This paper examines conflict, disagreement, and repetition in a collaborative group and the social interactions and lessons that occur due to them. By examining my own participation and reflections in a content-based collaboratively structured course and analyzing them from within a sociocultural theory of mind, the point is made that the study of cognitive conflict, disagreement and repetition in collaborative groups holds substantial potential for understanding the socially mediated process of learning. This understanding will, in turn, provide insightful information about group work in L2 classrooms.
{"title":"Cognitive Conflict, Disagreement and Repetition in Collaborative Groups: Affective and Social Dimensions from an Insider's Perspective","authors":"Agustina Tocalli-Beller","doi":"10.3138/CMLR.60.2.143","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.143","url":null,"abstract":"This paper examines conflict, disagreement, and repetition in a collaborative group and the social interactions and lessons that occur due to them. By examining my own participation and reflections in a content-based collaboratively structured course and analyzing them from within a sociocultural theory of mind, the point is made that the study of cognitive conflict, disagreement and repetition in collaborative groups holds substantial potential for understanding the socially mediated process of learning. This understanding will, in turn, provide insightful information about group work in L2 classrooms.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74439812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to dramatize what can happen when educators teach literature for cross-cultural understanding, especially when the literature being taught is written by citizens of a country with which the students' country is at war. It contains a deep description of the events of one class in the United States in the fall of 1990 on the eve of the first Gulf War, and it theorizes these events in light of the American invasion of Iraq in 2003. It employs the transnational perspective of linguists such as A. Suresh Canagarajah and Tove Skutnabb-Kangas, the critical psychology of Fyodor Vasilyuk, the postmodern theory of Bill Readings, and the spiritual theory of Peter Gabel to conclude with a call for teaching literature with a vision for cross-cultural understanding.
{"title":"‘From Behind the Veil’: Teaching the Literature of the Enemy","authors":"C. Hurlbert","doi":"10.3138/CMLR.60.1.55","DOIUrl":"https://doi.org/10.3138/CMLR.60.1.55","url":null,"abstract":"The purpose of this article is to dramatize what can happen when educators teach literature for cross-cultural understanding, especially when the literature being taught is written by citizens of a country with which the students' country is at war. It contains a deep description of the events of one class in the United States in the fall of 1990 on the eve of the first Gulf War, and it theorizes these events in light of the American invasion of Iraq in 2003. It employs the transnational perspective of linguists such as A. Suresh Canagarajah and Tove Skutnabb-Kangas, the critical psychology of Fyodor Vasilyuk, the postmodern theory of Bill Readings, and the spiritual theory of Peter Gabel to conclude with a call for teaching literature with a vision for cross-cultural understanding.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77378567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study of readers' responses to literature can help to make public the voices of bicultural children and young adults who experience life from a diversity of perspectives. This study explores the relationship between responses to literature and the complex world views of four bicultural students, three Asian American and one of Jewish and Eastern European descent. The focal literary work of the study was the cross-cultural text Homesick by Jean Fritz, a Newbery Honor book about the author's growing up in China on the eve of the Communist revolution. The participants were interviewed about their experiences with the text in terms of characterization, major events, setting, cultural and historical aspects of the narrative, and appropriateness of illustrations and photographs. Findings revealed a wide difference in responses among the girls. Knowledge of Chinese culture, stage of ethnic identity development, personality traits, and prior experiences with the genre of fictional autobiography were found to ...
{"title":"Bicultural Perspectives and Reader Response: Four American Readers Respond to Jean Fritz's Homesick","authors":"C. Leung","doi":"10.3138/CMLR.60.1.227","DOIUrl":"https://doi.org/10.3138/CMLR.60.1.227","url":null,"abstract":"The study of readers' responses to literature can help to make public the voices of bicultural children and young adults who experience life from a diversity of perspectives. This study explores the relationship between responses to literature and the complex world views of four bicultural students, three Asian American and one of Jewish and Eastern European descent. The focal literary work of the study was the cross-cultural text Homesick by Jean Fritz, a Newbery Honor book about the author's growing up in China on the eve of the Communist revolution. The participants were interviewed about their experiences with the text in terms of characterization, major events, setting, cultural and historical aspects of the narrative, and appropriateness of illustrations and photographs. Findings revealed a wide difference in responses among the girls. Knowledge of Chinese culture, stage of ethnic identity development, personality traits, and prior experiences with the genre of fictional autobiography were found to ...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84710550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language acquisition, language maintenance, and language instruction among ethnolinguistic minorities are widely researched issues. This paper considers them through the unique perspective of writers who belong to ethnolinguistic minorities and write in a language other than their mother tongue. This stance is particularly interesting because writers build their professional identity around language, and their confrontation with linguistic issues could prove an insightful source for new understandings. The paper focuses on the works of two such writers: Tahar Ben Jelloun and Sayed Qashu. Their writings and their linguistic choices are discussed in terms of political and psychological motives as reflected in the style and the contents of their work, seeking to draw conclusions about the potential implications of these questions for applied linguistics.
{"title":"The narrative of language choice: Writers from ethnolinguistic minorities","authors":"M. Tannenbaum","doi":"10.3138/CMLR.60.1.7","DOIUrl":"https://doi.org/10.3138/CMLR.60.1.7","url":null,"abstract":"Language acquisition, language maintenance, and language instruction among ethnolinguistic minorities are widely researched issues. This paper considers them through the unique perspective of writers who belong to ethnolinguistic minorities and write in a language other than their mother tongue. This stance is particularly interesting because writers build their professional identity around language, and their confrontation with linguistic issues could prove an insightful source for new understandings. The paper focuses on the works of two such writers: Tahar Ben Jelloun and Sayed Qashu. Their writings and their linguistic choices are discussed in terms of political and psychological motives as reflected in the style and the contents of their work, seeking to draw conclusions about the potential implications of these questions for applied linguistics.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82623510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper argues for the importance of poetry for the field of applied linguistics. The central argument of the article is that poetry is a discourse constructed around the epistemological principle of the unique that provides its readers with specific insights into individualized, personal human experience and linguistic expression. Poetry has particular value in promoting multiculturalism and the understanding of human diversity and can provide moments of contact among individuals living in diverse communities. For applied linguistics, a multi-generic approach is proposed in which all modes of communication and research need to be employed in order to contend with the major issue of human diversity in conservative social systems that promote unity as an ideal and function through the racist inability to differentiate between the group and the individual member of the collective. As argued in this paper, poetry can provide a counterweight to the desire to collectivize and generalize and remind us of the...
{"title":"Multicultural moments in poetry: The importance of the unique","authors":"D. Hanauer","doi":"10.3138/CMLR.60.1.69","DOIUrl":"https://doi.org/10.3138/CMLR.60.1.69","url":null,"abstract":"This paper argues for the importance of poetry for the field of applied linguistics. The central argument of the article is that poetry is a discourse constructed around the epistemological principle of the unique that provides its readers with specific insights into individualized, personal human experience and linguistic expression. Poetry has particular value in promoting multiculturalism and the understanding of human diversity and can provide moments of contact among individuals living in diverse communities. For applied linguistics, a multi-generic approach is proposed in which all modes of communication and research need to be employed in order to contend with the major issue of human diversity in conservative social systems that promote unity as an ideal and function through the racist inability to differentiate between the group and the individual member of the collective. As argued in this paper, poetry can provide a counterweight to the desire to collectivize and generalize and remind us of the...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74314469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A formalist model of language is said to be inappropriate for applied linguistics in that it deals with idealized abstractions and does not come to terms with the real language as actually experienced by its users. Two current areas of linguistic enquiry, corpus linguistics and critical discourse analysis, claim to redress this deficiency by revealing how language is actually put to use. One area of linguistic experience, however, continues to be neglected, namely the imaginative and individual exploration of meaning potential that is characteristic of literature, and particularly of poetry. Corpus analysis does use prose fiction as data, but very selectively. Drama and poetry are excluded altogether, presumably because they tend to be nonconformist and not reliably representative of normal usage. Since corpus descriptions are designed to reveal commonalities and regularities across individual uses of language, it is not surprising that they should avoid what is abnormal and eccentric. But then such descr...
{"title":"‘So the Meaning Escapes’: On Literature and the Representation of Linguistic Realities","authors":"H. Widdowson","doi":"10.3138/CMLR.60.1.89","DOIUrl":"https://doi.org/10.3138/CMLR.60.1.89","url":null,"abstract":"A formalist model of language is said to be inappropriate for applied linguistics in that it deals with idealized abstractions and does not come to terms with the real language as actually experienced by its users. Two current areas of linguistic enquiry, corpus linguistics and critical discourse analysis, claim to redress this deficiency by revealing how language is actually put to use. One area of linguistic experience, however, continues to be neglected, namely the imaginative and individual exploration of meaning potential that is characteristic of literature, and particularly of poetry. Corpus analysis does use prose fiction as data, but very selectively. Drama and poetry are excluded altogether, presumably because they tend to be nonconformist and not reliably representative of normal usage. Since corpus descriptions are designed to reveal commonalities and regularities across individual uses of language, it is not surprising that they should avoid what is abnormal and eccentric. But then such descr...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88211357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Immersion and other intensive language programs produce both linguistic and non-linguistic outcomes. A principal non-linguistic outcome would be a willingness to communicate in the second language (L2), given the opportunity. Both increasing perceived competence and lowering anxiety help to foster a willingness to communicate. These variables are related to motivation for language learning and are expected to differ between immersion and non-immersion learners. Among university-level students, this study evaluates differences between immersion and non-immersion students in willingness to communicate, communication apprehension, perceived competence, and frequency of communicating. Also examined are elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related variables, but not in motivation. Correlations among these variables also differ between the groups. Results are examined in terms of Skehan's notion of talking in order to learn ...
{"title":"Talking in Order To Learn: Willingness To Communicate and Intensive Language Programs.","authors":"P. MacIntyre, S. Baker, R. Clément, L. Donovan","doi":"10.3138/CMLR.59.4.589","DOIUrl":"https://doi.org/10.3138/CMLR.59.4.589","url":null,"abstract":"Immersion and other intensive language programs produce both linguistic and non-linguistic outcomes. A principal non-linguistic outcome would be a willingness to communicate in the second language (L2), given the opportunity. Both increasing perceived competence and lowering anxiety help to foster a willingness to communicate. These variables are related to motivation for language learning and are expected to differ between immersion and non-immersion learners. Among university-level students, this study evaluates differences between immersion and non-immersion students in willingness to communicate, communication apprehension, perceived competence, and frequency of communicating. Also examined are elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related variables, but not in motivation. Correlations among these variables also differ between the groups. Results are examined in terms of Skehan's notion of talking in order to learn ...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91258055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the first part of the paper, I challenge some basic assumptions underlying the claim that reading is the major source of vocabulary acquisition in L2: the ‘noticing’ assumption, the ‘guessing ability’ assumption, the ‘guessing-retention link’ assumption, and the ‘cumulative gain’ assumption. In the second part, I report on three experiments in which vocabulary gains from reading were compared with gains from word-focused tasks: completing given sentences, writing original sentences, and incorporating words in a composition. Results showed that more words were acquired through tasks than through reading.
{"title":"Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence","authors":"B. Laufer","doi":"10.3138/CMLR.59.4.567","DOIUrl":"https://doi.org/10.3138/CMLR.59.4.567","url":null,"abstract":"In the first part of the paper, I challenge some basic assumptions underlying the claim that reading is the major source of vocabulary acquisition in L2: the ‘noticing’ assumption, the ‘guessing ability’ assumption, the ‘guessing-retention link’ assumption, and the ‘cumulative gain’ assumption. In the second part, I report on three experiments in which vocabulary gains from reading were compared with gains from word-focused tasks: completing given sentences, writing original sentences, and incorporating words in a composition. Results showed that more words were acquired through tasks than through reading.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86971010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study concerns adult immigrants' perceptions of their own pronunciation problems and the consequences of speaking with a foreign accent. Interviews were conducted with 100 intermediate proficiency ESL students (58 of whom belonged to a visible minority). Over half the respondents felt that pronunciation played a role in their communication problems, yet when asked what their pronunciation difficulties were, many were unable to answer. Those who did identify problems tended to focus on a small set of salient segmental units that generally have little effect on intelligibility. When asked whether they had been discriminated against because of accent, two thirds said no, but when asked if people would respect them more if they pronounced English well, the majority agreed. In light of the students' comments, recommendations are made for pronunciation instruction guided by intelligibility rather than salience; it is also suggested that the politics of accent and bias be explored with ESL students.
{"title":"What Do ESL Students Say About Their Accents","authors":"Tracey M. Derwing","doi":"10.3138/CMLR.59.4.547","DOIUrl":"https://doi.org/10.3138/CMLR.59.4.547","url":null,"abstract":"This study concerns adult immigrants' perceptions of their own pronunciation problems and the consequences of speaking with a foreign accent. Interviews were conducted with 100 intermediate proficiency ESL students (58 of whom belonged to a visible minority). Over half the respondents felt that pronunciation played a role in their communication problems, yet when asked what their pronunciation difficulties were, many were unable to answer. Those who did identify problems tended to focus on a small set of salient segmental units that generally have little effect on intelligibility. When asked whether they had been discriminated against because of accent, two thirds said no, but when asked if people would respect them more if they pronounced English well, the majority agreed. In light of the students' comments, recommendations are made for pronunciation instruction guided by intelligibility rather than salience; it is also suggested that the politics of accent and bias be explored with ESL students.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78988490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Little is known about nonnative English language teachers who, after having been awarded an MA or PhD in the West, return to their home countries and write academic papers mainly in their first language. This study, based on interview data, reports on the writing and teaching experiences of nine Western-trained Chinese TESOL (Teaching English to Speakers of Other Languages) professionals in China. The findings show that the participants were all conscious of their biliterate/bicultural intellectual identity. Although some had different views about what counted as logic and digression in academic discourse, most of the participants were persistent in promoting a direct and linear English approach in their own writing as well as in their teaching of both English and Chinese writing. The study highlights the complexity of bilingual/bicultural intellectual identity and the contribution of Chinese TESOL scholars either toward or against an Anglo-centric globalization of rhetorical development.
{"title":"Writing in Two Cultures: Chinese Professors Return from the West.","authors":"Ling Shi","doi":"10.3138/CMLR.59.3.369","DOIUrl":"https://doi.org/10.3138/CMLR.59.3.369","url":null,"abstract":"Little is known about nonnative English language teachers who, after having been awarded an MA or PhD in the West, return to their home countries and write academic papers mainly in their first language. This study, based on interview data, reports on the writing and teaching experiences of nine Western-trained Chinese TESOL (Teaching English to Speakers of Other Languages) professionals in China. The findings show that the participants were all conscious of their biliterate/bicultural intellectual identity. Although some had different views about what counted as logic and digression in academic discourse, most of the participants were persistent in promoting a direct and linear English approach in their own writing as well as in their teaching of both English and Chinese writing. The study highlights the complexity of bilingual/bicultural intellectual identity and the contribution of Chinese TESOL scholars either toward or against an Anglo-centric globalization of rhetorical development.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81762338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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