NEWS: New issue of Canadian Modern Language Review

NEW ISSUE

The Canadian Modern Language Review Vol. 77, No. 2

Articles

Institutional Language Policy and ESL Teachers’ L2 Writing Assessment Practices

by William Robert Amilan Cook, Jonathan Luke, Antonella Valeo, Khaled Barkaoui

This article focuses on three teachers who work in one college ESL foundation program and explores the range of ways in which they enact education policy. The teachers’ policy context and their personal histories formed a complex relationship while mediating how they developed, used, and interpreted assessments to evaluate and support their students’ writing development.

Self-Efficacy of English Language Teachers in Ontario: The Impact of Language Proficiency, Teaching Qualifications, Linguistic Identity, and Teaching Experience

by Michael Karas, Farahnaz Faez

This study investigates the impact of self-reported level of English language proficiency, Language Teacher Education (LTE) qualifications, linguistic identity (e.g., non-native English speakers), and teaching experience on English language teachers’ self-efficacy beliefs. Drawing on data from English language teachers in Ontario, a newly formed English language teacher self-efficacy scale was utilized in this study.

The Role of Multimodality during the Negotiation of Meaning in an English/Spanish eTandem Video-Conferencing Exchange

by German Arellano-Soto, Susan Parks

This study reports on how the affordances of the WebEx platform were used as multimodality resources during the negotiation of meaning by participants engaged in an English/Spanish eTandem video-conferencing exchange. The exchange involved five dyads of university students with an intermediate level of language proficiency.

A Critical Interpretive Synthesis of Post-Millennial Canadian French as a Second Language Research across Stakeholders and Programs

by Mimi Masson, Ibtissem Knouzi, Stephanie Arnott, Sharon Lapkin

Using critical interpretive procedures, this synthesis reviews qualitative and quantitative empirical studies (N = 181) published between 2000 and 2017 in the Canadian French as a Second Language (FSL) K−12 context. This study examines the thematic focus of findings relevant to key stakeholders (i.e., students, teachers, teacher candidates, parents, and administrators) across different FSL programs. Findings reveal that although not the case for other stakeholders, distinct programmatic research agendas emerged for students and teachers (with an over-extended focus on French Immersion students).