Multilingualism has become an increasingly common global phenomenon especially in the last two de... more Multilingualism has become an increasingly common global phenomenon especially in the last two decades. Therefore, multilingual programmes have now been regarded as a cornerstone of education systems in many countries around the world. Learning multiple languages helps us plug into a globalised world and strengthen links with a multitude of speakers from a diversified reality we live in. Thanks to the researched cases described in the chapters, further developments aimed at fostering multilingual practices in the contemporary world will be enhanced. The chapters included in the present volume, provide an overview of current theory, research and practice in the field. They deal with such prominent research topics as multilingual education, language policies, language contact, identity of multilingual speakers, to name only a few. The selected chapters focus on the numerous and heterogeneous relations between languages. They also incorporate a series of contextualized studies with diverse research designs applied in different settings across the globe. This volume constitutes a pivotal reference source for the latest scholarly material on multilingualism from twelve different countries. It is a thought-provoking collection that provides a series of rich insights into the way multilingualism is practised in international contexts. It is ideally designed for academics, upper-level students, educators, professionals and practitioners seeking linguistic and pedagogical guidance on multilingualism.
This book introduces and explains a series of tools for curriculum renewal and revitalization in ... more This book introduces and explains a series of tools for curriculum renewal and revitalization in English for Academic Purposes (EAP) programs, based on the experiences of the authors in successfully implementing a new curriculum in a large EAP program in North America. The book focuses on the why and how of introducing curriculum change, while also engaging critically with the realities of day-to-day classroom practice and the important issue of teacher engagement. While maintaining a principles-driven approach, each chapter is also filled with tools, samples and case study examples, grounding the book in practice and making it an essential resource for language teachers, teacher trainers, and students on TESOL and related courses.
The book examines the development and maintenance of a minority language, engaging on both micro ... more The book examines the development and maintenance of a minority language, engaging on both micro and macro levels to address open questions in the field. Guardado provides a history of the study of language maintenance, including discussion of language socialization, cosmopolitan identities, and home practices. In particular, the author uses 'discourse' as a primary tool to understand minority language development and maintenance.
Research suggests that online support can enhance formal learning experiences. Access to tools su... more Research suggests that online support can enhance formal learning experiences. Access to tools such as wikis and blogs is relatively easy, free, and intuitive, even for beginner users, making these tools appealing to heritage language (HL) teachers whose access to resources is often limited. Given that little research has investigated how these tools affect learning in community HL schools, this paper examines the experiences of teachers and students from two HL community schools in Canada in relation to the use of asynchronous digital tools. Two teachers who had previously attended technology-based professional development sessions on the integration of digital tools participated in this study, as well as two of their students. The teachers seemed to intuitively use digital tools according to their basic affordances, which empowered them to engage students in creative ways. Students seemed knowledgeable and excited about technology-supported HL learning, helping them become more independent engaged learners. Additionally, the digital tools enabled teachers to flip aspects of their practice and create the necessary conditions for extending the HL classroom beyond the spatial and temporal limits faced by evening and weekend community schools. The article concludes with implications for research and practical recommendations for community HL schools.
This qualitative study aims to explore the loss and maintenance of Spanish in Hispanic children i... more This qualitative study aims to explore the loss and maintenance of Spanish in Hispanic children in Vancouver from the perspective of parents. It focuses on the experiences of Hispanic parents of children either developing bilingually (Spanish-English) or monolingually (English). The primary method of data collection is the semi-structured interview. Data collected in this study support the notion that first language (L1) cultural identity is crucial to heritage language maintenance in the context of a dominant second language (L2). However, the data contradict previous findings that a narrow linguistic community and the input of one parent are not sufficient for L1 maintenance. The bilingual (i.e., L1 maintenance) children in the present study had L1 input from only one parent and limited L1 contacts outside the home. The data also show that the type of encouragement parents give to their children to speak the L1 can have a facilitating or a detrimental effect. Therefore, this article urges parents committed to L1 maintenance to promote a positive attitude in their children and to address their affective needs accordingly.
With the popularity of computer technology, online peer feedback has become common in university ... more With the popularity of computer technology, online peer feedback has become common in university writing classes. This paper reports an exploratory study of 22 English as a Second Language (ESL) students' experiences of online peer feedback in a sheltered credit course at a ...
Canadian Modern Language Review/La Revue …, Jan 1, 2009
This article offers a critical analysis of the language socialization of Spanish-speaking familie... more This article offers a critical analysis of the language socialization of Spanish-speaking families in a Scout group in Metro Vancouver. Using tools of discourse analysis, the article examines the language use patterns of the participants, particularly focusing on the language ideologies to which they oriented themselves and the identities indexed by their linguistic actions. A key finding is that language ideologies and practices can unwittingly reproduce the very dominant ideologies they are designed to challenge. The concept of ...
This article, part of a larger study, examines three middle-class, Hispanic Canadian families’ co... more This article, part of a larger study, examines three middle-class, Hispanic Canadian families’ concep- tualizations of language, culture, and identity. Via an analysis of interview data, the findings indicate that the parents assigned diverse meanings to heritage language development (HLD) and held high expectations for their children’s formation of adaptable identities as a result of their bilingualism and multilingualism. They constructed HLD as a passport to a cosmopolitan worldview, suggesting the need to further expand our conceptualization of HLD and identity. This understanding can be seen as a starting point for future scholarly discussion and as an avenue for research in this area. HLD can be an important catalyst for socializing younger generations into a broader outlook while negotiating new citizenship. The article concludes by positing the intersection between HLD and cosmopolitan identities as a potentially fruitful dimension to be considered in discussions about the emergence of a Canadian identity. Key words: language socialization, heritage language development, Spanish maintenance, cos- mopolitanism, Generation 1.5, identity, Canada
To find an ethnic community without grassroots groups would not be an easy task. Indeed, so perva... more To find an ethnic community without grassroots groups would not be an easy task. Indeed, so pervasive are such groups among immigrant populations that it is somewhat surprising that their role in heritage language development (HLD) has received far less attention than the communities in which they operate (Fishman, 1991; Zentella, 1997). Grassroots groups exist to address needs that community members have identified as important to their existence in the host country, such as housing, and spirituality, and frequently operate under the direction of volunteers with limited temporal, material, and financial resources. Whether or not language and culture maintenance is part of a group’s explicit agenda, the primary language of interaction in these self-formed groups is almost invariably the heritage language (HL), at least among the older generations. In turn, this linguistic practice fosters a particular cultural environment in which their bilingual children are also actors. To our kno...
Multilingualism has become an increasingly common global phenomenon especially in the last two de... more Multilingualism has become an increasingly common global phenomenon especially in the last two decades. Therefore, multilingual programmes have now been regarded as a cornerstone of education systems in many countries around the world. Learning multiple languages helps us plug into a globalised world and strengthen links with a multitude of speakers from a diversified reality we live in. Thanks to the researched cases described in the chapters, further developments aimed at fostering multilingual practices in the contemporary world will be enhanced. The chapters included in the present volume, provide an overview of current theory, research and practice in the field. They deal with such prominent research topics as multilingual education, language policies, language contact, identity of multilingual speakers, to name only a few. The selected chapters focus on the numerous and heterogeneous relations between languages. They also incorporate a series of contextualized studies with diverse research designs applied in different settings across the globe. This volume constitutes a pivotal reference source for the latest scholarly material on multilingualism from twelve different countries. It is a thought-provoking collection that provides a series of rich insights into the way multilingualism is practised in international contexts. It is ideally designed for academics, upper-level students, educators, professionals and practitioners seeking linguistic and pedagogical guidance on multilingualism.
This book introduces and explains a series of tools for curriculum renewal and revitalization in ... more This book introduces and explains a series of tools for curriculum renewal and revitalization in English for Academic Purposes (EAP) programs, based on the experiences of the authors in successfully implementing a new curriculum in a large EAP program in North America. The book focuses on the why and how of introducing curriculum change, while also engaging critically with the realities of day-to-day classroom practice and the important issue of teacher engagement. While maintaining a principles-driven approach, each chapter is also filled with tools, samples and case study examples, grounding the book in practice and making it an essential resource for language teachers, teacher trainers, and students on TESOL and related courses.
The book examines the development and maintenance of a minority language, engaging on both micro ... more The book examines the development and maintenance of a minority language, engaging on both micro and macro levels to address open questions in the field. Guardado provides a history of the study of language maintenance, including discussion of language socialization, cosmopolitan identities, and home practices. In particular, the author uses 'discourse' as a primary tool to understand minority language development and maintenance.
Research suggests that online support can enhance formal learning experiences. Access to tools su... more Research suggests that online support can enhance formal learning experiences. Access to tools such as wikis and blogs is relatively easy, free, and intuitive, even for beginner users, making these tools appealing to heritage language (HL) teachers whose access to resources is often limited. Given that little research has investigated how these tools affect learning in community HL schools, this paper examines the experiences of teachers and students from two HL community schools in Canada in relation to the use of asynchronous digital tools. Two teachers who had previously attended technology-based professional development sessions on the integration of digital tools participated in this study, as well as two of their students. The teachers seemed to intuitively use digital tools according to their basic affordances, which empowered them to engage students in creative ways. Students seemed knowledgeable and excited about technology-supported HL learning, helping them become more independent engaged learners. Additionally, the digital tools enabled teachers to flip aspects of their practice and create the necessary conditions for extending the HL classroom beyond the spatial and temporal limits faced by evening and weekend community schools. The article concludes with implications for research and practical recommendations for community HL schools.
This qualitative study aims to explore the loss and maintenance of Spanish in Hispanic children i... more This qualitative study aims to explore the loss and maintenance of Spanish in Hispanic children in Vancouver from the perspective of parents. It focuses on the experiences of Hispanic parents of children either developing bilingually (Spanish-English) or monolingually (English). The primary method of data collection is the semi-structured interview. Data collected in this study support the notion that first language (L1) cultural identity is crucial to heritage language maintenance in the context of a dominant second language (L2). However, the data contradict previous findings that a narrow linguistic community and the input of one parent are not sufficient for L1 maintenance. The bilingual (i.e., L1 maintenance) children in the present study had L1 input from only one parent and limited L1 contacts outside the home. The data also show that the type of encouragement parents give to their children to speak the L1 can have a facilitating or a detrimental effect. Therefore, this article urges parents committed to L1 maintenance to promote a positive attitude in their children and to address their affective needs accordingly.
With the popularity of computer technology, online peer feedback has become common in university ... more With the popularity of computer technology, online peer feedback has become common in university writing classes. This paper reports an exploratory study of 22 English as a Second Language (ESL) students' experiences of online peer feedback in a sheltered credit course at a ...
Canadian Modern Language Review/La Revue …, Jan 1, 2009
This article offers a critical analysis of the language socialization of Spanish-speaking familie... more This article offers a critical analysis of the language socialization of Spanish-speaking families in a Scout group in Metro Vancouver. Using tools of discourse analysis, the article examines the language use patterns of the participants, particularly focusing on the language ideologies to which they oriented themselves and the identities indexed by their linguistic actions. A key finding is that language ideologies and practices can unwittingly reproduce the very dominant ideologies they are designed to challenge. The concept of ...
This article, part of a larger study, examines three middle-class, Hispanic Canadian families’ co... more This article, part of a larger study, examines three middle-class, Hispanic Canadian families’ concep- tualizations of language, culture, and identity. Via an analysis of interview data, the findings indicate that the parents assigned diverse meanings to heritage language development (HLD) and held high expectations for their children’s formation of adaptable identities as a result of their bilingualism and multilingualism. They constructed HLD as a passport to a cosmopolitan worldview, suggesting the need to further expand our conceptualization of HLD and identity. This understanding can be seen as a starting point for future scholarly discussion and as an avenue for research in this area. HLD can be an important catalyst for socializing younger generations into a broader outlook while negotiating new citizenship. The article concludes by positing the intersection between HLD and cosmopolitan identities as a potentially fruitful dimension to be considered in discussions about the emergence of a Canadian identity. Key words: language socialization, heritage language development, Spanish maintenance, cos- mopolitanism, Generation 1.5, identity, Canada
To find an ethnic community without grassroots groups would not be an easy task. Indeed, so perva... more To find an ethnic community without grassroots groups would not be an easy task. Indeed, so pervasive are such groups among immigrant populations that it is somewhat surprising that their role in heritage language development (HLD) has received far less attention than the communities in which they operate (Fishman, 1991; Zentella, 1997). Grassroots groups exist to address needs that community members have identified as important to their existence in the host country, such as housing, and spirituality, and frequently operate under the direction of volunteers with limited temporal, material, and financial resources. Whether or not language and culture maintenance is part of a group’s explicit agenda, the primary language of interaction in these self-formed groups is almost invariably the heritage language (HL), at least among the older generations. In turn, this linguistic practice fosters a particular cultural environment in which their bilingual children are also actors. To our kno...
In the context of a global trend towards the internationalisation of higher education, a growing ... more In the context of a global trend towards the internationalisation of higher education, a growing number of public educational institutions and private providers are offering English language education programmes for international students in Canada. In response to rapidly declining government funding, higher education institutions are intensifying their international student recruitment efforts as well as expanding their English language offerings. At the same time, the Canadian government is increasingly framing international education as a key to its future prosperity and targeting international students as potential immigrants upon graduation. This state of affairs generates discursive tensions and provides the conditions for the creation and mobilisation of a variety of somewhat parallel discourses (business, academic, political) that do not always engage in mutual dialogue and collaboration. In this chapter, we describe the contextual realities in this regard and engage with some of the key areas of contention. We argue, for instance, that all of these views need to engage in productive conversation and work in a complementary manner. We take the position that stakeholders on all sides of this common endeavour need to work synergistically in order to address the needs and goals of students in an ethical and academically sound manner while striving to achieve the goals of the institutions that attract them.
Heritage language research across contexts and areas of focus has intensified in the last two dec... more Heritage language research across contexts and areas of focus has intensified in the last two decades. Despite such an increase, families of mixed linguistic background are minimally represented in the literature. This is incompatible with the current global increase and social reality of this family type. The ethnolinguistic diversification of family composition worldwide calls for more targeted research with a growing demographic that grapples with an amplified complexity of issues. Therefore, the chapter provides a succinct overview of a selection of topics of fundamental importance, such as family language policy, an emerging area traditionally discussed only tangentially in related scholarship. It then describes the deployment of various family language policies and the relative effectiveness of implementing these communication arrangements. Moreover, the chapter highlights some of the ways in which the social, linguistic and political circumstances of interlingual families may pose challenges related to policies and practices where various power relations—particularly gender—are implicated. It is shown that heritage language research with the children of parents who do not share a mother tongue has begun to establish key foundational knowledge regarding the factors that impact their linguistic lives, but also reaffirms the recent call made by scholars about the need for further research around interlingual family language policy, socialization and related issues. Finally, the chapter puts forward possible directions for future research and knowledge dissemination among key stakeholders.
This chapter provides an overview of a comprehensive and innovative two-year curriculum review an... more This chapter provides an overview of a comprehensive and innovative two-year curriculum review and development project undertaken in the English Language School at the University of Alberta in Edmonton, Canada. The main goal of the project was to review and redevelop all courses in the School's English for Academic Purposes (EAP) programme. Early in the project we worked on re-envisioning its philosophical underpinnings and recasting the entire set of curriculum documents from the perspective of outcomes-based education. This chapter outlines the steps undertaken in the review process, shares exemplars of the resulting curricular documents, and discusses some of our initial implementation insights. It concludes with reflective thoughts on the curriculum review experience. The chapter will be of interest to EAP scholars and students, but most of all, we hope that it will be of practical use to programme developers and administrators interested in advancing innovation in their EAP contexts.
This chapter provides an overview of Spanish as a heritage language (SHL) in the United Kingdom a... more This chapter provides an overview of Spanish as a heritage language (SHL) in the United Kingdom and Canada from a selection of perspectives. A historical summary of the occurrence of Spanish speakers is presented, comparing and contrasting the shared, as well as idiosyncratic, forces and features that have emerged as a result of contextual circumstances. With this as the backdrop, the chapter engages with key topics that have attracted the attention of scholars and the critical issues that research has identified thus far. Additionally, attention is paid to the ways various disciplines have approached this research, which reveals much about the wide-ranging interest in this topic. Combined, the above factors, conditions, and approaches have shaped the ways in which scholarship on SHL has evolved, and the contributions that have been made to the academy. Among the themes discussed herein, the successes and challenges that families and heritage speakers have experienced in relation to SHL in all domains of daily life (e.g., home, community, education, society) are highlighted. Likewise, linguistic aspects of the attrition or incomplete development of Spanish, as well as processes of family communication dynamics, identity formation and reformation , and the reconstruction of home and culture form part of the multifarious topics that are examined. Drawing on the lessons learned from scholarship, the chapter makes a selection of recommendations for future research.
Written corrective feedback (CF) has been the subject of intensified investigation and debate ove... more Written corrective feedback (CF) has been the subject of intensified investigation and debate over the past two decades (Ferris, 2012; Kang & Han, 2015). This has been the case in particular since Truscott's first (1996) bold call for its abandonment, asserting that while this ubiquitous practice helps students produce revised drafts, it does not lead to internalized knowledge and thus to improved future writing. Amid this debate, Bitchener and Storch have published Written Corrective Feedback for L2 Development, a timely volume offering a highly-readable review of research on written CF presented from two key theoretical perspectives: cognitive and sociocultural. Written Corrective Feedback for L2 Development makes a convincing case in support of the view that, given certain conditions, written CF not only helps second language (L2) writers improve their accuracy, but can also lead to L2 development, the latter point being the central focus of the book. Taking a theoretically balanced approach, the volume reviews basic terms and foundational concepts using cognitive information processing approaches as well as sociocultural theory (SCT) in the study of written CF in L2 learning contexts. This provides a basic foundation for engaging with this approach on its L2-development potential, beyond the skill of writing. Thus, the volume is likely to appeal to a broad audience that includes established scholars and graduate students working in areas that are relevant to English as a second and additional language, as well as English for academic purposes, L2 education generally, and L2 writing more specifically. Many of the insights provided by the volume may even be of interest to language teachers looking for theoretically-and empirically-based guidance for their own classroom practice. The book begins with an introductory chapter that provides an accessible and somewhat comprehensive coverage of key constructs that are relevant to the broad topic of written CF as well as specifically to the theoretical orientations that the authors selected as lenses through which to examine this area of research, namely, cognitive and sociocultural approaches. Readers new to the field will appreciate the gentle introduction while those familiar with the field are unlikely to find this section of the book overly uninteresting. In fact, the authors seem to have taken great care to provide just enough conceptual treatment to enable a broad range of research consumers to benefit from the volume. What I found particularly helpful was the theoretical summaries included in this chapter, which set the stage for the chapters to follow without unnecessarily prolonging the transition to the main content. This introductory chapter ends with succinct summaries of the structure and focus of the five body chapters of the book. Chapter 2 dives right into theory by engaging with processing theories of L2 learning in order to make a case for why and how written CF is believed to facilitate L2 development. The authors provide brief but clearly-described overviews of well-known
Research suggests that online support can enhance formal learning experiences. Access to tools su... more Research suggests that online support can enhance formal learning experiences. Access to tools such as wikis and blogs is relatively easy, free, and intuitive, even for beginner users, making these tools appealing to heritage language (HL) teachers whose access to resources is often limited. Given that little research has investigated how these tools affect learning in community HL schools, this paper examines the experiences of teachers and students from two HL community schools in Canada in relation to the use of asynchronous digital tools. Two teachers who had previously attended technology-based professional development sessions on the integration of digital tools participated in this study, as well as two of their students. The teachers seemed to intuitively use digital tools according to their basic affordances, which empowered them to engage students in creative ways. Students seemed knowledgeable and excited about technology-supported HL learning, helping them become more independent engaged learners. Additionally, the digital tools enabled teachers to flip aspects of their practice and create the necessary conditions for extending the HL classroom beyond the spatial and temporal limits faced by evening and weekend community schools. The article concludes with implications for research and practical recommendations for community HL schools.
We can't wait for the election season to be over, can you? We need more leaders! National electio... more We can't wait for the election season to be over, can you? We need more leaders! National elections are one arena of decision making that definitely will have an impact on teachers and populations of heritage learners; so don't forget to get out the vote. Similarly our SIG has elections as well. Won't you step forward and help nominate someone you respect to take up leadership? This could be leadership in sharing how use of certain instructional practice has helped teach heritage learners in their school or community. It could mean sharing a research experience that could inform decision making about instruction, curriculum and or materials. The work is not overwhelming because the SIG leadership is committed to sharing the work equitably and not overburdening anyone with the SIG duties. In one of my last duties as immediate past co-chair, I am happy to announce the amended call for nominations for two positions that will become vacant at the end of this year: Chair and Outreach Coordinator. Do you know someone who can be a valuable team player on a very respectful and collaborative leadership team?
Résumé Il existe une riche base de recherche sur les apprenants de langues d'origine aux Etats-Un... more Résumé Il existe une riche base de recherche sur les apprenants de langues d'origine aux Etats-Unis. Lors des deux dernières décennies, des études sur l'espagnol en particulier, ont permis de grands progrès dans ce domaine d'étude. Néanmoins, le nombre de recherches examinant la situation canadienne vis-à-vis de la socialisation linguistique et le maintien de l'espagnol reste infime.
ABSTRACT This article investigates the linguistic tools employed by Hispanic Canadian families in... more ABSTRACT This article investigates the linguistic tools employed by Hispanic Canadian families in their language socialization efforts of fostering sustained heritage language (HL) use. The article is based on data collected during a 11/2-year ethnography, and focuses on the metapragmatic devices used in daily interactions. Utilizing analytic tools from the ethnography of communication and conversation anal- ysis, the research uncovered various explicit and implicit directives, including commands, requests, clarification requests, and a form of recasts herein termed cross-code recasts. The article suggests that certain language-regulating practices in this context may produce undesired communicative effects as a result of the rhetorical force used in their deployment. This indicates that some pro- cesses of metapragmatic regimentation of heritage language use may have, for instance, the effect of unwittingly oppressing children by silencing them. The article concludes with methodological recommendations for HL development theory and research.
Drawing on recent work on cosmopolitanism, global citizenship, and critical ap-plied linguistics,... more Drawing on recent work on cosmopolitanism, global citizenship, and critical ap-plied linguistics, this article examines the concept of cosmopolitanism as a viable goal in education in Canada. Particular attention is paid to the inclusion of global citizenship objectives in K-12 language programs in general and in her-itage language (HL) curricula in particular. I make a case for consideration of the concept of cosmopolitanism as a key guiding principle at diverse levels of ed-ucation in formal, non-formal, and informal settings. I argue that in the Cana-dian context, multilingual education could play a more prominent role in educational agendas as it has the potential to promote cosmopolitan ideals. I con-clude that in the framework of official bilingualism and multiculturalism, cos-mopolitanism can fruitfully add to discussions about the role of education in the emergence of a Canadian identity. Puisant dans les travaux récents sur le cosmopolitisme, la citoyenneté mondiale et la l...
In this article, I focus on the different roles that self-formed ethnic community groups play in ... more In this article, I focus on the different roles that self-formed ethnic community groups play in the heritage language socialisation of Hispanic families. The article is based on an ethnographic study conducted in La Casa Amistad, a small group of middle-class Hispanic families living in Vancouver, Canada. The analysis focuses on the different ways in which membership in the group supported the families in their goals to raise multilingual children, and on how the group became a bridge that connected likeminded parents who shared a similar culture as well as language beliefs, values and practices. Group participation also provided a safe environment where members reported feeling a sense of belonging. In this manner, such supportive and non-threatening environment functioned like a surrogate extended family
Curriculum Development in English for Academic Purposes, 2020
This introductory chapter describes the central purpose of the book, and outlines its structure. ... more This introductory chapter describes the central purpose of the book, and outlines its structure. The first goal includes a brief overview of the nature of English for academic purposes, drawing attention to some of the particular challenges of organizing the teaching and learning environment in an EAP setting. Then, the authors provide a brief background of their own experiences renewing EAP curricula, introduce the curricular model that informs the book, backward design, and present the curriculum design and evaluation model which has been developed in their context. Finally, the chapter outlines the structure of the book.
This paper investigates the linguistic tools employed by Hispanic Canadian families in their effo... more This paper investigates the linguistic tools employed by Hispanic Canadian families in their efforts to foster sustained home language use. It is based on data collected during a 1.5-year ethnography and focuses on the metapragmatic devices used in daily interactions, which included various explicit and implicit directives. Utilizing analytic tools borrowed from the ethnography of communication and conversation analysis, the analysis suggests that certain language-regulating practices in this context may produce undesired communicative effects that are related to the rhetorical force used in their deployment. This indicates that some processes of metapragmatic regimentation of language use may have the effect of unwittingly oppressing children by silencing them. The paper concludes with methodological recommendations for language maintenance research.
This qualitative study aims to explore the loss and maintenance of Spanish in Latin American chil... more This qualitative study aims to explore the loss and maintenance of Spanish in Latin American children in Vancouver from the perspective of parents. It focuses on the experiences of children either developing bilingually (Spanish–English) or monolingually (English). The participating families were from Colombia, Guatemala, and El Salvador, and had children between the ages of three and seventeen. Drawing on semi-structured interview data, the article highlights the complexity of the issues affecting maintenance and loss of L1 and points to the multifaceted nature of the attendant consequences. The discussion mainly revolves around the issues of cultural identity, the role of family, intergenerational communication and the size of the L1 community.
Formatting Curriculum Content explores the rationale for an outcomes-based approach to EAP curric... more Formatting Curriculum Content explores the rationale for an outcomes-based approach to EAP curriculum and most crucially describes, in detail, all of the aspects that need to be considered for inclusion in the document to promote optimal learning opportunities for students. The chapter examines how an outcomes-based curriculum reflects a learner centred approach, provides flexibility for instructors, and allows an EAP program to maintain ‘standards’ for the language proficiency of successful learners while focusing on the learning which actually takes place. Furthermore, through numerous examples provided, the authors demonstrate how pedagogical principles can be incorporated into the curriculum documents without limiting the options for teachers to be innovative and meet the needs of the students who present.
International Journal of Information Communication Technologies and Human Development
There are three ways to use podcasts in education: accessing podcasts created by others, teacher-... more There are three ways to use podcasts in education: accessing podcasts created by others, teacher-created podcasts, and student-created podcasts. This chapter focuses on the use of teacher-created and student-created podcasts in an English as a second language (ESL) class. Existing literature on the use of podcasts in learning primarily focuses on formal educational settings, while nontraditional students in freely available language programs provided by non-profit organizations (NPOs) remain unexplored. Thus, the authors examine how podcasting enhances immigrants' English language learning experience in an ESL course offered by an NPO that provides community services to immigrants in Canada. This chapter addresses pedagogical and organizational affordances and challenges of using podcasts in language learning and provides recommendations for their implementation in NPOs.
Drawing on recent work on cosmopolitanism, global citizenship, and critical ap- plied linguistics... more Drawing on recent work on cosmopolitanism, global citizenship, and critical ap- plied linguistics, this article examines the concept of cosmopolitanism as a viable goal in education in Canada. Particular attention is paid to the inclusion of global citizenship objectives in K-12 language programs in general and in her- itage language (HL) curricula in particular. I make a case for consideration of the concept of cosmopolitanism as a key guiding principle at diverse levels of ed- ucation in formal, non-formal, and informal settings. I argue that in the Cana- dian context, multilingual education could play a more prominent role in educational agendas as it has the potential to promote cosmopolitan ideals. I con- clude that in the framework of official bilingualism and multiculturalism, cos- mopolitanism can fruitfully add to discussions about the role of education in the emergence of a Canadian identity.Puisant dans les travaux récents sur le cosmopolitisme, la citoyenneté mondiale ...
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Key words: language socialization, heritage language development, Spanish maintenance, cos- mopolitanism, Generation 1.5, identity, Canada
Key words: language socialization, heritage language development, Spanish maintenance, cos- mopolitanism, Generation 1.5, identity, Canada