Hits 1.501 – 1.511 of 1.511
| 1502 |
Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada
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| 1503 |
Development and Pedagogical Applications of an Audio-Textual English-Spanish Parallel Literary Corpus for the Study of English Phonology
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| 1504 |
Analyzing English L1 and L2 Paraphrasing Strategies Through Concurrent Verbal Report and Stimulated Recall Protocols
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| 1505 |
An Argument-based Validity Inquiry into the Empirically-derived Descriptor-based Diagnostic (EDD) Assessment in ESL Academic Writing
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| 1506 |
Silence, Intercultural Conversation, and Miscommunication
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| 1507 |
Citizenship Learning of Adult Immigrants in ESL Programs: It will help you pass the citizenship test, but it won't make you (m)any Canadian friends
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Abstract:
This study explores which concept of citizenship is typically promoted in ESL programs available to adult immigrants in Canada: citizenship as status, citizenship as identity, citizenship as a set of civic virtues or citizenship as agency. Is there a difference between the stated purpose of ESL programs, the integration and active participation of immigrants in Canadian society through language development, and the actual citizenship learning that occurs in these programs? What influences this? The study traces the historical link between citizenship education and ESL in Canada, and draws on existing research to reveal how citizenship concepts are presented in ESL classrooms. These findings are then matched with data from my textbook analysis, classroom observations and student interviews obtained from two advanced ESL courses offered by COSTI, as an indication of the citizenship learning and the citizenship concepts most likely to be promoted in ESL programs for adult immigrants across Canada. ; MAST
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Keyword:
0282; 0516; 0727; adult immigrants; citizenship learning; esl
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URL: http://hdl.handle.net/1807/24555
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| 1508 |
Delayed Versus Immediate Corrective Feedback on Orally Produced Passive Errors in English
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| 1509 |
Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
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