The Canadian Modern Language Review Vol. 77, No. 2
by William Robert Amilan Cook, Jonathan Luke, Antonella Valeo, Khaled Barkaoui
This article focuses on three teachers who work in one college ESL foundation program and explores the range of ways in which they enact education policy. The teachers’ policy context and their personal histories formed a complex relationship while mediating how they developed, used, and interpreted assessments to evaluate and support their students’ writing development.
by Michael Karas, Farahnaz Faez
This study investigates the impact of self-reported level of English language proficiency, Language Teacher Education (LTE) qualifications, linguistic identity (e.g., non-native English speakers), and teaching experience on English language teachers’ self-efficacy beliefs. Drawing on data from English language teachers in Ontario, a newly formed English language teacher self-efficacy scale was utilized in this study.
by German Arellano-Soto, Susan Parks
This study reports on how the affordances of the WebEx platform were used as multimodality resources during the negotiation of meaning by participants engaged in an English/Spanish eTandem video-conferencing exchange. The exchange involved five dyads of university students with an intermediate level of language proficiency.
by Mimi Masson, Ibtissem Knouzi, Stephanie Arnott, Sharon Lapkin
Using critical interpretive procedures, this synthesis reviews qualitative and quantitative empirical studies (N = 181) published between 2000 and 2017 in the Canadian French as a Second Language (FSL) K−12 context. This study examines the thematic focus of findings relevant to key stakeholders (i.e., students, teachers, teacher candidates, parents, and administrators) across different FSL programs. Findings reveal that although not the case for other stakeholders, distinct programmatic research agendas emerged for students and teachers (with an over-extended focus on French Immersion students).