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A call for cautious interpretation of meta-analytic reviews
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In: Education Publications (2020)
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| 2 |
Vocabulary learning and retention through multimedia glossing
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Ramezanali, Nasrin; Faez, Farahnaz. - : University of Hawaii National Foreign Language Resource Center, 2019. : University of Texas at Austin Center for Open Educational Resources and Language Learning, 2019
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Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers
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Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers
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In: Canadian Journal of Applied Linguistics; Vol. 21 No. 2 (2018); 1-18 ; Revue canadienne de linguistique appliquée; Vol. 21 No. 2 (2018); 1-18 ; 1920-1818 ; 1481-868X (2018)
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| 5 |
Critical Language Awareness
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In: Education Publications (2017)
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| 7 |
The Common European Framework of Reference (CEFR) in Canada: A Research Agenda
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In: Canadian Journal of Applied Linguistics; Vol. 20 No. 1 (2017); 31-54 ; Revue canadienne de linguistique appliquée; Vol. 20 No. 1 (2017); 31-54 ; 1920-1818 ; 1481-868X (2017)
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Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 35 No. 3 (2012); 64-84 ; Revue canadienne de l'éducation; Vol. 35 No 3 (2012); 64-84 ; 1918-5979 ; 0380-2361 (2012)
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Abstract:
This article describes a study that examines Canadian-born and internationally educated teachers’ (IETs’) self-perceived preparedness to teach English language learners (ELLs). The study employed a survey and interviews to examine teacher candidates’: (a) level of empathy with ELLs, (b) sense of preparedness to teach ELLs, and (c) beliefs about their roles and responsibilities in multilingual classrooms. The study also explores the impact of teacher preparation to teach in multilingual classrooms. Findings suggest that IETs have a higher selfperceived empathy towards ELLs due to their shared backgrounds but personal experiences and empathy are insufficient for providing support and targeted instruction for ELLs. All teachers, regardless of their backgrounds, require appropriate preparation to address the needs of ELLs.Keywords: diversity, ELLs, multilingual classrooms, internationally educated teachers, preparedness ; Cet article traite d’une étude examinant la perception qu’ont les enseignants Canadiens formés hors du pays quant à leur préparation adéquate à enseigner l’anglais comme langue seconde (ALS) au Canada. L’étude se base sur une enquête et des entrevues auprès des futurs professeurs qui examinent (a) leur niveau d'empathie vis-à-vis des étudiants d’ALS, (b) leur perception quant à leur préparation professionnelle (c) et leurs croyances quant à leurs rôles et leurs responsabilités dans les salles de classe multilingues. Cette étude explore également l’impact qu’a la formation professionnelle de l’enseignant dans les salles de classes multilingues. Les données révèlent que les enseignants formés hors du Canada sympathisent davantage avec leurs étudiants d’ALS compte tenu de leur expérience commune d’immigré, mais que cela ne signifie pas forcément qu’ils soient mieux à même de répondre aux besoins de formation des apprenants d’ALS.Mots-clés: diversité, anglais langue seconde, salles de classe multilingues, enseignants formés hors du Canada, préparation professionnelle
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URL: https://journals.sfu.ca/cje/index.php/cje-rce/article/view/967
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| 9 |
Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters
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In: Education Publications (2012)
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The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education; 1-19 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 2 (2011): Numéro spécial : Tendances en didactique des langues secondes et en formation des enseignant(e)s; 1-19 ; 1920-1818 ; 1481-868X (2012)
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| 11 |
The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario
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In: Education Publications (2011)
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| 12 |
Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
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In: Education Publications (2011)
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Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 1 (2011); 29–49 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 1 (2011); 29–49 ; 1920-1818 ; 1481-868X (2011)
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