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Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course
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Otto, Kara. - : eScholarship, University of California, 2016
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In: Otto, Kara. (2016). Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/60018671 (2016)
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Mapping expectations on writing and communication in engineering within a regional context: accounts from a Latin-American case
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In: Narvaez-Cardona, Elizabeth. (2016). Mapping expectations on writing and communication in engineering within a regional context: accounts from a Latin-American case. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/685407q7 (2016)
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Conceptions of a Good College Student, Parent-Student Communication About College, First-Year Grades, and College Retention Among First- and Non-First-Generation College Students
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In: Palbusa, Julienne Marie Alipio. (2016). Conceptions of a Good College Student, Parent-Student Communication About College, First-Year Grades, and College Retention Among First- and Non-First-Generation College Students. UC Riverside: Psychology. Retrieved from: http://www.escholarship.org/uc/item/69m9353x (2016)
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Unpacking College Readiness: An Investigation of the Predictors of Postsecondary Success Among First-Time Freshmen through Structural Equation Modeling
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In: Iler, Terri Marie. (2016). Unpacking College Readiness: An Investigation of the Predictors of Postsecondary Success Among First-Time Freshmen through Structural Equation Modeling. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/7q42n0zq (2016)
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Adelante y Pa’lante: College-Educated Chicana/o and Puerto Rican Family Educational Oral Histories
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In: Garcia, Nichole Margarita. (2016). Adelante y Pa’lante: College-Educated Chicana/o and Puerto Rican Family Educational Oral Histories. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/9rr1h330 (2016)
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Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux
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In: Swarts, Susan Swarts. (2016). Socialization Experiences of Doctoral Student Mothers: "Outsiders in the Sacred Grove" Redux. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/9sz3x0fd (2016)
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Integration durch Bildung. Migranten und Flüchtlinge in Deutschland. Gutachten ...
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Integration durch Bildung. Migranten und Flüchtlinge in Deutschland. Gutachten
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In: Münster : Waxmann 2016, 327 S. (2016)
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Innovative language teaching and learning at university. Enhancing participation and collaboration
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In: Dublin; Voillans : Research-publishing.net 2016, XVI, 147 S. (2016)
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Combining content-based and EAP approaches to academic writing: Towards an eclectic program
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Allen, Rosemary Joy. - : Edith Cowan University, Research Online, Perth, Western Australia, 2016
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In: Theses: Doctorates and Masters (2016)
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"All that weight is gonna crush your chest" : Examining the relationship between mentoring, academic success, and self-efficacy in Latino male community college students
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To belief or not belief : shifting the pedagogical focus from beliefs to behaviors : an analysis of community college faculty pedagogical beliefs, perceptions, and instructional behaviors
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Dreamkeepers at the gate : culturally relevant and responsive pedagogy in the community college classroom
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Examining the effect of a flipped classroom on students' motivation and mathematics achievement in developmental college algebra
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Demographic characteristics as predictors for early program success, on-time completion, and NCLEX-RN success in a bachelor of science in nursing program
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A comparative study of Quebec English-Speaking and Franco-Ontarian postsecondary students' linguistic identity, boundary work and social status ; Linguistic identity, boundary work and social status
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Abstract:
Dissertation based on a comparative qualitative study of Franco-Ontarian and Quebec English-speaking postsecondary students. ; Kymlicka (2007) identifies three diversity silos in Canada: Indigenous peoples, official bilingualism, and multiculturalism encompassing immigrants and ethnic groups. This dissertation falls within the official bilingualism silo and explores linguistic identity, boundary work and social status amongst Franco-Ontarian and Quebec English-Speaking postsecondary students. Using a qualitative approach, semi-structured interviews were conducted in Montreal, Ottawa and Toronto between January and June 2014 with 36 participants in English and French. First, this dissertation investigates how Franco-Ontarian and Quebec English-Speaking postsecondary students choose to self- identify, define, and enact their linguistic identity. Second, many questions aim to gauge potential symbolic linguistic boundaries, their porosity, and the role of bilingualism. Third, this dissertation delves into participants’ experiences of discrimination based on language or linguicism. Fourth, this inquiry examines if: a) the participants believe that bilingualism is highly esteemed and respected as a social status, b) if they believe that language is a commodity, c) and independently of their belief, if bilingualism results in a cosmopolitan lifestyle. Certain themes permeate all the chapters. Franco-Ontarian postsecondary students experience linguistic insecurity and express concerns for the future of French in their communities. While Quebec English-speaking postsecondary students do not voice fear for the future of the English language, they reveal a deep desire to be recognized as belonging in Quebec society. Some policy implications are discussed in the conclusion. ; Dissertation ; Doctor of Philosophy (PhD) ; Francophones outside of Quebec and Quebec Anglophones are official language minorities with rights enshrined in the 1985 revised Official Languages Act. Their postsecondary experiences are less studied than their elementary and high school pathways. This dissertation summarizes the results of a study about the beliefs, attitudes and thoughts of Franco-Ontarian and Quebec English-Speaking postsecondary students about their linguistic identity, culture, their education, and the role of bilingualism in their lives. In order to do so, interviews were completed in Montreal, Ottawa and Toronto with CEGEP, college and university students or recent graduates between January and June 2014 with a total of 36 participants. The results indicate that historical linguistic conflicts and the contemporary political context influence the responses of each group. The interviews also reveal that Quebec English-speaking participants want to be fully accepted as Quebecers while Franco-Ontarian participants worry for the future of their communities.
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Keyword:
Anglophone; culture; Franco-Ontarian; Francophone; higher education; identity; language; linguistic minority; Official Bilngualism; official language minority communities; Official Languages Act; Ontario; postsecondary education; Quebec; Quebec English-Speaker; social status
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URL: http://hdl.handle.net/11375/20118
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Fostering imagination in higher education teaching and learning: making connections
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A descriptive study: Campus recreation and the benefits it provides college students
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The strategies three state comprehensive universities employed to meet the needs of adult students
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Understanding, Evaluating, and Diagnosing Undergraduate Student Difficulties with Graph Choice and Construction
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