Pub Date : 2010-11-01DOI: 10.2307/CANAJEDUCREVUCAN.33.3.588
D. Fleming
In this article, I report a qualitative study that sheds light on how adult learners of English as a Second Language (ESL) are constructing new national identities in the context of the challenges associated with immigration. In particular, I trace how the common threads among their conceptions of citizenship compare with those embedded within official, na tional assessment, and curriculum documents. Using a broad questionnaire and a focused set of semi ‐ structured interviews at a large ESL site in British Columbia, my research rev eals the gaps between the experiences of these immigrants and how these documents construct and position idealized and racialized conceptions of second language learners. Key words: Adult ESL; identity; immigration; assessment and curriculum documents; semi ‐ structured interviews; gap analysis; racialized conceptions; language learning; Lang ‐ uage Instruction to Newcomers to Canada (LINC); language policy and planning Dans cet article, l’auteur presente une etude de cas qualitative qui permet de mieux com ‐ prendre comment des adultes apprenant l’anglais a titre de langue seconde (ALS) se facon ‐ nent de nouvelles identites nationales dans le cadre des defis associes a l’immigration. L’auteur analyse tout particulierement de quelle maniere les elements communs de leurs conceptions de la citoyennete se comparent a certains des themes des documents de curri ‐ culum et d’evaluation officiels. Reposant sur un vaste questionnaire et une serie ciblee d’entrevues semi ‐ structurees menees dans un grand centre d’ALS en Colombie ‐ Britannique, cette recherche revele les ecarts entre les experiences de ces immigrants et la facon dont ces documents creent et positionnent des conceptions a la fois idealisees et racia ‐ lisees des personnes apprenant une langue seconde. Mots cles : adultes en ALS, identite, immigration, documents d’evaluation et de curricu ‐ lum, entrevues semi ‐ structurees, analyse des ecarts, conceptions racialisees, apprentissage d’une langue, Cours de langue pour les immigrants au Canada (CLIC), politique ‐ et amen ‐ agement linquistiques
在这篇文章中，我报告了一项定性研究，该研究揭示了成人英语作为第二语言(ESL)学习者如何在与移民相关的挑战背景下构建新的国家认同。特别是，我追踪了他们的公民概念中的共同线索如何与那些嵌入在官方，国家评估和课程文件中的线索进行比较。在不列颠哥伦比亚省的一个大型ESL网站上，我使用了广泛的问卷调查和一组重点的半结构化访谈，我的研究揭示了这些移民经历之间的差距，以及这些文件如何构建和定位理想化和种族化的第二语言学习者概念。关键词:成人ESL;的身份;移民;评估及课程文件;半结构化面试;差距分析;种族主义观念;语言学习;加拿大新移民语言指导(LINC);在一篇文章中，l 'auteur提出了一种方法，即定性的方法，许可的方法，成人学徒的方法，英语的方法，第二语言(ALS)的方法，新的方法，确定的方法，国家的方法，方法，定义协会和移民的方法。L 'auteur分析兜售particulierement de您用莱斯元素communs de他们观念de la citoyennete se comparent某些des主题des文档de curri必经culum et d”officiels。在哥伦比亚-不列颠大学的大型研究中心，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查，研究人员收集了大量的问卷调查。主要课程:成人渐冻症，身份，移民，文件评估和课程，创业半结构，分析技术，概念种族主义，学徒语言，加拿大移民语言课程(CLIC)，政治和管理语言
{"title":"Becoming Citizens: Racialized Conceptions of ESL Learners and the Canadian Language Benchmarks","authors":"D. Fleming","doi":"10.2307/CANAJEDUCREVUCAN.33.3.588","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.33.3.588","url":null,"abstract":"In this article, I report a qualitative study that sheds light on how adult learners of English as a Second Language (ESL) are constructing new national identities in the context of the challenges associated with immigration. In particular, I trace how the common threads among their conceptions of citizenship compare with those embedded within official, na tional assessment, and curriculum documents. Using a broad questionnaire and a focused set of semi ‐ structured interviews at a large ESL site in British Columbia, my research rev eals the gaps between the experiences of these immigrants and how these documents construct and position idealized and racialized conceptions of second language learners. Key words: Adult ESL; identity; immigration; assessment and curriculum documents; semi ‐ structured interviews; gap analysis; racialized conceptions; language learning; Lang ‐ uage Instruction to Newcomers to Canada (LINC); language policy and planning Dans cet article, l’auteur presente une etude de cas qualitative qui permet de mieux com ‐ prendre comment des adultes apprenant l’anglais a titre de langue seconde (ALS) se facon ‐ nent de nouvelles identites nationales dans le cadre des defis associes a l’immigration. L’auteur analyse tout particulierement de quelle maniere les elements communs de leurs conceptions de la citoyennete se comparent a certains des themes des documents de curri ‐ culum et d’evaluation officiels. Reposant sur un vaste questionnaire et une serie ciblee d’entrevues semi ‐ structurees menees dans un grand centre d’ALS en Colombie ‐ Britannique, cette recherche revele les ecarts entre les experiences de ces immigrants et la facon dont ces documents creent et positionnent des conceptions a la fois idealisees et racia ‐ lisees des personnes apprenant une langue seconde. Mots cles : adultes en ALS, identite, immigration, documents d’evaluation et de curricu ‐ lum, entrevues semi ‐ structurees, analyse des ecarts, conceptions racialisees, apprentissage d’une langue, Cours de langue pour les immigrants au Canada (CLIC), politique ‐ et amen ‐ agement linquistiques","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.33.3.588","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684589","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.33.3.473
S. Lamoureux, N. Labrie
In Canada, as is true in several other countries and educational jurisdictions, language and identity are at the forefront of both educational debates and policy development in various governing bodies, such as the classroom, schools, school boards, postsecondary institutions, provincial, territorial and federal ministries, as well as arms-length and nongovernmental agencies (NGOs). Policymaking and implementation decisions occur at micro and macro social levels within each of these contexts. This double special issue of the Canadian Journal of Education (RCE/CJE 33[2] and [3]) presents findings of original research on language, identity, and educational policy in Canada since 2000, from a variety of theoretical perspectives, including sociolinguistics, psychology, higher education, sociology of education, policy studies, and second language education. We aim to interest a wide readership of researchers, educators, and policy makers, in the hope that the studies presented will encourage and foster a trans-disciplinary dialogue. The response to our call for papers exceeded our expectations, with manuscripts being submitted from across Canada, and also from researchers outside Canada who were interested in Canadian educational policies. We are grateful to all those who submitted manuscripts for consideration, and the confidence they demonstrated in the Canadian Journal of Education, and our special issue on language, identity, and educational policy in Canada. In recognition of the large number of manuscripts received, the CJE editorial board graciously offered to publish the special issue in two volumes, which allowed us to maintain an acceptance ratio of about 30 per cent. We are grateful to the CJE team, particularly Julia and Deb, although we regret having had to refuse manuscripts that, because of their findings, would have fitted very well in our special issue, but for which we simply had no latitude. We also wish to express our gratitude to the external reviewers who shared their scientific recommendations with us, and provided authors with valuable feedback, enabling us to ensure the integrity of CJE's editorial standards. When it came time to organise the architecture for the two volumes of this special issue, the circle metaphor could not be ignored. We first saw the circle as a space for completeness, dialogue, consensus building, and wisdom, as shared with us by Canada's aboriginal cultures. We also saw both sides of a coin, which, in Western culture, reminds of dichotomies and dialogism. Finally, we thought of yin and yang, which in oriental philosophy are representations of opposite yet interdependent forces of the natural order, one engendering the other. It is in this spirit that the first volume (CJR/RCE 33[2]) presents articles focused on the "teaching" dimension, whereas this second volume (RCE/CJE 33[3]) focuses on the "learning" dimension. The first volume took a closer look at the mediation that belies language and identity in
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Pub Date : 2010-09-03DOI: 10.2307/CANAJEDUCREVUCAN.33.3.564
C. Mady
As the number of Allophone students attending public schools in Canada continues to increase (Statistics Canada, 2008), it is clear that a need exists in English ‐ dominant areas to purposefully address the integration of these students into core French. I report the findings of a mixed ‐ method study that was conducted to assess and com ‐ pare the motivation and investment of secondary Allophone and English ‐ speaking Canadian ‐ born students to study core French. Both the quantitative and the qualita ‐ tive results show that Allophone students are more motivated to study French than their English ‐ speaking Canadian ‐ born peers. Key words: multilingual language motivation, second language motivation, applied linguistics A mesure que le nombre d’eleves allophones dans les ecoles publiques du Canada s’accroit (Statistique Canada, 2008), il est clair qu’il faut, dans les regions ou l’anglais domine, s’occuper nommement de l’integration de ces eleves dans les cours de fran ‐ cais de base. L’auteure presente les conclusions d’une recherche menee a l’aide de plusieurs methodologies en vue d’evaluer et de comparer la motivation et l’implication d’eleves du secondaire, soit allophones, soit anglophones et nes au Ca ‐ nada, vis ‐ a ‐ vis des cours de francais de base. Les resultats tant quantitatifs que quali ‐ tatifs montrent que les eleves allophones sont plus motives a etudier le francais que leurs pairs anglophones nes au Canada. Mots cles : motivation et apprentissage d’une langue seconde, linguistique appliquee
随着加拿大公立学校的异位语学生人数不断增加(加拿大统计局，2008年)，很明显，在英语占主导地位的地区，需要有目的地解决这些学生融入核心法语的问题。我报告了一项混合方法研究的结果，该研究旨在评估和比较中等音素和讲英语的加拿大出生的学生学习核心法语的动机和投入。定量和定性结果都表明，与加拿大出生的说英语的同龄人相比，同种异体语的学生更有动力学习法语。关键词:多语语言动机，第二语言动机，应用语言学(加拿大统计局，2008年)，加拿大公共学院的英语语言动机测量，加拿大公共学院的英语语言动机测量，加拿大公共学院的英语语言特征测量，加拿大公共学院的英语语言特征测量，加拿大公共学院的英语语言特征测量，加拿大公共学院的英语语言特征测量，加拿大公共学院的英语语言特征测量，加拿大公共学院的英语语言特征测量，加拿大公共学院的英语语言特征测量，加拿大公共学院的英语语言特征测量，加拿大公共学院的英语语言特征测量。L ' autree提出的结论为'une recherche menee '， L 'aide de plusiieers方法为'价值评估者和比较者'，动机和含义为' 'eleves du secondaire， ' so allophones， ' so englishlophone ' et nes of Ca - nada，相对于' ' course de francais de base '。结果的数量是重要的，质量是重要的，质量是重要的，质量是重要的，音素是重要的，加上动机是重要的，法语是重要的，英语是重要的，加拿大是重要的。主要内容:动机与学徒，语言第二，语言补习
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Pub Date : 2010-09-03DOI: 10.2307/CANAJEDUCREVUCAN.33.3.617
Sandra Styres, D. Zinga, Sheila Bennett, Michelle Bomberry
Certainly in the past and even in the present day, the term research for Indigenous people has been fraught with strong, negative, emotional associations; however, de ‐ spite the many remaining challenges there is a shifting within the landscape of aca ‐ demia to recognize that research on Indigenous issues must cultivate respectful and reciprocal relationships with those communities. In this study, we demonstrate that to conduct research collaboratively based on elements of respect, relationship, relevance, and reciprocity, all collaborators must walk in two worlds to balance the needs of communities with the systemic realities of academia. To illustrate our point, we focus our story on one project that is currently underway between the Six Nations of the Grand River Territory and Brock University. In our narrative we illustrate how the relationships that were fostered call into question commonly accepted university practices as well as engage community partners in understanding some of the limita tions and possibilities in some of those practices. This article focuses on some tough issues; however, the collaborators in this project are in the process of forging some ‐ thing new that may serve as one example of how such partnerships can be authen tically created. Key words: Indigenous research, Indigenous ways of knowing, community‐based research, power‐sharing research, Hodenosaunee research method, research ethics Pour les peuples autochtones, le mot “recherche” a ete et demeure toujours empreint de fortes associations emotives negatives; cependant, malgre les defis importants qui se doivent d’etre surmontes, on constate un changement au sein du monde universi ‐ taire : la reconnaissance que la recherche sur les themes et les realites des peuples autochtones doit d’abord et avant tout etre fondees sur des relations reciproques res ‐ pectueuses avec ces communautes. Notre etude demontre que pour mener une re ‐ cherche reellement collaborative fondee sur les elements du respect, de l’entree en relation, de la pertinence et de la reciprocite, l’ensemble des collaborateurs doivent se situer dans l’entre ‐ deux assurant ainsi l’equilibre entre les besoins des communautes autochtones et les exigences du monde universitaire. Afin d’illustrer ce constat, nous vous partageons le deroulement et le denouement d’une collaboration reelle entre les Six Nations de la region de Grand River et des chercheurs de l’Universite Brock (On ‐ tario). Notre expose narratif demontre comment la creation et le developpement de liens authentiques entre les membres de la communaute des Six Nations et les univer ‐ sitaires ont remis en question des pratiques courantes de la culture universitaire et permis un espace discursif pour expliquer aux partenaires communautaires les limites et les avantages de certaines de ces pratiques. Cet article aborde donc des themes difficiles; cependant, les collaborateurs a ce projet sont a forger de nouveaux proces ‐ sus et de nouvelles pra
当然，在过去，甚至在今天，“对土著居民的研究”这个词充满了强烈的、消极的、情绪化的联想;然而，尽管仍有许多挑战，但学术界的格局正在发生变化，认识到对土著问题的研究必须培养与这些社区的尊重和互惠关系。在这项研究中，我们证明，为了在尊重、关系、相关性和互惠的基础上进行合作研究，所有的合作者必须在两个世界中行走，以平衡社区的需求和学术界的系统现实。为了说明我们的观点，我们把故事集中在一个目前正在进行的项目上，这个项目是由大河地区的六个民族和布洛克大学合作进行的。在我们的叙述中，我们说明了培养的关系如何对普遍接受的大学实践提出质疑，并让社区合作伙伴了解其中一些实践中的一些限制和可能性。本文关注的是一些棘手的问题;然而，这个项目的合作者正在打造一些新的东西，这可能是如何真正建立这种伙伴关系的一个例子。关键词:本土研究、本土认知方式、社区研究、权力分享研究、Hodenosaunee研究方法、研究伦理、研究伦理、研究伦理、研究伦理、研究伦理、研究伦理;在此之前，《联合国关于世界大学的变化:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究:关于世界大学的研究。“巴黎大学”将为学生们提供一个相互尊重的环境，为学生们提供一个相互尊重的环境，为学生们提供一个相互关系的环境，为学生们提供一个相互尊重的环境，为学生们提供一个相互保证的环境，为学生们提供一个相互平衡的环境，为学生们提供一个相互交流的环境，为学生们提供一个相互交流的环境，为学生们提供一个世界大学的体验。在此基础上，我们建立了一系列合作伙伴关系，包括合作伙伴关系、合作伙伴关系、合作伙伴关系、合作伙伴关系、合作伙伴关系、合作伙伴关系、合作伙伴关系、合作伙伴关系、合作伙伴关系等。诺公开narratif demontre评论le开发署de la创造等留置权authentiques两者之间进行de la communaute des等六个国家里面的大学sitaires应承担的雷en问题des实际报de la文化大学医疗等有的元discursif解释辅助partenaires施行这样的et de某些德莱斯优点之一ces实际应用。文章在主题上有困难;在此之前，一个项目的合作者可以创建一个新的流程- SUS，创建一个新的研究过程，创建一个新的研究过程，创建一个新的研究过程，创建一个新的服务，创建一个新的合作伙伴，创建一个新的研究过程。主要领域:自音研究，自音合成模式，自音合成研究，自音合成研究，自音合成研究，自音合成研究，自音合成研究，自音合成方法研究，自音合成方法研究。
{"title":"Walking in Two Worlds: Engaging the Space between Indigenous Community and Academia.","authors":"Sandra Styres, D. Zinga, Sheila Bennett, Michelle Bomberry","doi":"10.2307/CANAJEDUCREVUCAN.33.3.617","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.33.3.617","url":null,"abstract":"Certainly in the past and even in the present day, the term research for Indigenous people has been fraught with strong, negative, emotional associations; however, de ‐ spite the many remaining challenges there is a shifting within the landscape of aca ‐ demia to recognize that research on Indigenous issues must cultivate respectful and reciprocal relationships with those communities. In this study, we demonstrate that to conduct research collaboratively based on elements of respect, relationship, relevance, and reciprocity, all collaborators must walk in two worlds to balance the needs of communities with the systemic realities of academia. To illustrate our point, we focus our story on one project that is currently underway between the Six Nations of the Grand River Territory and Brock University. In our narrative we illustrate how the relationships that were fostered call into question commonly accepted university practices as well as engage community partners in understanding some of the limita tions and possibilities in some of those practices. This article focuses on some tough issues; however, the collaborators in this project are in the process of forging some ‐ thing new that may serve as one example of how such partnerships can be authen tically created. Key words: Indigenous research, Indigenous ways of knowing, community‐based research, power‐sharing research, Hodenosaunee research method, research ethics Pour les peuples autochtones, le mot “recherche” a ete et demeure toujours empreint de fortes associations emotives negatives; cependant, malgre les defis importants qui se doivent d’etre surmontes, on constate un changement au sein du monde universi ‐ taire : la reconnaissance que la recherche sur les themes et les realites des peuples autochtones doit d’abord et avant tout etre fondees sur des relations reciproques res ‐ pectueuses avec ces communautes. Notre etude demontre que pour mener une re ‐ cherche reellement collaborative fondee sur les elements du respect, de l’entree en relation, de la pertinence et de la reciprocite, l’ensemble des collaborateurs doivent se situer dans l’entre ‐ deux assurant ainsi l’equilibre entre les besoins des communautes autochtones et les exigences du monde universitaire. Afin d’illustrer ce constat, nous vous partageons le deroulement et le denouement d’une collaboration reelle entre les Six Nations de la region de Grand River et des chercheurs de l’Universite Brock (On ‐ tario). Notre expose narratif demontre comment la creation et le developpement de liens authentiques entre les membres de la communaute des Six Nations et les univer ‐ sitaires ont remis en question des pratiques courantes de la culture universitaire et permis un espace discursif pour expliquer aux partenaires communautaires les limites et les avantages de certaines de ces pratiques. Cet article aborde donc des themes difficiles; cependant, les collaborateurs a ce projet sont a forger de nouveaux proces ‐ sus et de nouvelles pra","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/CANAJEDUCREVUCAN.33.3.617","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684728","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 : 2010-09-03DOI: 10.2307/CANAJEDUCREVUCAN.33.3.541
Sylvie Roy
In this study, I investigate how French immersion students in two junior high schools in Alberta see themselves in Canadian society. The data come from three years of ethnographic research that included classroom observations and 94 interviews with students, teachers, administrators, and parents. This study shows how French immer ‐ sion students do not belong to either legitimized group in Canada; they develop their own bilingual world and identities, which are not recognized in Canadian soci ‐ ety. I argue for inclusion of all learners of French with varying linguistic and cultural com ‐ petencies in schools and workplaces so they can contribute to Canadian political, so ‐ cietal, and social spheres. Key words : French immersion, bilingualism, Canadian society, inclusion, language policies Dans cette etude, l’auteure analyse comment des eleves en immersion francaise dans deux ecoles intermediaires de l’Alberta se percoivent au sein de la societe canadienne. Les donnees proviennent de trois annees de recherche ethnographique, incluant des observations en classe et 94 entrevues avec des eleves, des enseignants, des adminis ‐ trateurs et des parents. L’etude explique pourquoi les eleves en immersion francaise n’appartiennent a aucun de deux groupes de langue officielle du Canada; ces eleves developpent leurs propres monde et identite bilingues, qui ne sont pas reconnus dans la societe canadienne. L’auteure prone l’inclusion de toutes les personnes qui appren ‐ nent le francais avec divers niveaux de competences linguistiques et culturelles dans les ecoles et au travail afin qu’elles puissent apporter leur contribution aux spheres politiques, societales et sociales au sein du pays. Mots cles : immersion francaise, bilinguisme, societe canadienne, politiques linguisti ‐ ques
{"title":"Not Truly, Not Entirely ... Pas comme les Francophones","authors":"Sylvie Roy","doi":"10.2307/CANAJEDUCREVUCAN.33.3.541","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.33.3.541","url":null,"abstract":"In this study, I investigate how French immersion students in two junior high schools in Alberta see themselves in Canadian society. The data come from three years of ethnographic research that included classroom observations and 94 interviews with students, teachers, administrators, and parents. This study shows how French immer ‐ sion students do not belong to either legitimized group in Canada; they develop their own bilingual world and identities, which are not recognized in Canadian soci ‐ ety. I argue for inclusion of all learners of French with varying linguistic and cultural com ‐ petencies in schools and workplaces so they can contribute to Canadian political, so ‐ cietal, and social spheres. Key words : French immersion, bilingualism, Canadian society, inclusion, language policies Dans cette etude, l’auteure analyse comment des eleves en immersion francaise dans deux ecoles intermediaires de l’Alberta se percoivent au sein de la societe canadienne. Les donnees proviennent de trois annees de recherche ethnographique, incluant des observations en classe et 94 entrevues avec des eleves, des enseignants, des adminis ‐ trateurs et des parents. L’etude explique pourquoi les eleves en immersion francaise n’appartiennent a aucun de deux groupes de langue officielle du Canada; ces eleves developpent leurs propres monde et identite bilingues, qui ne sont pas reconnus dans la societe canadienne. L’auteure prone l’inclusion de toutes les personnes qui appren ‐ nent le francais avec divers niveaux de competences linguistiques et culturelles dans les ecoles et au travail afin qu’elles puissent apporter leur contribution aux spheres politiques, societales et sociales au sein du pays. Mots cles : immersion francaise, bilinguisme, societe canadienne, politiques linguisti ‐ ques","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/CANAJEDUCREVUCAN.33.3.541","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684196","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 : 2010-09-03DOI: 10.2307/CANAJEDUCREVUCAN.33.3.515
Josée Makropoulos
This article makes a contribution to the field of French immersion studies by examining the engagement realities of two groups of students in an Ottawa French immersion high school program: those with and without a parent who makes them eligible for minority French language instruction as outlined by Section 23 of the Canadian Charter of Rights and Free ‐ doms . Findings indicate that students from both official language groups, who came from varying class backgrounds, similarly demonstrated the ability and willingness to follow the secondary French immersion program offered at the university level. Although students with Anglophone parents were found to benefit from cultural capital such as family sup ‐ port and “voluntary minority” belief systems, students with a parent eligible for minority French language instruction benefited from French language capital acquired with family, in social contexts and sometimes in French school. At times, students also had overlapping and cross ‐ cutting realities depending whether they came from EFI or LFI programs. To conclude, this article suggests that French immersion programming and related policies should take into consideration the multifaceted engagement realities of secondary student populations from the two official language communities. Key words: French immersion studies, student engagement, official ‐ language communi ties, immigration Les resultats de la recherche demontrent que les etudiants issus des deux groupes linguistiques officielles et ayant diverses profils sociaux font etat d’un interet similaire dans leurs habiletes et leurs desirs de poursuivre leurs etudes au sein du programme d’immersion francaise offert au niveau universitaire. Bien que les eleves ayant des parents anglophones semblent beneficier du capital culturel (tel que le support de la famille, les systemes de croyances associes aux «minorites volontaires»), ceux qui sont issus de familles dont l’un des parents est admissible a l’instruction dans la langue de la minorite francaise ont egalement pu beneficier du capital associe a la langue fran‐ caise par le biais de la famille, dans les contextes sociaux et parfois dans les ecoles francaises. Les eleves provenant des programmes d’immersion tardifs et precoces peuvent parfois vivre des realites transversales ou qui se chevauchent. En conclusion cet article suggere que la programmation de l’immersion francaise ainsi que les politi‐ ques y afferant doivent tenir compte des multiples facettes des realites que vivent les eleves du secondaire issus des deux communautes de langue officielle. Mots ‐ cles : Etudes des programmes d’immersion, engagement des eleves, commu ‐ nautes de langues officielles, immigration
{"title":"Student Engagement in an Ottawa French Immersion High School Program","authors":"Josée Makropoulos","doi":"10.2307/CANAJEDUCREVUCAN.33.3.515","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.33.3.515","url":null,"abstract":"This article makes a contribution to the field of French immersion studies by examining the engagement realities of two groups of students in an Ottawa French immersion high school program: those with and without a parent who makes them eligible for minority French language instruction as outlined by Section 23 of the Canadian Charter of Rights and Free ‐ doms . Findings indicate that students from both official language groups, who came from varying class backgrounds, similarly demonstrated the ability and willingness to follow the secondary French immersion program offered at the university level. Although students with Anglophone parents were found to benefit from cultural capital such as family sup ‐ port and “voluntary minority” belief systems, students with a parent eligible for minority French language instruction benefited from French language capital acquired with family, in social contexts and sometimes in French school. At times, students also had overlapping and cross ‐ cutting realities depending whether they came from EFI or LFI programs. To conclude, this article suggests that French immersion programming and related policies should take into consideration the multifaceted engagement realities of secondary student populations from the two official language communities. Key words: French immersion studies, student engagement, official ‐ language communi ties, immigration Les resultats de la recherche demontrent que les etudiants issus des deux groupes linguistiques officielles et ayant diverses profils sociaux font etat d’un interet similaire dans leurs habiletes et leurs desirs de poursuivre leurs etudes au sein du programme d’immersion francaise offert au niveau universitaire. Bien que les eleves ayant des parents anglophones semblent beneficier du capital culturel (tel que le support de la famille, les systemes de croyances associes aux «minorites volontaires»), ceux qui sont issus de familles dont l’un des parents est admissible a l’instruction dans la langue de la minorite francaise ont egalement pu beneficier du capital associe a la langue fran‐ caise par le biais de la famille, dans les contextes sociaux et parfois dans les ecoles francaises. Les eleves provenant des programmes d’immersion tardifs et precoces peuvent parfois vivre des realites transversales ou qui se chevauchent. En conclusion cet article suggere que la programmation de l’immersion francaise ainsi que les politi‐ ques y afferant doivent tenir compte des multiples facettes des realites que vivent les eleves du secondaire issus des deux communautes de langue officielle. Mots ‐ cles : Etudes des programmes d’immersion, engagement des eleves, commu ‐ nautes de langues officielles, immigration","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/CANAJEDUCREVUCAN.33.3.515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68683962","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 : 2010-01-01DOI: 10.2307/canajeducrevucan.33.3.480
Sylvie A. Lamoureux, Normand Labrie
In Canada, as is true in several other countries and educational jurisdictions, language and identity are at the forefront of both educational debates and policy development in various governing bodies, such as the classroom, schools, school boards, postsecondary institutions, provincial, territorial and federal ministries, as well as arms-length and nongovernmental agencies (NGOs). Policymaking and implementation decisions occur at micro and macro social levels within each of these contexts. This double special issue of the Canadian Journal of Education (RCE/CJE 33[2] and [3]) presents findings of original research on language, identity, and educational policy in Canada since 2000, from a variety of theoretical perspectives, including sociolinguistics, psychology, higher education, sociology of education, policy studies, and second language education. We aim to interest a wide readership of researchers, educators, and policy makers, in the hope that the studies presented will encourage and foster a trans-disciplinary dialogue. The response to our call for papers exceeded our expectations, with manuscripts being submitted from across Canada, and also from researchers outside Canada who were interested in Canadian educational policies. We are grateful to all those who submitted manuscripts for consideration, and the confidence they demonstrated in the Canadian Journal of Education, and our special issue on language, identity, and educational policy in Canada. In recognition of the large number of manuscripts received, the CJE editorial board graciously offered to publish the special issue in two volumes, which allowed us to maintain an acceptance ratio of about 30 per cent. We are grateful to the CJE team, particularly Julia and Deb, although we regret having had to refuse manuscripts that, because of their findings, would have fitted very well in our special issue, but for which we simply had no latitude. We also wish to express our gratitude to the external reviewers who shared their scientific recommendations with us, and provided authors with valuable feedback, enabling us to ensure the integrity of CJE's editorial standards. When it came time to organise the architecture for the two volumes of this special issue, the circle metaphor could not be ignored. We first saw the circle as a space for completeness, dialogue, consensus building, and wisdom, as shared with us by Canada's aboriginal cultures. We also saw both sides of a coin, which, in Western culture, reminds of dichotomies and dialogism. Finally, we thought of yin and yang, which in oriental philosophy are representations of opposite yet interdependent forces of the natural order, one engendering the other. It is in this spirit that the first volume (CJR/RCE 33[2]) presents articles focused on the "teaching" dimension, whereas this second volume (RCE/CJE 33[3]) focuses on the "learning" dimension. The first volume took a closer look at the mediation that belies language and identity in
{"title":"INTRODUCTION: Language, Identity and Educational Policies, Volume 2","authors":"Sylvie A. Lamoureux, Normand Labrie","doi":"10.2307/canajeducrevucan.33.3.480","DOIUrl":"https://doi.org/10.2307/canajeducrevucan.33.3.480","url":null,"abstract":"In Canada, as is true in several other countries and educational jurisdictions, language and identity are at the forefront of both educational debates and policy development in various governing bodies, such as the classroom, schools, school boards, postsecondary institutions, provincial, territorial and federal ministries, as well as arms-length and nongovernmental agencies (NGOs). Policymaking and implementation decisions occur at micro and macro social levels within each of these contexts. This double special issue of the Canadian Journal of Education (RCE/CJE 33[2] and [3]) presents findings of original research on language, identity, and educational policy in Canada since 2000, from a variety of theoretical perspectives, including sociolinguistics, psychology, higher education, sociology of education, policy studies, and second language education. We aim to interest a wide readership of researchers, educators, and policy makers, in the hope that the studies presented will encourage and foster a trans-disciplinary dialogue. The response to our call for papers exceeded our expectations, with manuscripts being submitted from across Canada, and also from researchers outside Canada who were interested in Canadian educational policies. We are grateful to all those who submitted manuscripts for consideration, and the confidence they demonstrated in the Canadian Journal of Education, and our special issue on language, identity, and educational policy in Canada. In recognition of the large number of manuscripts received, the CJE editorial board graciously offered to publish the special issue in two volumes, which allowed us to maintain an acceptance ratio of about 30 per cent. We are grateful to the CJE team, particularly Julia and Deb, although we regret having had to refuse manuscripts that, because of their findings, would have fitted very well in our special issue, but for which we simply had no latitude. We also wish to express our gratitude to the external reviewers who shared their scientific recommendations with us, and provided authors with valuable feedback, enabling us to ensure the integrity of CJE's editorial standards. When it came time to organise the architecture for the two volumes of this special issue, the circle metaphor could not be ignored. We first saw the circle as a space for completeness, dialogue, consensus building, and wisdom, as shared with us by Canada's aboriginal cultures. We also saw both sides of a coin, which, in Western culture, reminds of dichotomies and dialogism. Finally, we thought of yin and yang, which in oriental philosophy are representations of opposite yet interdependent forces of the natural order, one engendering the other. It is in this spirit that the first volume (CJR/RCE 33[2]) presents articles focused on the \"teaching\" dimension, whereas this second volume (RCE/CJE 33[3]) focuses on the \"learning\" dimension. The first volume took a closer look at the mediation that belies language and identity in","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/canajeducrevucan.33.3.480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684233","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 : 2009-05-15DOI: 10.4000/ETHIQUEPUBLIQUE.1331
J. Archambault, L. Harnois
Cet article porte sur les perceptions des directions d’ecoles de milieu defavorise a propos de leur travail. Nous nous interessons a la situation qui prevaut a Montreal, ou les ecoles beneficient de mesures particulieres de soutien du Ministere de l’Education, du Loisir et du Sport. Nous presentons les resultats d’une recherche menee aupres de quarante-cinq directions d'ecoles primaires de milieu defavorise de Montreal. L’objectif principal etait d’identifier, de decrire et de documenter les caracteristiques du travail d’une direction d’ecole de milieu defavorise. Quelques constats emergent des donnees recueillies. Les directions considerent leur tâche differente de celle des directions d’une ecole de milieu moyen ou favorise. Ces differences portent principalement sur la lourdeur de la tâche, sur les competences et les attitudes particulieres requises, sur la necessite d’exercer un leadership de justice sociale, sur la necessite de developper une certaine vision de l’education et finalement sur l’importance du developpement professionnel. Mots-cles: Direction d’ecole, ecole primaire, rapport au travail, milieu defavorise, discours
{"title":"Diriger une école primaire de milieu urbain défavorisé: les perceptions des directions d’écoles à propos de leur travail","authors":"J. Archambault, L. Harnois","doi":"10.4000/ETHIQUEPUBLIQUE.1331","DOIUrl":"https://doi.org/10.4000/ETHIQUEPUBLIQUE.1331","url":null,"abstract":"Cet article porte sur les perceptions des directions d’ecoles de milieu defavorise a propos de leur travail. Nous nous interessons a la situation qui prevaut a Montreal, ou les ecoles beneficient de mesures particulieres de soutien du Ministere de l’Education, du Loisir et du Sport. Nous presentons les resultats d’une recherche menee aupres de quarante-cinq directions d'ecoles primaires de milieu defavorise de Montreal. L’objectif principal etait d’identifier, de decrire et de documenter les caracteristiques du travail d’une direction d’ecole de milieu defavorise. Quelques constats emergent des donnees recueillies. Les directions considerent leur tâche differente de celle des directions d’une ecole de milieu moyen ou favorise. Ces differences portent principalement sur la lourdeur de la tâche, sur les competences et les attitudes particulieres requises, sur la necessite d’exercer un leadership de justice sociale, sur la necessite de developper une certaine vision de l’education et finalement sur l’importance du developpement professionnel. Mots-cles: Direction d’ecole, ecole primaire, rapport au travail, milieu defavorise, discours","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70156043","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}
In drawing on selected interviews with adolescent boys from both Australia and North America, we present an analysis of boys’ own capacities for interrogating gender normalisation in their school lives. We set this analysis against a critique of the public media debates about boys’ education, which continue to be fuelled by a moral panic about the status of boys as the new disadvantaged. Our aim is to raise questions about boys’ existing capacities for problematizing social relations of masculinity and how these might be mobilized in schools to support a counter‐ hegemonic practice committed to interrogating gender oppression. Key words: gender reform, boys’ education, masculinities, normalization A partir d’un choix d’entrevues effectuees aupres d’adolescents venant de l’Australie et de l’Amerique du Nord, les auteurs presentent une analyse des capacites de ces garcons de remettre en question la normalisation en fonction des sexes dans leur vie scolaire. Les auteurs opposent cette analyse a une critique des debats dans les medias sur l’education des garcons, lesquels continuent a etre alimentes par une panique morale au sujet du statut des garcons consideres comme les nouveaux defavorises. L’objectif vise est de soulever des questions sur les capacites des garcons de problematiser les relations sociales masculines et de voir comment ces aptitudes pourraient etre mobilisees dans les ecoles pour appuyer une demarche antihegemonique visant a remettre en question l’oppression basee sur le sexe. Mots cles : reforme et sexes, education des garcons, masculinites, normalisation
{"title":"QUESTIONING MASCULINITIES: INTERROGATING BOYS’ CAPACITIES FOR SELF‐ PROBLEMATIZATION IN SCHOOLS","authors":"Michael Kehler, Wayne Martino","doi":"10.2307/20466627","DOIUrl":"https://doi.org/10.2307/20466627","url":null,"abstract":"In drawing on selected interviews with adolescent boys from both Australia and North America, we present an analysis of boys’ own capacities for interrogating gender normalisation in their school lives. We set this analysis against a critique of the public media debates about boys’ education, which continue to be fuelled by a moral panic about the status of boys as the new disadvantaged. Our aim is to raise questions about boys’ existing capacities for problematizing social relations of masculinity and how these might be mobilized in schools to support a counter‐ hegemonic practice committed to interrogating gender oppression. Key words: gender reform, boys’ education, masculinities, normalization A partir d’un choix d’entrevues effectuees aupres d’adolescents venant de l’Australie et de l’Amerique du Nord, les auteurs presentent une analyse des capacites de ces garcons de remettre en question la normalisation en fonction des sexes dans leur vie scolaire. Les auteurs opposent cette analyse a une critique des debats dans les medias sur l’education des garcons, lesquels continuent a etre alimentes par une panique morale au sujet du statut des garcons consideres comme les nouveaux defavorises. L’objectif vise est de soulever des questions sur les capacites des garcons de problematiser les relations sociales masculines et de voir comment ces aptitudes pourraient etre mobilisees dans les ecoles pour appuyer une demarche antihegemonique visant a remettre en question l’oppression basee sur le sexe. Mots cles : reforme et sexes, education des garcons, masculinites, normalisation","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233526","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}
In this article, I have examined how a drama-based practicum had an impact on learning in meaningful ways for preservice teachers and grade-6 students during a three-week alternative teaching placement. Because the nature of drama-based teaching and learning invites participants to think and feel with ideas and emotions continually intersecting, I investigated cognitive and affective learning moments during a collective play development unit. Participants' recorded responses indicate that using this process to address social justice issues created a conducive and
{"title":"An Alternative Practicum Model for Teaching and Learning.","authors":"G. Belliveau","doi":"10.2307/20466625","DOIUrl":"https://doi.org/10.2307/20466625","url":null,"abstract":"In this article, I have examined how a drama-based practicum had an impact on learning in meaningful ways for preservice teachers and grade-6 students during a three-week alternative teaching placement. Because the nature of drama-based teaching and learning invites participants to think and feel with ideas and emotions continually intersecting, I investigated cognitive and affective learning moments during a collective play development unit. Participants' recorded responses indicate that using this process to address social justice issues created a conducive and","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20466625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69233424","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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