A Critical Analysis Of The Canadian Modern Language Review

When an educator walks into her classroom for the first time, she needs to be prepared to encounter students that come from a variety of backgrounds. The children will be in different stages of language development, and the educator must accommodate for each of these students. Magruder, Hayslip, Espinosa, and Matera (2013) state, “The US Census Bureau projects that by the 2030s, children whose home language is other than English will increase from roughly 22 percent to 40 percent of the school-age population” (p. 9). This increase in second language learners will cause the educator to accommodate for those needs. Second language learners “need teachers who welcome them and recognize their unique abilities, what they know, and what they need to learn” (Magruder, Hayslip, Espinosa, and Matera, 2013, p. 10).

“They are your kids, not mine!” The typical excuse content area teachers will say to the ESOL teachers when any issue arises regarding the education of the emerging bilingual students. The truth is that everyone in the school building, including content area teachers, office personnel, and administrators, should be involved in educating the emerging bilingual students, not only the ESOL teacher. Content area teachers need to be aware that if the students are not proficient in the new language, they will have challenges in all the content classes. Even in the Common Core Standards, the expectation is for teachers to develop not only their content area, but at the same time improve the academic language. One reason is that since the Common

In doing so, we can better prepare them for the Canadian job market. Thus since March 2010, Citizenship and Immigration Canada encourage federal skilled workers to submit a third-party language test result (p.101). With this idea to give more emphasis on language factors, I believe it is for the reason to motivate applicants to improve their language ability before they arrive in Canada in order to facilitate an easier transition into western society. As a matter of fact, a lot of landed immigrants have to learn either French or English. Language still is a key challenge that many immigrants face today, even in cases where they have submitted an official language test passing result. In this context, it means that they are not yet ready to meet the demands of the job market with their current language level. Therefore, I fear that only emphasizing the importance of the language efficiency before their arrival is not the best

In a bi-national state, Jews and Palestinians would exist together as independent groups in a government course of action. Every individual would run its particular undertakings self-governing and be ensured the lawful right to utilize its dialect, religion, and customs. Both would partake in government in a solitary parliament, which would be worried about matters of supra-common significance, protection, assets, the economy et cetera. Such a state could be demonstrated on the cantonal structure of Switzerland or the bi-national course of action of Belgium. In the Palestine/Israel case, the cantonal structure would be founded on the present demographic example of the nation where thickly Arab-populated ranges like the Galilee would get to

Canada is a growing and successful first-world nation, but Canada is by no means a nation without faults. There are divides that exist in Canada; historically, culturally, and politically. These divides exist as a part of a nation that is in continual development and growth – a nation of diversity and democracy. It is the diversity between English-speaking Canadians and French-speaking Canadians that will be focused upon in the following pages of this paper. Anglophone and Francophone Canadians are at odds. Historically, the tensions between these Canadians pre-dates the founding of this country. Culturally; language, beliefs, traditions and values differ between these people tremendously. Politically, there are differing views of the unified

every child. The Lambert curriculum is actually a bilingual program because it is working towards

Non-native language particularly English, which is a Lingua franca- a language that is adopted as a common language between speakers whose native languages are different, is often preferred to native language in the medium of instruction in higher education in many places like Hong Kong and Singapore, according to Interim report April 2014 of “English as a medium of Instruction – a growing Global phenomenon: phase 1” by British Council and University of Oxford mentioned in the Week 11 lecture PowerPoint. By using English medium teaching, students and university institutions would be benefited. This essay will argue that English should be adopted as the medium of language in tertiary education, and it is supported by the discussion of the pros and cons of using non-native language in tertiary education in the perspective of students and university

With the powerful influence of globalization transforming every aspect of our world humans must adapt to the new cultural environment being created. One major change is that of language evolution. English is the third most spoken language worldwide after Chinese and Spanish, but it is the most popular second language overall (Haviland, Prins, Walrath, & McBride, 2014). The English language is taking over, so what, you may ask, is the point of putting in the energy to learn a second language? Why should you enrol your child in a language immersion school program? Well, as an English Canadian, learning a second language through an immersion program comes with a collection of cognitive benefits that can influence a variety of things, including mental health, academic performance, and employability, not to mentions that it plays a vital part in preserving the many cultures in our country, all while promoting acceptance diversity.

This paper presents results from an online survey designed to explore teacher perceptions of Task-based Language Teaching (TBLT) in the Canadian context. The survey was grounded in Ellis’ (2009) definition of TBLT as focusing on communication and meaning with a necessary exchange of information, a reliance on students own linguistic resources and an ultimate outcome. Participants were recruited from the Teachers of English as a Second Language Canada Federation (TESL Canada) membership, with a total of 217 out of a possible 6,833 members taking part. Through the coding and grouping of participant responses, emergent themes arose in the data regarding successful examples of TBLT tasks, the benefits of TBLT, the drawbacks of TBLT, and participants’ further thoughts on the topic.

Component 1; A journal, in digital format, which explores personal, professional and pedagogical insights into language and intercultural learning.

“We do not need French of an Official Language, your pushing it onto us” (Will Ferguson, pg#365) Canada believes that they did not need French has an official language. Then they finally got elected to the Official Languages Act into the election, they got to have the right to use whatever language they wanted and then thought that they were getting the French language pushed onto them.

Learning second language or foreign language provides great benefits. It helps the child to get aware of many different cultures and enjoy economic opportunities. Teachers must be aware of how children acquire second language. Unfortunately, Teachers, sometimes have miraculous expectations on children about second language learning. That is because there are some myths and misconceptions about second language learning. It is explained by Barry McLaughlin in his article, “Myths and misconceptions about second language learning: what every teacher needs to unlearn.” He describes how children would be harmed if teachers has unrealistic expectations of the process of second language learning and he says that those intuitive assumption will effect on children other academic skills and knowledge. In his words “As any adult who has tried to learn another language can verify, second language learning can be a frustrating experience. This is no less the case for children, although there is a widespread belief that children are facile second language learners.” Teachers still have to communicate with the children by using their primary language in the school while teaching the second language, if they do not do so, because of non-communication children’s grades may be lowered and may lead to children feel embarrassed. It seems that some teachers and parents in Saudi Arabia strongly believe in those myths and misconceptions that a child is a better learner of foreign language, and

Before an EMI period, Content-based Instruction (CBI) and Content and Language Integrated Learning (CLIL) were the well-known approaches to teach subject contents through a second or foreign language (L2) in western countries. CBI is an approach to L2 teaching that focuses on target language and content (Brinton, Snow, & Wesche, 1989; Crandall & Tucker, 1990). Swain and Johnson (1997) pointed out that CBI is most often associated with the genesis of language immersion education in North America in 1965. They also clarified that immersion is an innovation in language education in Canada where French was used as a medium of instruction (MOI) for students whose home language was Canadian English. CBI had a similar principle to immersion which L2 is a medium of instruction. However, CBI showed a marked difference in characteristics when it had three models of teaching (Brinton, Snow, & Wesche, 1989; Davies, 2003). The first model was "theme-based language", of which content and language specialists created learning topics based on students’ preference. The second model was "adjunct language" in which language specialists linked language to content lessons. The third one was "sheltered content" where content specialists

“Content and Language Integrated Learning (CLIL), in which pupils learn a subject through the medium of a foreign language...”

Before an EMI period in the 1980s, Content-based Instruction (CBI) and Content and Language Integrated Learning (CLIL) were the well-known approaches to teach subject contents through a second or foreign language (L2) in western countries. CBI is an approach to L2 teaching that focuses on the target language and content (Brinton, Snow, & Wesche, 1989; Crandall & Tucker, 1990). Swain and Johnson (1997) pointed out that CBI is most often associated with the genesis of language immersion education in North America in 1965. They