraged to develop mentorship programs to improve the well-being of Aboriginal students.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This collection of 17 short career-related memoirs and reflections of mid-late career museum professionals provides personal insights into the development of expertise, confidence, and recognition in a museum education career. The book is structured by theme, based on the type of career advice provided in each article.
{"title":"Teaching the Museum: Careers in Museum Education","authors":"M. Mainwaring","doi":"10.5860/choice.52-0007","DOIUrl":"https://doi.org/10.5860/choice.52-0007","url":null,"abstract":"This collection of 17 short career-related memoirs and reflections of mid-late career museum professionals provides personal insights into the development of expertise, confidence, and recognition in a museum education career. The book is structured by theme, based on the type of career advice provided in each article.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71146669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies edited by Tamara L. Jetton and Cynthia Shanahan New York, NY: Guildford Press, 2012, 274 pages ISBN: ISBN: 978-1-4625-0283-7 (hardcover), 978-1-4625-0280-6 (paperback) In Adolescent Literacy in the Academic Disciplines, editors Tamara L. Jetton and Cynthia Shanahan provide an overview of principles and strategies for guiding student reading comprehension in high school subject areas. The introduction and framing of the book is well researched, convincingly written, and densely packed with practical information. Chapter 1, "Learning from Text: Adolescent Literacy from the Past Decade" by Tamara L. Jetton and Richard Lee, describes the performance of American high school students on literacy tests and suggests that teachers need to spend more than the current 3% of classroom time on explicit reading comprehension strategies (Ness, 2007, 2009, as cited in Jetton & Shanahan, 2012, pp. 1-2). Chapters 2, 3, and 4 describe common reading challenges in the disciplines, habits of text comprehension used by disciplinary experts, and how to apply these ideas to lesson planning. Chapters 5 through 9, written by a variety of American-based scholars, are dedicated to describing the literacy strategies needed for specific high school subject areas. Chapter 1 includes a review of studies on comprehension strategies and instructional frameworks, outlining the context of each study and the key findings. For instance, concept-oriented reading instruction (CORI) is described as a framework that involves students in "activating prior knowledge, generating questions, searching for information, organizing new knowledge and monitoring their comprehension" (Guthrie, 2004, as cited in Jetton & Shanahan, 2012, p.10). Jetton and Lee explain that essential components that make the framework successful are student involvement in their own goal setting, reading relevant material, and engaging in discussion. They cite two studies that support CORI as effective for increasing student reading comprehension. In addition, "Appendix 1.1" elaborates on further comprehension strategies and each of their associated objectives and instructions (pp. 24-33). Providing such a thorough overview of these strategies works to raise awareness of the broad range of options available and encourages readers to think about potential applications, depending on objectives and context. Jetton and Lee explain that more research is needed on which comprehension strategies work best for specific disciplines, thereby setting up the thesis for the book. The chapters that focus on language arts, math, science, history, and the arts are helpful in their level of detail and the use of classroom examples to illustrate different teaching and learning strategies in action. At their best, these chapters are well organized, relate to the thesis, clearly define assumptions and theories, and offer relevant teaching strategie
{"title":"Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies","authors":"Anne Keefe","doi":"10.5860/choice.50-1591","DOIUrl":"https://doi.org/10.5860/choice.50-1591","url":null,"abstract":"Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies edited by Tamara L. Jetton and Cynthia Shanahan New York, NY: Guildford Press, 2012, 274 pages ISBN: ISBN: 978-1-4625-0283-7 (hardcover), 978-1-4625-0280-6 (paperback) In Adolescent Literacy in the Academic Disciplines, editors Tamara L. Jetton and Cynthia Shanahan provide an overview of principles and strategies for guiding student reading comprehension in high school subject areas. The introduction and framing of the book is well researched, convincingly written, and densely packed with practical information. Chapter 1, \"Learning from Text: Adolescent Literacy from the Past Decade\" by Tamara L. Jetton and Richard Lee, describes the performance of American high school students on literacy tests and suggests that teachers need to spend more than the current 3% of classroom time on explicit reading comprehension strategies (Ness, 2007, 2009, as cited in Jetton & Shanahan, 2012, pp. 1-2). Chapters 2, 3, and 4 describe common reading challenges in the disciplines, habits of text comprehension used by disciplinary experts, and how to apply these ideas to lesson planning. Chapters 5 through 9, written by a variety of American-based scholars, are dedicated to describing the literacy strategies needed for specific high school subject areas. Chapter 1 includes a review of studies on comprehension strategies and instructional frameworks, outlining the context of each study and the key findings. For instance, concept-oriented reading instruction (CORI) is described as a framework that involves students in \"activating prior knowledge, generating questions, searching for information, organizing new knowledge and monitoring their comprehension\" (Guthrie, 2004, as cited in Jetton & Shanahan, 2012, p.10). Jetton and Lee explain that essential components that make the framework successful are student involvement in their own goal setting, reading relevant material, and engaging in discussion. They cite two studies that support CORI as effective for increasing student reading comprehension. In addition, \"Appendix 1.1\" elaborates on further comprehension strategies and each of their associated objectives and instructions (pp. 24-33). Providing such a thorough overview of these strategies works to raise awareness of the broad range of options available and encourages readers to think about potential applications, depending on objectives and context. Jetton and Lee explain that more research is needed on which comprehension strategies work best for specific disciplines, thereby setting up the thesis for the book. The chapters that focus on language arts, math, science, history, and the arts are helpful in their level of detail and the use of classroom examples to illustrate different teaching and learning strategies in action. At their best, these chapters are well organized, relate to the thesis, clearly define assumptions and theories, and offer relevant teaching strategie","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71139298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-27DOI: 10.32920/ryerson.14639001
M. Villeneuve, C. Chatenoud, P. Minnes, A. Perry, N. Hutchinson, E. Frankel, A. Loh, C. Dionne, J. Weiss, J. Versnel, Barry Issacs
This paper is submitted in response to the call for papers on inclusion. Despite recognition of the importance of parent and interprofessional collaboration to enable meaningful inclusion outcomes for young children with developmental disabilities in education contexts, limited research has investigated how parents, educators and healthcare providers actually collaborate to support inclusion goals. Moreover, research has not examined inclusion from the diverse perspectives of stakeholders across early childhood, healthcare, and education sectors. This paper describes the work of HELPS Inc, a Canadian research project describing Health, Education, and Learning Partnerships Promoting Social Inclusion of young children with developmental disabilities.
{"title":"Interprofessional research on the inclusion of young children with developmental disabilities as they transition from preschool to elementary school","authors":"M. Villeneuve, C. Chatenoud, P. Minnes, A. Perry, N. Hutchinson, E. Frankel, A. Loh, C. Dionne, J. Weiss, J. Versnel, Barry Issacs","doi":"10.32920/ryerson.14639001","DOIUrl":"https://doi.org/10.32920/ryerson.14639001","url":null,"abstract":"This paper is submitted in response to the call for papers on inclusion. Despite recognition of the importance of parent and interprofessional collaboration to enable meaningful inclusion outcomes for young children with developmental disabilities in education contexts, limited research has investigated how parents, educators and healthcare providers actually collaborate to support inclusion goals. Moreover, research has not examined inclusion from the diverse perspectives of stakeholders across early childhood, healthcare, and education sectors. This paper describes the work of HELPS Inc, a Canadian research project describing Health, Education, and Learning Partnerships Promoting Social Inclusion of young children with developmental disabilities.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69468738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educational decisions made about students often have consequences for their subsequent employment and financial well-being, therefore it is imperative to determine whether teacher decisions are discriminatory. This study examines how factors such as race, class, and gender influence the decisions teachers make regarding Aboriginal students. The study demonstrates that teachers do attribute certain factors to Aboriginal students, which may influence students' classroom placement. Findings may help both sensitize teachers to the implications of their beliefs and biases as well as promote the development of policies and practices to eliminate biased decision-making.
{"title":"Self-fulfilling prophecy: How teachers' attributions, expectations and stereotypes influence the learning opportunities afforded Aboriginal students","authors":"Tasha Riley, C. Ungerleider","doi":"10.14288/1.0055749","DOIUrl":"https://doi.org/10.14288/1.0055749","url":null,"abstract":"Educational decisions made about students often have consequences for their subsequent employment and financial well-being, therefore it is imperative to determine whether teacher decisions are discriminatory. This study examines how factors such as race, class, and gender influence the decisions teachers make regarding Aboriginal students. The study demonstrates that teachers do attribute certain factors to Aboriginal students, which may influence students' classroom placement. Findings may help both sensitize teachers to the implications of their beliefs and biases as well as promote the development of policies and practices to eliminate biased decision-making.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66896637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Familles et réussite éducative","authors":"C. Dumoulin","doi":"10.2307/j.ctv18ph3kv","DOIUrl":"https://doi.org/10.2307/j.ctv18ph3kv","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68785396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-11-01DOI: 10.2307/CANAJEDUCREVUCAN.33.3.486
Anne‐Marie Caron‐Réaume
L’etude de cas interroge les pratiques pedagogiques de bilitteratie du cours de « Francais, langue maternelle» et celles du cours «English» d’une ecole secondaire de langue francaise situee en Ontario. Les observations en salle de classe, les « h/Histoires » des par ‐ ticipants et l’etude des documents officiels demontrent des positionnements differents par rapport a l’enseignement et l’apprentissage des deux langues du programme scolaire, ainsi que par rapport a l’utilisation de la langue dans la vie de tous les jours. L’examen des donnees a permis de reconstruire les effets des politiques linguistiques sur les adolescents de differentes generations a l’ecole secondaire de la region ciblee. Le concept du « troisieme espace » est evoque comme moyen pedagogique permettant d’unifier deux perspectives conflictuelles — le monolinguisme par rapport au bilinguisme — dans l’elargissement du repertoire linguistique de l’adolescent et la mise en œuvre de la politique linguistique en salle de classe. Mots cles : education en milieu minoritaire, enseignement du francais langue maternelle, plurilinguisme, contact des langues This case study examines biliteracy teaching practices in the first ‐ language French course and the English course in an Ontario French ‐ language secondary school. Classroom obser ‐ vations, the participants’ stories/histories and an examination of official documents illu ‐ strate the different positions of the two languages in the academic program with regard to teaching and learning, as well as to the use of language in everyday life. Data analysis al ‐ lowed for the reconstruction of the effects of linguistic policies on adolescents of different generations in the secondary school of the target region. The “third space” concept is sug ‐ gested as a teaching tool for bringing together two conflicting perspectives – monolingual ‐ ism versus bilingualism – in broadening the adolescent’s linguistic repertoire and establish ‐ ing a linguistic policy in the classroom.
{"title":"Interrogation des pratiques pédagogiques de “bilittératie” des adolescents: Une étude de cas “f/Francophone”","authors":"Anne‐Marie Caron‐Réaume","doi":"10.2307/CANAJEDUCREVUCAN.33.3.486","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.33.3.486","url":null,"abstract":"L’etude de cas interroge les pratiques pedagogiques de bilitteratie du cours de « Francais, langue maternelle» et celles du cours «English» d’une ecole secondaire de langue francaise situee en Ontario. Les observations en salle de classe, les « h/Histoires » des par ‐ ticipants et l’etude des documents officiels demontrent des positionnements differents par rapport a l’enseignement et l’apprentissage des deux langues du programme scolaire, ainsi que par rapport a l’utilisation de la langue dans la vie de tous les jours. L’examen des donnees a permis de reconstruire les effets des politiques linguistiques sur les adolescents de differentes generations a l’ecole secondaire de la region ciblee. Le concept du « troisieme espace » est evoque comme moyen pedagogique permettant d’unifier deux perspectives conflictuelles — le monolinguisme par rapport au bilinguisme — dans l’elargissement du repertoire linguistique de l’adolescent et la mise en œuvre de la politique linguistique en salle de classe. Mots cles : education en milieu minoritaire, enseignement du francais langue maternelle, plurilinguisme, contact des langues This case study examines biliteracy teaching practices in the first ‐ language French course and the English course in an Ontario French ‐ language secondary school. Classroom obser ‐ vations, the participants’ stories/histories and an examination of official documents illu ‐ strate the different positions of the two languages in the academic program with regard to teaching and learning, as well as to the use of language in everyday life. Data analysis al ‐ lowed for the reconstruction of the effects of linguistic policies on adolescents of different generations in the secondary school of the target region. The “third space” concept is sug ‐ gested as a teaching tool for bringing together two conflicting perspectives – monolingual ‐ ism versus bilingualism – in broadening the adolescent’s linguistic repertoire and establish ‐ ing a linguistic policy in the classroom.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/CANAJEDUCREVUCAN.33.3.486","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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