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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 101 – 108 of 108 101 Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education Gill, Jagjeet Kaur. - WITHHELD_ONE_YEAR BASE Show details 102 The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program Valeo, Antonella. - NO_RESTRICTION BASE Show details 103 Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis Chun, Christian Wai. - NO_RESTRICTION BASE Show details 104 (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere Hainer-Violand, Julia. - NO_RESTRICTION BASE Show details 105 Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English Yalcin, Sebnem. - NO_RESTRICTION BASE Show details 106 Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels Chang, Jessica Chalin. - NO_RESTRICTION BASE Show details 107 Teaching English in the Global Age: Cultural Conversations Colarusso, Dana Mafalda. - NO_RESTRICTION Abstract: Globalization and English-language predominance situate English teachers as increasingly influential mediators of both language and culture. In the iconic multicultural hub of Ontario, Canada, teachers work within a causal nexus of social theories of language, the information and communication technologies revolution, and unprecedented global interdependency. Changes in English curriculum reflect these trends, from references to “global citizenship,” to stress on “intercultural communication,” “cultural sensitivity,” and Information and Communication Technology (Ontario Ministry of Education, 2007). Delegated gatekeepers of both linguistic and critical literacies, and facing new questions about the purposes and priorities of their discipline, Ontario English teachers must negotiate the divide between an inherited curriculum and the impacts of sociocultural transformation on changing literacy needs. To contribute to a professional dialogue about teaching English in a multicultural society and global age, this thesis presents findings from interviews with fifteen Ontario secondary English teachers. The focal question, “How is English changing?” introduces a range of pressing issues, such as: displacing the canon, practicing intercultural communication, balancing a democratic discourse, or “common culture,” with respect for diverse values, and managing opposing views and resistance to English curriculum change. The data reveal how English teachers across levels of experience occupy contrasting positions on the curriculum change debate. In part, this can be explained in terms of epistemological orientations. The participants represent three categories: Adaptation, Applied Research / Collaborative Inquiry, and Activism, each by turn more geared toward reconceptualizing English for social diversity and global consciousness. Beyond these classifications, the teachers reflect dissonant perceptions, sometimes personal ambivalence, on the changing role of text choice, and written and oral dialogue in the English classroom. From passionate defenses of Shakespeare, to radical measures to revamp book lists for cultural relevance, to remarkable illustrations of curriculum linked with global consciousness and civic action, the responses of the English teachers delineate zones of difficulty, change, and possibility. They help, too, to catch sight of a new horizon: the English classroom as a space for “cultural conversation” (Applebee, 1994) where canon- and teacher-centred dialogue give way to intertextual (Bakhtin, 1981; Kristeva, 1980) and intercultural (R. Young, 1996) transactions. ; PhD Keyword: 0279; 0282; 0530; 0727; Best Practices in English teaching; Canadian education; canon debate; critical travelogue; cultural sensitivity; culture and education; curriculum change in secondary English; English language arts; globalization and education; intercultural communication; intertextuality; literacies; multicultural education; Ontario curriculum; postcolonial literature curriculum; poststructuralism; social constructivism; teacher narrative URL: http://hdl.handle.net/1807/18334 BASE Hide details 108 From Greek School to Greek's Cool: Heritage Language Education in Ontario and the Aristoteles Credit Program - Using Weblogs for Teaching the Greek Language in Canada Aravossitas, Themistoklis. - NO_RESTRICTION BASE Show details Page: 1 2 3 4 5 6

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