Canadian Modern Language Research Articles

The pertinence and feasibility of implementing a plurilingual approach in Quebec, Canada: the beliefs of pre-service ESL teachers

ABSTRACT The field of language pedagogy has increasingly advocated for the implementation of plurilingual approaches which promote learners’ ability to mobilize all linguistic resources at their disposal in order to communicate in different situations with various interlocutors [Cabré Rocafort 2019. “The Development of Plurilingual Education Through Multimodal Narrative Reflection in Teacher Education: A Case Study of a Pre-Service Teacher’s Beliefs About Language Education.” Canadian Modern Language Review 75 (1): 40–64; Coste, Moore, and Zarate 2009. Plurilingual and Pluricultural Competence.]. The implementation of such approaches, however, relies greatly on teachers’ openness and ability to help their learners explore their linguistic and cultural repertoires. To date, the beliefs of pre-service teachers (PSTs) in Quebec regarding the implementation of plurilingual approaches remain under-researched. This exploratory study aimed at examining the beliefs of future teachers regarding the pertinence and feasibility of implementing a plurilingual approach, as well as the impact of teacher education and previous language learning experiences on these beliefs. An online questionnaire was shared with undergraduate ESL teacher education programs across the province of Quebec and answers from 52 PSTs were collected and analyzed. Results suggest that future teachers were reluctant to implement a plurilingual approach, despite holding positive beliefs towards certain underlying principles of plurilingualism. Findings also indicate that PSTs are heavily encouraged, during teacher education, to maintain a monolingual class policy. Pedagogical implications are discussed in light of research on plurilingualism and PSTs’ beliefs.

Explorations du sociomatériel dans les recherches sur l’apprentissage et l’enseignement des langues

For the last several years, we have seen a widening of the conceptual field in the research on language learning and teaching. Many articles published over the last 20 years in the The Canadian Modern Language Review draw on poststructural, sociocultural, and sociolinguistic theories and now occupy an important place alongside articles inspired by psycholinguistic perspectives. Recently, there has been interest in the field for theories of the material. Stemming from several disciplines, work on the topic emerges from various schools of thought, including posthumanism (Braidotti), new materialism (Bennett), and relational ontologies (Barad), among others, and several authors are inspired by the work of Deleuze and Guattari. According to these perspectives, discursive processes and social activities are entangled in the material world and are ontologically inseparable from it. Thus, the study of learning and teaching phenomena, inspired by these theoretical frameworks, moves away from an analysis centred solely on the person and the social. It examines the relations between the human and the material to find out how they take shape together, change continually, and affect the observed phenomena. In this article, I present some key concepts and avenues of research explored in this work. I also note how researchers explore research methods and conceptualizations of language learning and teaching that differ from those that have been privileged in the field until now.

Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018)

Erlam & Ellis (2018) published, in Canadian Modern Language Review, an experimental study that investigated the effect of input-based tasks on the acquisition of vocabulary and markers of plurality by adolescent near-beginner learners of L2 (second language) French. The present paper reports an approximate replication of the original study with the aim of confirming or disconfirming the results.1 The research questions of both studies addressed the receptive acquisition of new vocabulary and the receptive and productive acquisition of markers of plurality resulting from instruction using input-based tasks. Both studies investigated near-beginner adolescent learners of French. The teacher, the students’ usual classroom teacher, was the same in both studies. In the replication study, a new, larger group of students were investigated, the length of the instruction was increased, involving the development of additional tasks, and productive as well as the receptive knowledge of the vocabulary items was assessed. The results of the replication study confirm and extend those of the original study. The teachers’ views about the role of input-based tasks with near-beginner learners remained constant in the two studies. The paper concludes with a discussion of the contribution that approximate replications can make to instructed second language acquisition research.

Existence of Integrated Regulation and Its Implication on Foreign Language Teaching: A Survey Study

ABSTRACTThis study employed a large-scale cross-sectional survey (n = 443) to develop and validate second language (L2) regulatory styles [Noels et al. 2000. “Why are You Learning a Second Language? Motivational Orientations and Self-Determination Theory.” Language Learning 50 (1): 57–85] in the sample of successful English learners in an English as a second language context. Confirmatory factor analysis was used in this study to test five different models and the preferred model identified as many as six factors of regulatory style (i.e. intrinsic knowledge, intrinsic accomplishment, integrated regulation, identified regulation, introjected regulation and external regulation) in that context. Integrated regulation was the most endorsed factor among all regulatory styles, and it had a medium correlation with identified regulation. Different from Noels and her colleagues’ proposition [Noels, Clément, and Pelletier 2001. “Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English.” Canadian Modern Language Review 57 (3): 424–442] that it was hard to differentiate integrated regulation from identified regulation, the findings of this study suggest otherwise, and L2 regulatory styles would do well to extend its scope to allow for integrated regulation as a separate entity. Thus, foreign language teachers are expected to help students internalise the behaviour of this foreign language learning into their own goals or needs. That behaviour contributes to an individual's psychological well-being [Ryan and Deci 2000. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being.” American Psychologist 55: 68–78] and then contribute to an ideal L2 self. Introjected regulation was rejected, signifying that successful L2 learners need more autonomous motivation to be high achievers. Therefore, it is suggested that the specifics of a language proficiency group and different learning contexts as well should be taken into account in the future study on language learners’ motivations.

The linguistic landscape of English–Spanish dual language picturebooks

ABSTRACTPicturebooks which present stories in two languages are known as dual-language picturebooks (Daly. 2016. “Linguistic Landscapes in Māori-English Parallel Dual Language Picturebooks: Domination and Interaction.” New Zealand English Journal 29 & 30: 11–24), and the use of dual-language picturebooks has been shown to have a positive effect on community engagement with schools (Naqvi, McKeogh, Thorne, & Pfitscher. 2013. “Dual-Language Books as an Emergent-Literacy Resource: Culturally and Linguistically Responsive Teaching and Learning.” Journal of Early Childhood Literacy 13 (4): 501–528; Peterson and Heywood. 2007. “Contributions of Families’ Linguistic, Social, and Cultural Capital to Minority-Language Children’s Literacy: Parents’, Teachers’, and Principals’ Perspectives.” Canadian Modern Language Review 63 (4): 517–538). Given the importance of these books in creating relationships between bilingual children and children's literature, it is interesting to analyse the linguistic landscapes present in these books, and what messages they are communicating to readers regarding the relative status of the languages used in the text. In this article, over 200 English–Spanish dual-language picturebooks from the Marantz Picturebook Collection for the Study of Picturebook Art, based at Kent State University, are analysed in terms of the notion of linguistic landscape (Landry and Bourhis. 1997. “Linguistic landscape and ethnolinguistic vitality. An empirical study.” Journal of Language and Social Psychology 16 (1): 23–49). Findings are discussed in terms of the relative status of the two languages and how this is communicated via relative print size and placement. The presentation of languages in the picturebooks analysed is discussed in relation to translanguaging and ethnolinguistic vitality.

A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing

ABSTRACTAlthough researchers in the area of second language acquisition agree on the effectiveness of form-focused instruction, there is little consensus on the appropriate time to direct learners’ attention to linguistic items, that is, whether before or after the error occurrence [Nassaji, H. 2010, “The Occurrence and Effectiveness of Spontaneous Focus on Form in Adult ESL Classrooms.” The Canadian Modern Language Review 66 (6): 907–933; Panahzade, V., and J. Gholami. 2014, “The Relative Impacts of Planned Preemptive vs. Delayed Reactive Focus on Form on Language Learners’ Lexical Resource.” The Journal of Language Teaching and Learning 4 (1): 69–83]. In this regard, adopting a quasi-experimental design, the present study attempted to compare the effects of two techniques of focus on form (FonF), namely teacher-initiated planned preemptive and reactive FonF, on the accurate use of English third person singular -s in L2 learners’ narrative writing. Thirty-two English learners selected out of a total of 70 following a Quick Oxford Placement Test were randomly classified into two groups (one experimental and one comparison) each receiving a different FonF instruction during narrative tasks. Analysis of the groups’ performance on the pretest, immediate posttest, and delayed posttest revealed that both techniques were equally beneficial in bringing the form in focus to the center of the learners’ attention. It can, therefore, be suggested that the teachers need to observe the time when deciding to draw the learners’ attention to the linguistic forms.

Introduction to the Linking Second Languages Research and Practice Series

Linking Second Languages Research and Practice is a joint project between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. As part of a continued effort to offer pedagogical support, this project was developed in view of making L2 research more accessible and relevant to language educators. The series features six CMLR articles on classroom pedagogy (4 FSL and 2 ESL) and six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides help educators put into practice some of the research findings published in the Canadian Modern Languages Review. These guides aim to promote reflection on teaching by providing a summary of each article in an interview format with the researcher(s), offering suggestions for practical implications gleaned from each article, giving thought-provoking after-reading questions, and suggesting other articles for further reading. The articles and videos appear in the language they were released.

Curricular perspectives in the heritage language context: assessing culture and identity

Spanish heritage language (SHL) programmes in post-secondary institutions must continue to redesign their curricula to accommodate the needs of a growing Latino population with a broad range of bilingual competencies. Despite the proliferation of research in heritage languages, pedagogically based research that incorporates students' voices is scarce. Though several studies have attempted to assess student attitudes and preferences at targeted levels within pre-established SHL programmes [see Beaudrie, S., & Ducar, C. (2005). Beginning level university heritage programmes: Creating a space for all heritage language learners. Heritage Language Journal, 3. Retrieved December 15, 2007, from http://www.heritagelanguages.org/; Beckstead, K., & Toribio, A. (2003). Minority perspectives on language: Mexican and Mexican-American adolescents' attitudes toward Spanish and English. In A. Roca & C. Colombi (Eds.), Mi lengua: Spanish as a heritage language in the United States (154–170). Washington, DC: Georgetown University Press; Feuerverger, G. (1991). University students' perceptions of heritage language learning and ethnic maintenance. The Canadian Modern Language Review/La revue Candienne des langues vivantes, 47(4), 660–677; Schwarzer, D., & Petrón, M. (2005). Heritage language instruction at the college level: Reality and possibilities. Foreign Language Annals, 38(4), 568–578], this study is the first to assess a complete SHL programme, with a focus on students' identity and culture. The researchers designed a lengthy survey to assess SHL pedagogy from the students' perspective. The survey was carried out on students of all the classes and levels of one of the oldest SHL programmes in the nation. Results attest to the fact that students' voices need to play a more crucial role in programme and curricular decisions. Though the insights provided in this article are specific to one particular SHL programme, it is our contention that surveys similar to this one can and should become a means of incorporating student perspectives to ensure the success of SHL programmes throughout the USA.

The Use of Picture Stories in the Investigation of Crosslinguistic Influence

Derwing, T. M., Munro, M. J., 8c Wiebe, G. E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410. Heyer, S. (1994). Easy true stories: A picture-based beginning reader. White Plains, NY: Longman. Levie, W. H. (1987). Research on pictures: A guide to the literature. In D. M. Willows & H. A. Houghton (Eds.), Psychology of illustration. Vol. 1: Basic research (pp. 1-50). New York: Springer Verlag. McCloud, S. (2006). Making comics: Storytelling secrets of comics, manga, and graphic novels. New York: Harper. Rollet, G., & Tremblay, R. (1975). Speaking and writing with comic strips. Montreal, Quebec, Canada: Centre Educatif et Culturel. Rossiter, M. J. (2003). It's like chicken but bigger: The effects of communication strategy instruction in the ESL classroom. The Canadian Modern Language Review, 60, 105-121.

Call for Papers: Special Issue on Multilingual Literacies

"Call for Papers: Special Issue on Multilingual Literacies." Canadian Modern Language Review, 63(3), p. 448

Language learning

Language learning

The Relationship Between Depth of Vocabulary Knowledge and L2 Learners’ Lexical Inferencing Strategy Use and Success

This article is republished from The Canadian Modern Language Review, 61, 1, 2004, pp. 107–134. It is published as an article exchange between the MLJ and the CMLR. The articles for the exchange were selected by committees from the Editorial Board of each journal according to the following criteria: articles of particular relevance to international readers, especially those in the United States and Canada; and articles that are likely to provoke scholarly discussion among readers of the journal of their republication. The MLJ thanks Martha Nyikos, chair, Michael Everson, Richard Kern, and Peter Robinson for their work selecting this CMLR article for republication in the MLJ. The MLJ article “Testing the Development of French Word Knowledge by Advanced Dutch- and English-Speaking Learners and Native Speakers,” by Tine Greidanus, Bianca Beks, and Richard Wakely (MLJ, 89, 2005, pp. 221–233) appeared in CMLR 62, 2 ( June, 2006). The editors of both journals hope their readers will find this sharing of scholarship interesting and beneficial. This study examines the relationship between English as a second language (ESL) learners’ depth of vocabulary knowledge, their lexical inferencing strategy use, and their success in deriving word meaning from context. Participants read a passage containing 10 unknown words and attempted to derive the meanings of the unknown words from context. Introspective think-aloud protocols were used to discover the degree and types of inferencing strategies learners used. The Word-Associate Test (WAT) (Read, 1993) was used to measure the learner's depth of vocabulary knowledge. Results indicate a significant relationship between depth of vocabulary knowledge and the degree and type of strategy use and success. They reveal that (a) those who had stronger depth of vocabulary knowledge used certain strategies more frequently than those who had weaker depth of vocabulary knowledge; (b) the stronger students made more effective use of certain types of lexical inferencing strategies than their weaker counterparts; and (c) depth of vocabulary knowledge made a significant contribution to inferential success over and above the contribution made by the learner's degree of strategy use. These findings provide empirical support for the centrality of depth of vocabulary knowledge in lexical inferencing and the hypothesis that lexical inferencing is a meaning construction process that is significantly influenced by the richness of the learner's preexisting semantic system.

Language learning

Language learning

Language teaching

06–208Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151.06–209Bruton, Anthony (U Seville, Spain; abruton@siff.us.es), Process writing and communicative-task-based instruction: Many common features, but more common limitations?TESL-EJ (www.tesl-ej.org) 9.3 (2005), 33 pp.06–210Canagarajah, A. Suresh (City U New York, USA), TESOL at forty: What are the issues. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 9–34.06–211Davies, Alun (Aichi Shukutoku U; Japan alun1917@yahoo.co.uk), What do learners really want from their EFL course?ELT Journal (Oxford University Press) 60.1 (2006), 3–12.06–212Eckert, Germana (U Technology, Sydney, Australia; geckert@aim.edu.au), Optimal class sizes in EAP programs. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 12 pp.06–213Ellis, Rod (U Auckland, New Zealand), Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 83–107.06–214Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Particia Lim Poh Choo, Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 13 pp.06–215Felix, Uschi (Monash U, Melbourne, Australia; uschi.felix@arts.monash.edu.au), What do meta-analyses tell us about CALL effectiveness?ReCALL (Cambridge University Press) 17.2 (2005), 269–288.06–216Haneda, Mari (Ohio State U, USA; haneda.1@osu.edu), Some functions of triadic dialogue in the classroom: examples from L2 research. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 313–333.06–217Hinkel, Eli (Seattle U, USA), Current perspective on teaching the four skills. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 109–131.06–218Hu, Guangwei (Technological U, Singapore; gwhu@nie.edu.sg), English language education in China: Policies, progress, and problems. Language Policy (Springer) 4.1 (2005), 5–24.06–219Jenkins, Jennifer (King's College, London, UK; Jennifer.jenkins@kcl.ac.uk), Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 157–181.06–220Johnson, David (Kennesaw State U, USA; djohnson@kennesaw.edu), Teaching culture in adult ESL: Pedagogical and ethical considerations. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 12 pp.06–221Kern, Richard (U California at Berkeley, USA), Perspectives on technology in learning and teaching languages. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 183–210.06–222Kumaravidivelu, B. (San José State U, USA), TESOL methods: changing tracks, challenging trends. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 59–81.06–223Li, Song (Harbin Institute of Technology, China) & Fu Li, Intercultural communicative language teaching: Rethinking the communicative approach to ELT in China. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 24 pp.06–224Mantero, Miguel (U Alabama, USA; mmantero@bamaed.ua.edu), Language, education, and success: A view of emerging beliefs and strategies in the Southeastern United States. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 15 pp.06–225Morgan, Angela (U Wolverhampton, UK; Angela-Morgan@wlv.ac.uk) & Kevin Hogan, School placement and conductive education: the experiences of education administrators. British Journal of Special Education (Blackwell) 32.3 (2005), 149–156.06–226Ryan, Mary, Systemic literacy initiatives: Stories of regulation, conflict and compliance. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 114–126.06–227Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–228Schauer, Gila (Lancaster U, UK; g.schauer@lancaster.ac.uk) & Svenja Adolphs, Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System (Elsevier) 34.1 (2006), 119–134.06–229Silver, Rita Elaine & Rita Skuja Steele (Nanyang Technological U, Singapore; resilver@nie.edu.sg), Priorities in English language education policy and classroom implementation. Language Policy (Springer) 4.1 (2005), 107–128.06–230Sugita, Yoshihito (Yamanashi U, Japan; sugita@yamanshi-ken.ac.uk), The impact of teachers' comment types on students' revision. ELT Journal (Oxford University Press) 60.1 (2006), 34–41.06–231Vandergriff, Ilona (San Francisco State U, USA; vdgriff@sfsu.edu), Negotiating common ground in computer-mediated versus face-to-face discussion. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 110–138.06–232Wells-Jensen, Sheri (Bowling Green State U, USA; swellsj@bgnet.bgsu.edu), The Braille International Phonetic Alphabet and other options: The blind student in the phonetics classroom. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 221–230.06–233Williams, Howard (Columbia U, USA; howwil@aol.com), Maths in the grammar classroom. ELT Journal (Oxford University Press) 60.1 (2006), 23–33.06–234Zacharias, Nugrahenny T. (Satya Wacana Christian U, Indonesia), Teachers' beliefs about the use of the students' mother tongue: A survey of tertiary English teachers in Indonesia. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 9 pp.

Language learning

Language learning

Learner Code-Switching in the Content-Based Foreign Language Classroom

This article is republished from The Canadian Modern Language Review,60, 4, pp. 501–526. It is published as an article exchange between the MLJ and the CMLR. The articles for the exchange were selected by committees from the Editorial Board of each journal according to the following criteria: articles of particular relevance to international readers, especially those in the United States and Canada; and articles that are likely to provoke scholarly discussion among readers of the journal of their republication. The MLJ thanks Keiko Koda, chair, Michael Everson, Lourdes Ortega, and Ross Steele for their work selecting this CMLR article for republication in the MLJ. The MLJ article to appear in the CMLR, 61, 5, is: “Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom,” by Lorenza Mondada and Simona Pekarek Doehler (MLJ, 88, 2004, pp. 501–518). The Editors of both journals hope their readers will find this sharing of scholarship interesting and beneficial. Using a framework based on conversation analysis (Auer, 1984, 1995, 1998), this article presents an analysis of learner code-switching between first language (L1) and second language (L2) in an advanced foreign language (FL) classroom. It was found that students code-switch not only as a fallback method when their knowledge of the L2 fails them, or for other participant-related functions, but also for discourse-related functions that contexualize the interactional meaning of their utterances. These uses strikingly resemble code-switching patterns in non-classroom bilingual settings and show that language learners are able to conceptualize the classroom as a bilingual space. Learners orient to the classroom as a community of practice (Wenger, 1998) through their code-switching patterns as manifestations of a shared understanding about their actions and about themselves as members of that community.

There is a Role for the L1 in Second and Foreign Language Teaching, But…

This article continues the debate sparked by Cook (2001) in the most recent issue of the Canadian Modern Language Review examining when and how much the target language (TL) should be used in second language (SL) and foreign language (FL) teaching, and why. In this paper, I agree with Cook that SL or FL teachers should maximize their use of the TL; I also argue that doing so benefits students' TL proficiency. Aside from agreeing with Cook that there is indeed a place for the teacher to use the students' L1 in SL and FL teaching, I also highlight some disadvantages when teachers rely too extensively on the L1. I also call into question what 'maximize' really means in terms of an optimal or acceptable amount of TL and L1 use by teachers.

Suicide and Cyberspace— Befriending by e-mail

ColumnsSuicide and Cyberspace— Befriending by e-mailA Column from Befrienders InternationalSimon ArmsonSimon ArmsonSearch for more papers by this authorPublished OnlineJanuary 01, 1997https://doi.org/10.1027/0227-5910.18.3.103PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreFiguresReferencesRelatedDetailsCited byPeer‐based interventions targeting suicide prevention: A scoping review15 March 2021 | American Journal of Community Psychology, Vol. 68, No. 1-2Suicide Prevention Through Online Gatekeeping Using Search Advertising Techniques A Feasibility StudyHajime Sueki and Jiro Ito6 October 2015 | Crisis, Vol. 36, No. 4Suicide Prevention and New Technologies: Towards Evidence Based PracticeHealth Communication and Psychological Distress: Exploring the Language of Self-harmThe Canadian Modern Language Review, Vol. 68, No. 3The Use of the Internet for Counseling the Suicidal Individual: Possibilities and Drawbacks1 May 2009 | OMEGA - Journal of Death and Dying, Vol. 58, No. 3Messages to Jo—the Samaritans’ experience of email befriending Volume 18Issue 3May 1997ISSN: 0227-5910eISSN: 2151-2396 Published online1997 tabs.informationCrisis (1997), 18, pp. 103-105 https://doi.org/10.1027/0227-5910.18.3.103.© 1997Hogrefe & Huber PublishersPDF download

French Reading Lab 1: 3 By Maupassant. Knoxville, TN: The Hyperglot Software Company, 1990

"French Reading Lab 1: 3 By Maupassant. Knoxville, TN: The Hyperglot Software Company, 1990." Canadian Modern Language Review, 50(3), pp. 592–593

Cultural Stances Informing Storytelling among Bilingual Children in Quebec

Previous articleNext article No AccessCultural Stances Informing Storytelling among Bilingual Children in QuebecMary MaguireMary Maguire Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 38, Number 1Feb., 1994Special Issue on Schooling and Learning in Children's Lives Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447227 Views: 8Total views on this site Citations: 5Citations are reported from Crossref Copyright 1994 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Liping Wang Collective Belonging or Individual Calling: Language and Ethnic Identity of Minorities in China, Comparative Education Review 66, no.11 (Jan 2022): 80–101.https://doi.org/10.1086/717680Paula Charbonneau-Gowdy Teacher Research in Video-Based Online Classrooms, (Jan 2015): 57–69.https://doi.org/10.1057/9781137376220_5Sylvie Roy, Albert Galiev Discourses on Bilingualism in Canadian French Immersion Programs, The Canadian Modern Language Review 67, no.33 (Aug 2011): 351–376.https://doi.org/10.3138/cmlr.67.3.351Joan Russell Inuit student teachers' agency, positioning and symbolic action: reflections from a qallunaat on music teaching in the Canadian Arctic, International Journal of Music Education 24, no.33 (Dec 2006): 231–242.https://doi.org/10.1177/0255761406069659Frankie F. Miller, Ali A. Poorani , Hospitality & Tourism Educator 8, no.44 ( 1996): 51.https://doi.org/10.1080/23298758.1996.10685762