In this article, we present the quantitative and qualitative results of a study aimed at describing the influence of a teaching sequence that integrates grammar and children's literature on the interest in grammar among 34 Grade 4 Fransaskois students (approximately 10 years old). The sequence, which focused on the imperative sentence, revolved around the reading of two picture books in which this grammatical concept is used extensively, as well as various instructional methods (sentence sorting, writing in the style of the author, etc.) designed to help students observe how an imperative sentence is constructed. Quantitative results, collected through a Likert-type questionnaire administered before and after the sequence, show a significant and positive evolution in students' interest in grammar. Qualitative data, collected through individual interviews conducted after the sequence with a subsample of 25 students, align with the quantitative results, showing strong student interest in the selected children's books and in the methods used to help them observe the targeted grammatical concept.
With the objective of facilitating beginning-level second language (L2) students' development of intercultural awareness through the reading of a graphic novel from a pedagogy of multiliteracies perspective, the present study applies participatory action-research methodology to a university-level A2 Spanish class (Council of Europe, 2001) by designing and implementing a pedagogical intervention based on the graphic novel La casa by Paco Roca (2015). By structuring class activities according to the knowledge processes of the pedagogy for multiliteracies, a graphic novel can be made accessible to beginning L2 learners. It then can be used as a tool for the development of intercultural awareness, broadening conceptualizations of culture beyond simply nations to consider one's relationship with their environment as they move through different social contexts. This paper shares select pedagogical activities implemented and analyzes the results of a case study to conclude that structuring the reading through the pedagogy of multiliteracies can serve to develop intercultural awareness. Results show that the student participant explores their relationship with their surroundings in multiple social contexts and reflects on the perspective of another person in a moment of conflict, mirroring a scene in the text. Cette & eacute;tude explore le d & eacute;veloppement de la conscience interculturelle chez les & eacute;tudiants d & eacute;butants en langue seconde (L2) & agrave; travers la lecture d'un roman graphique, dans une approche de p & eacute;dagogie des multilitt & eacute;raties. La m & eacute;thodologie de recherche-action participative est appliqu & eacute;e & agrave; une classe universitaire d'espagnol A2 (Council of Europe, 2001), avec une intervention p & eacute;dagogique bas & eacute;e sur La casa de Paco Roca (2015). En structurant les activit & eacute;s selon les processus de connaissance des multilitt & eacute;raties, le roman graphique devient accessible aux apprenants d & eacute;butants. Il sert ensuite & agrave; & eacute;largir la conception de la culture au-del & agrave; de la nation, en prenant en compte la relation d'un individu avec son environnement dans divers contextes sociaux. Cet article pr & eacute;sente certaines des activit & eacute;s p & eacute;dagogiques mises en oeuvre en classe et analyse les r & eacute;sultats d'une & eacute;tude de cas. Concluant que la p & eacute;dagogie des multilitt & eacute;raties permet de d & eacute;velopper la conscience interculturelle, alors que l'& eacute;tudiant explore sa relation avec son environnement et r & eacute;fl & eacute;chit au point de vue d'une autre personne dans un conflit, comme dans une sc & egrave;ne du texte.
Research on plurilingualism has already explored factors influencing additional language teachers' adoption of plurilingual pedagogies across linguistic landscapes. However, teacher educators lack a validated tool to assess changes in pre- and in-service teachers' beliefs about leveraging learners' linguistic resources. The study described in this article developed and validated a 24-item bilingual questionnaire (English/French) to evaluate the beliefs of English and French as an additional language teachers across Canada. Results suggest that the questionnaire is comparable across languages and aligns with targeted constructs. Implications for teacher education and professional development are discussed, highlighting the tool's potential for fostering plurilingual pedagogies. La recherche sur le plurilinguisme a d & eacute;j & agrave; explor & eacute; divers facteurs influen & ccedil;ant l'adoption de p & eacute;dagogies plurilingues par les personnes enseignantes de langues additionnelles dans diff & eacute;rents contextes linguistiques. Or, les personnes enseignantes et les personnes formatrices ne disposent pas d'outils valid & eacute;s pour & eacute;valuer les croyances des personnes enseignantes en formation initiale, ainsi que l'& eacute;volution de ces croyances par rapport & agrave; la mise & agrave; profit des ressources linguistiques des personnes apprenantes. L'& eacute;tude d & eacute;crite dans cet article a permis de d & eacute;velopper et de valider un questionnaire bilingue (anglais/fran & ccedil;ais) de 24 questions visant & agrave; & eacute;valuer les croyances des personnes enseignantes d'anglais et de fran & ccedil;ais en tant que langues additionnelles & agrave; travers le Canada. Les r & eacute;sultats sugg & egrave;rent que le questionnaire est comparable d'une langue & agrave; l'autre et qu'il s'arrime aux concepts vis & eacute;s. Les implications pour la formation des personnes enseignantes et le d & eacute;veloppement professionnel sont discut & eacute;es, soulignant le potentiel de cet outil pour favoriser les p & eacute;dagogies plurilingues.
This paper reviews the language skills needed for effective teaching in a French as a second language (FSL) classroom and then presents a comprehensive language proficiency framework that targets these language skills. The framework builds upon a language proficiency framework developed by the Ontario Public School Boards' Association, but it adds reading and listening modalities so that all four language modalities are included. How the framework could guide the development of French language proficiency assessments for prospective FSL teachers is also discussed, along with how this framework could inform language proficiency development efforts at all stages of an FSL teacher's career. Cet article s'int & eacute;resse aux capacit & eacute;s langagi & egrave;res n & eacute;cessaires & agrave; l'enseignement efficace du fran & ccedil;ais langue seconde (FLS), puis pr & eacute;sente un cadre exhaustif de ma & icirc;trise de la langue qui cible ces capacit & eacute;s. Ce cadre s'appuie sur celui & eacute;labor & eacute; par l'Ontario Public School Boards' Association, tout en int & eacute;grant la lecture et la compr & eacute;hension orale de sorte que les quatre modalit & eacute;s linguistiques sont prises en compte. Sont & eacute;galement abord & eacute;es les mani & egrave;res dont le cadre pourrait orienter l'& eacute;laboration d'& eacute;valuations de la ma & icirc;trise de la langue fran & ccedil;aise pour les enseignantes et enseignants de FLS en formation, et dont il pourrait & eacute;clairer les efforts de perfectionnement de ces personnes & agrave; toutes les & eacute;tapes de leur carri & egrave;re.
In the face of continuing pressure from colonial languages, many Indigenous languages are experiencing renewed growth through promising and essential practices such as immersion and land-based learning. This article illustrates the importance of a n & emacr;hiyaw (Cree) immersion camp steeped in n & emacr;hiyaw pedagogy and onto-epistemological underpinnings related to land. These beliefs embrace the n & emacr;hiyawak (Cree people) understanding that language is alive with spirit that enhances n & emacr;hiyaw identity. We engage in mixed methods research to explore the longterm witnessing of language learning on the land using the Indigenous-created NETOLNEW Indigenous Language Learning Assessment Tool (AT) and the lived experiences of those who attended the camp. We present qualitative analyses of learners' proficiency development during a week-long immersion camp, based on an assessment tool used over the course of 2 years, in conjunction with qualitative feedback and reflections given by camp leaders, learners, and teachers. With this information, we reflect upon how the assessment tool can be adapted for specific use in Indigenous land-based language immersion settings. Additionally, we emphasize the criticality of immersive land-based language learning and evaluation in giving strength to n & emacr;hiyawak, and indeed, to all Indigenous languages across Turtle Island.
This article documents the enactment of a scenarios of possibility (SoP) approach to educational change in two initial teacher education programs in French as a second language in Ontario, Canada. After creating and implementing six contextually relevant change initiatives - referred to as scenarios of possibility - qualitative data was collected from participants (N = 59) to ascertain their actuality and the impact on interactions and relationship-building in both contexts. Findings revealed how piloting these scenarios produced noteworthy potential for space and time to be dedicated to purposeful actions, reflections, and skill-building deemed to be needed and presently lacking in these programs. Different possibilities and actualities emerged across contexts that (a) reduced isolation in service of relational growth; (b) fostered relationships in service of linguistic and pedagogical skill development; and (c) harnessed institutional involvement. We argue that purposeful innovation and purposeful involvement of individuals and institutions are essential to sustaining specific possibilities and a culture of experimentation in the French as a second language initial teacher education context. Cet article rend compte de l'application d'une approche de & laquo; sc & eacute;narios de possibilit & eacute;s & raquo; & agrave; un changement & eacute;ducatif dans deux programmes de formation initiale des enseignantes et enseignants de fran & ccedil;ais langue seconde en Ontario au Canada. Apr & egrave;s la cr & eacute;ation et le d & eacute;ploiement de six initiatives de changement contextuellement pertinentes-d & eacute;sign & eacute;es comme sc & eacute;narios de possibilit & eacute;s, des donn & eacute;es qualitatives ont & eacute;t & eacute; recueillies aupr & egrave;s des participants (N = 59) pour & eacute;tablir le bien-fond & eacute; de ces initiatives et leur incidence sur les interactions et l'& eacute;tablissement de relations dans les deux contextes. Selon les r & eacute;sultats, l'application de ces sc & eacute;narios a permis d'allouer du temps et de l'espace & agrave; des mesures r & eacute;fl & eacute;chies, & agrave; la r & eacute;flexion et au renforcement de comp & eacute;tences faisant actuellement d & eacute;faut dans ces programmes. Diverses possibilit & eacute;s et r & eacute;alit & eacute;s ont & eacute;t & eacute; constat & eacute;es & agrave; travers les contextes, qui a) r & eacute;duisaient l'isolement en faveur de la croissance relationnelle; b) favorisaient les relations propices au renforcement des comp & eacute;tences linguistiques et p & eacute;dagogiques; et c) mettaient & agrave; profit la participation institutionnelle. Nous soutenons que l'innovation r & eacute;fl & eacute;chie et la participation d & eacute;lib & eacute;r & eacute;e des personnes et des & eacute;tablissements sont essentielles au maintien de certaines possibilit & eacute;s et d'une culture de l'exp & eacute;rimentation dans le contexte de la formation initiale des enseignantes et enseignants de fran & ccedil;ais langue seconde.
This qualitative study explores translanguaging beliefs among translingual TESOL teacher educators in connection to broader sociolinguistic realities and ideological frameworks in Qazaqstan's multilingual context. Drawing on data from semi-structured interviews with ten faculty members of two teacher education programs, the study identifies three distinct yet contradictory translanguaging belief categories: hegemonic, resistant, and transformative. While participants often viewed translanguaging as a natural and dynamic element of their linguistic repertoires, they expressed ambivalence about its pedagogical application. Hegemonic beliefs, rooted in monoglossic ideologies, led them to prioritize English-only instruction in line with systematically enforced native-speaker ideals and the monoglossic stance of the Qazaqstani trilingualism policy. Resistant beliefs treated translanguaging as an unavoidable crutch, reflecting negative affect and internalized deficit ideologies and racism. Conversely, transformative beliefs embraced translanguaging as a valuable pedagogical tool and leveraged its potential to scaffold learning, foster inclusivity, and affirm students' multilingual identities. The study also underscores the need for professional development and policy reforms to promote critical reflexivity for ideological clarity and equip teacher educators with translanguaging strategies aligned with Qazaqstan's translingual realities. By disrupting oppressive ideologies and shifting toward transformative translanguaging beliefs, translingual TESOL educators can model asset-based pedagogies to pre-service teachers, paving the way for socially just multilingual education grounded in heteroglossic language ideologies. Cette & eacute;tude qualitative s'int & eacute;resse aux convictions en mati & egrave;re de translangage qu'ont les formatrices et formateurs translingues au programme TESOL en lien avec les r & eacute;alit & eacute;s sociolinguistiques et les cadres id & eacute;ologiques du contexte multilingue au Kazakstan. S'appuyant sur des donn & eacute;es tir & eacute;es d'entrevues semi-structur & eacute;es avec dix membres du corps professoral de deux programmes de formation des enseignantes et enseignants, l'& eacute;tude propose trois cat & eacute;gories distinctes et contradictoires de convictions en mati & egrave;re de translangage : h & eacute;g & eacute;moniques, persistantes et transformatrices. Si les personnes participantes consid & eacute;raient souvent le translangage comme un & eacute;l & eacute;ment naturel et dynamique de leur r & eacute;pertoire linguistique, elles exprimaient une incertitude quant & agrave; son application p & eacute;dagogique. Les convictions h & eacute;g & eacute;moniques, ancr & eacute;es dans les id & eacute;ologies monoglossiques, les amenaient & agrave; favoriser la formation en anglais seulement, s'arrimant sur l'id & eacute;al du locuteur natif syst & eacute;matiquement appliqu & eacute; et sur la position monoglossique de la politique trilingue kazakhe. Selon les convictions persistantes, le translangage est une b & eacute;quille in & eacute;vitable, ce qui rend compte d'un affect n & eacute;gatif ainsi que d'une id & eacute;ologie du d & eacute;ficit et d'un racisme internalis & eacute;s. & Agrave; l'inverse, les convictions transformatrices font du translangage un outil p & eacute;dagogique pr & eacute;cieux, exploitant son potentiel pour soutenir l'apprentissage, favoriser l'inclusion et consolider les identit & eacute;s multilingues des & eacute;tudiantes et & eacute;tudiants. L'& eacute;tude met & eacute;galement en lumi & egrave;re la n & eacute;cessit & eacute; de favoriser le perfectionnement professionnel et la refonte des politiques afin de promouvoir la r & eacute;flexivit & eacute; critique propice & agrave; la clart & eacute; id & eacute;ologique et d'amener les formatrices et formateurs d'enseignants & agrave; acqu & eacute;rir des strat & eacute;gies de translangage arrim & eacute;es sur la r & eacute;alit & eacute; translingue du Kazakstan. En d & eacute;laissant les id & eacute;ologies oppressives au profit des convictions transformatrices en mati & egrave;re de translangage, les & eacute;ducatrices et & eacute;ducateurs translingues au programme TESOL donnent un exemple de p & eacute;dagogies bas & eacute;es sur les atouts aux enseignantes et enseignants en devenir, ouvrant la porte & agrave; une & eacute;ducation multilingue socialement & eacute;quitable ancr & eacute;e dans des id & eacute;ologies h & eacute;t & eacute;roglossiques.
How can teachers working with plurilingual students conceptualize and implement pedagogical practices that reflect a postmultilingual view? How can they be empowered with the skills, knowledges, and sensibilities to rethink language education that prioritizes equity, inclusion, and social justice, ensuring that all students - regardless of their linguistic backgrounds - have the opportunity to succeed and thrive in a linguistically diverse world? This paper responds to these questions by embracing the power of fostering linguistic and cultural collaboration through the design of critical, creative, and collaborative multilingual and multimodal (Prasad & Lory, 2020) teacher autobiographies. It brings together the voices of one scholar and three early years language educators. Based on the premise that transformation in language teacher education starts with critical self-reflexivity (L & oacute;pez-Gopar & Sughrua, 2023), we explore the power of art-infused autobiographies to help language teachers challenge and transform traditional, colonial approaches to language teaching by centring their experiences, perspectives, and voices. As we weave our narratives, we articulate the manner in which we embraced art-infused autobiographies, the affordances research-creation provided us, and the challenges we uncovered while carrying out identity-infused research-creation. Devant une classe plurilingue, comment les enseignantes et enseignants peuvent-ils & eacute;laborer et d & eacute;ployer des pratiques p & eacute;dagogiques refl & eacute;tant une perspective post-plurilingue ? Comment ces personnes peuvent-elles acqu & eacute;rir les comp & eacute;tences, les connaissances et la sensibilit & eacute; n & eacute;cessaires pour repenser l'enseignement de mani & egrave;re & agrave; accorder la priorit & eacute; & agrave; l'& eacute;quit & eacute;, & agrave; l'inclusion et & agrave; la justice sociale, s'assurant ainsi que les & eacute;tudiantes et & eacute;tudiants ont toutes et tous, peu importe leurs bagages linguistiques, l'occasion de r & eacute;ussir et de s'& eacute;panouir dans un monde diversifi & eacute; ? Cet article r & eacute;pond & agrave; ces questions en rendant compte des collaborations linguistiques et culturelles que favorise la conception d'autobiographies multilingues et multimodales, critiques, cr & eacute;atives et collaboratives (Prasad et Lory, 2020) par les enseignantes et enseignants. L'article met en commun les exp & eacute;riences d'une chercheuse et de trois enseignantes de langues en d & eacute;but de carri & egrave;re. D'apr & egrave;s la pr & eacute;misse selon laquelle la transformation de la formation des enseignantes et enseignants de langues na & icirc;t d'une autor & eacute;flexion critique (L & oacute;pez-Gopar et coll., 2023), nous nous int & eacute;ressons au r & ocirc;le que jouent les autobiographies influenc & eacute;es par l'art pour amener ces personnes & agrave; remettre en question les approches traditionnelles et coloniales de l'enseignement, en accordant une place centrale & agrave; leurs exp & eacute;riences, leurs perspectives et leurs voix. En entrem & ecirc;lant nos r & eacute;cits, nous expliquons notre approche de l'autobiographie influenc & eacute;e par l'art, les possibilit & eacute;s auxquelles la recherche-cr & eacute;ation nous a donn & eacute; acc & egrave;s, et les d & eacute;fis que nous avons rencontr & eacute;s dans cette pratique centr & eacute;e sur l'identit & eacute;.
Land dispossession is key to imperialism as it enables settlers to deterritorialize from their homelands and reterritorialize onto foreign lands, displacing Indigenous inhabitants. In Canada, this settler colonial process not only imposed English and French as dominant languages but also contributed to a broader desensitization to land among their speakers. Ecolinguistics responds to this disconnection by fostering positive land/language relationships using plurilingual and land-sensitizing techniques (i.e., environmental attunement). Currently, many Canadian language teachers struggle to integrate these approaches into their pedagogies. Following teacher reflection research and arts-based inquiry, the Multimodal Autobiographical Landguaging Portrait (MALP) was developed to support imperial language teachers in connecting their language teaching and learning experiences to the land(s) upon which they occurred, attuning them to the role of land in language use. Qualitative analyses of eight MALPs from plurilingual pre-service ESL teachers in Quebec showed that land was understood anthropocentrically. However, those with knowledge of their Indigenous backgrounds or experience with Indigenous pedagogies demonstrated higher levels of environmental attunement. The MALP was useful for articulating land/language embodiment of heritage languages, Indigenous issues, and imperial expansionism, but it was less successful in making connections between English/French and their European homelands. Ecolinguistic activities are thus provided to support land-sensitizing pedagogies that promote positive environmental attunement. L'imp & eacute;rialisme repose sur la d & eacute;possession territoriale : les colons ayant quitt & eacute; leur patrie s'installent sur des terres & eacute;trang & egrave;res, en expulsant les peuples autochtones. Au Canada, le processus de colonisation a non seulement donn & eacute; lieu & agrave; l'imposition du fran & ccedil;ais et de l'anglais comme langues dominantes, mais aussi & agrave; une vaste d & eacute;sensibilisation & agrave; l'& eacute;gard du territoire chez les personnes locutrices de ces langues. L'& eacute;colinguistique vise & agrave; r & eacute;parer cette d & eacute;chirure en favorisant l'& eacute;tablissement de liens positifs entre le territoire et la langue & agrave; l'aide de techniques plurilingues de sensibilisation au territoire (harmonisation environnementale). & Agrave; l'heure actuelle, bon nombre d'enseignantes et d'enseignants de langues au Canada peinent & agrave; int & eacute;grer cette approche & agrave; leur d & eacute;marche p & eacute;dagogique. & Agrave; la suite d'une recherche r & eacute;flexive et d'une investigation fond & eacute;e sur les arts, le Multimodal Autobiographical Landguaging Portrait (MALP) a & eacute;t & eacute; & eacute;labor & eacute; pour aider les personnes enseignant une langue imp & eacute;rialiste & agrave; ancrer leurs exp & eacute;riences d'enseignement et d'apprentissage au territoire sur lequel elles ont lieu, les sensibilisant au r & ocirc;le du territoire dans l'utilisation de la langue. Une analyse qualitative de huit MALP cr & eacute;& eacute;s par des enseignants plurilingues d'anglais langue seconde en formation au Qu & eacute;bec a r & eacute;v & eacute;l & eacute; que leur compr & eacute;hension du territoire & eacute;tait anthropocentrique. Les personnes conscientes de leurs origines autochtones ou des principes p & eacute;dagogiques autochtones faisaient preuve d'une harmonisation environnementale plus & eacute;lev & eacute;e. Le MALP a & eacute;t & eacute; utile pour exprimer la mani & egrave;re dont les personnes participantes incarnent la relation territoire-langue pour ce qui est des langues ancestrales, des questions autochtones et de l'expansionnisme imp & eacute;rial, mais moins efficace pour les aider & agrave; faire des liens entre l'anglais et le fran & ccedil;ais et la m & egrave;re patrie europ & eacute;enne. Les activit & eacute;s & eacute;colinguistiques visent & agrave; appuyer les m & eacute;thodes p & eacute;dagogiques favorisant la sensibilisation au territoire et l'harmonisation environnementale.
Widespread monolingual practices have often overlooked the plurilingual and pluricultural skills of superdiverse children - skills such as their ability to draw on linguistic and cultural competencies - in both formal and informal educational settings. However, arts-based multimodal activities can help reveal children's "invisible" linguistic and cultural assets while simultaneously fostering language and literacy development. This paper presents a design-based study that integrated arts-based tools, plurilingualism, and communities of practice in the implementation of a 16-week after-school program for superdiverse children in Western Canada by using a cultural-historical activity theory (CHAT) lens. Multiple interviews were conducted with 32 students (grades 2-5) in the program, and 222 arts-based artifacts along with 69 field note entries were collected through weekly observations. Visual and thematic analyses of the data revealed that many children embraced plurilingualism, took pride in their transnational and religious identities, and expressed motivation to become language teachers and cultural brokers. Despite these successes, resistance to plurilingualism, limitations in the available tools, and tensions within the program's power structure persisted. The findings highlight the potential of design-based research and CHAT and offer important implications for integrating arts-based, plurilingual, and multimodal designs into literacy activities that can challenge persistent monolingual practices in schools. Les pratiques monolingues pr & eacute;dominantes font g & eacute;n & eacute;ralement fi des aptitudes plurilingues et pluriculturelles des enfants aux origines superdiverses - de leur capacit & eacute; & agrave; tirer parti de leurs comp & eacute;tences linguistiques et culturelles - dans les contextes & eacute;ducatifs formels et informels. Les activit & eacute;s multimodales fond & eacute;es sur l'art peuvent contribuer & agrave; r & eacute;v & eacute;ler les comp & eacute;tences linguistiques et culturelles << invisibles >> des enfants tout en stimulant le d & eacute;veloppement des capacit & eacute;s langagi & egrave;res et de la litt & eacute;ratie. Cet article pr & eacute;sente une & eacute;tude fond & eacute;e sur la conception, & eacute;labor & eacute;e d'apr & egrave;s la th & eacute;orie historico-culturelle de l'activit & eacute; et s'appuyant sur des outils fond & eacute;s sur les arts, le plurilinguisme et les communaut & eacute;s de pratique pour d & eacute;ployer un programme parascolaire de 16 semaines destin & eacute; & agrave; des enfants d'origines superdiverses dans l'Ouest canadien. De multiples entrevues ont & eacute;t & eacute; r & eacute;alis & eacute;es aupr & egrave;s des 32 & eacute;l & egrave;ves de la 2e & agrave; la 5e ann & eacute;e participant au programme, 222 art & eacute;facts artistiques ont & eacute;t & eacute; produits et 69 observations ont & eacute;t & eacute; consign & eacute;es au fil des semaines. Des analyses th & eacute;matiques et visuelles de ces donn & eacute;es r & eacute;v & egrave;lent que beaucoup d'enfants adoptaient volontiers le plurilinguisme, tiraient une fiert & eacute; de leurs identit & eacute;s transnationales et religieuses et & eacute;taient motiv & eacute;s par l'id & eacute;e d'agir comme enseignants de langues et courtiers culturels. Malgr & eacute; ces r & eacute;ussites, la r & eacute;sistance au plurilinguisme, les limites concernant les outils disponibles et les tensions d & eacute;coulant de la structure de pouvoir du programme ont persist & eacute;. Les r & eacute;sultats de cette & eacute;tude montrent le potentiel de la recherche fond & eacute;e sur la conception et de la th & eacute;orie historico-culturelle de l'activit & eacute;, et font foi des importantes retomb & eacute;es d & eacute;coulant de l'int & eacute;gration de concepts plurilingues, multimodaux et fond & eacute;s sur l'art aux activit & eacute;s de litt & eacute;ratie - notamment une remise en question des pratiques monolingues bien & eacute;tablies dans les & eacute;coles.
In Indigenous language contexts where many adults are not fluent speakers, adult learners play a key role in the restoration of intergenerational transmission. Adult learner narratives of at-home immersion in particular offers an important window into Indigenous language revitalization. In this paper we, two adult Anishinaabemowin learners, discuss the practices of at-home immersion with a toddler in Ontario, Canada. Drawing from an interview and autoethnography, we investigate our teaching and learning activities of at-home immersion, as well as the conditions that facilitate our at-home immersion practice. Our immersion practice is a creative collaboration enacted through both planned and unstructured learning and teaching activities, and is facilitated by our specific circumstances of access to postsecondary education and flexible time. We argue these language practices reflect certain relationships to Anishinaabemowin and English, which informed our efforts to (re)assert the space of immersion. These practices also reflected an orientation to other speakers and learners that is grounded in an understanding of the fundamental importance of more relationship-building for intergenerational transmission. Thinking in terms of relationships is one way for us to identify priorities and opportunities toward creating long-term, sustainable at-home immersion. Pour l'apprentissage d'une langue autochtone couramment peu parl & eacute;e, l'immersion & agrave; la maison facilit & eacute;e par des apprenants adultes joue un r & ocirc;le cl & eacute; dans la restauration de la transmission interg & eacute;n & eacute;rationnelle. Les exp & eacute;riences que font ces adultes de l'immersion donnent donc un important aper & ccedil;u de la revitalisation des langues autochtones. Dans cet article, nous, deux apprenantes adultes de l'anishinaabemowin, relatons notre exp & eacute;rience de l'immersion & agrave; domicile avec un enfant en bas & acirc;ge en Ontario, au Canada. Dans le cadre d'une entrevue et d'une autoethnographie, nous nous int & eacute;ressons & agrave; nos activit & eacute;s d'enseignement et d'apprentissage, et aux conditions qui facilitent l'immersion & agrave; domicile. Cette immersion repose sur des activit & eacute;s d'apprentissage et d'enseignement tant planifi & eacute;es que non structur & eacute;es qui sous-tendent une collaboration cr & eacute;ative facilit & eacute;e par nos circonstances personnelles, soit l'acc & egrave;s & agrave; l'& eacute;ducation postsecondaire et un horaire flexible. Nous estimons que ces pratiques linguistiques rendent compte de certaines relations & agrave; l'& eacute;gard de l'anishinaabemowin et de l'anglais, ce qui a influenc & eacute; nos efforts visant & agrave; nous (r & eacute;)approprier l'espace d'immersion. Ces pratiques refl & egrave;tent & eacute;galement une orientation relationnelle & agrave; l'& eacute;gard des autres locuteurs et apprenants, qui fait ressortir l'importance fondamentale d'& eacute;tablir davantage de relations pour favoriser la transmission interg & eacute;n & eacute;rationnelle. C'est en misant sur les relations que nous pouvons d & eacute;terminer les priorit & eacute;s et les occasions favorables & agrave; une immersion & agrave; domicile durable.
One of the primary challenges for multilingual students in Canada is to learn English and integrate into mainstream society. Within this process, students' intersectional identities (the intersection of race, language, culture, and religion) influence their L2 learning while creating overlapping and interdependent systems of discrimination and disadvantage. This article explores "multilingual awareness" and its interplay with "spatial awareness" among high school newcomers in Canada. In particular, it focuses on how they employ linguistic, cultural, racial, and religious backgrounds in navigating English language learning spaces. The study involved 13 students from grades 10 to 12, all of whom participated in a series of Critically Engaged Language and Literacy Workshops (CELLWs). These workshops employed arts-based research methods and walking methodology that facilitated discussions about students' experiences and provided opportunities to challenge them in the context of their multilayered identities. The question guiding this study was, "How does newcomer high school students' spatial awareness, as explored through CELLWs, contribute to the disruption of dominant English language spaces?" Findings highlight the critical role of spatial awareness in fostering connections to multilingual identities and revealing systemic discriminations tied to these identities. Overall, the newcomer students' narratives underscored the significant role of community and school interactions in shaping their sense of identity and belongingness, as well as discrimination and disadvantages that were intrinsically related to their intersectional identities. Parmi les principales difficult & eacute;s qu'& eacute;prouvent les & eacute;tudiantes et & eacute;tudiants multilingues au Canada, notons l'apprentissage de l'anglais et l'int & eacute;gration & agrave; la soci & eacute;t & eacute;. Dans le cadre de ce processus, leurs identit & eacute;s intersectionnelles (soit l'intersection entre race, langue, culture et religion) influencent leur mani & egrave;re d'apprendre une langue seconde tout en faisant l'objet de syst & egrave;mes de discrimination et de d & eacute;savantage qui se chevauchent et qui sont interd & eacute;pendants. Cet article s'int & eacute;resse aux interactions entre la << conscience du multilinguisme >> et la << conscience de l'espace >> chez des & eacute;tudiantes et & eacute;tudiants du secondaire nouvellement arriv & eacute;s au Canada, en analysant leur mani & egrave;re de mettre & agrave; profit leurs bagages linguistiques, culturels, raciaux et religieux pour se rep & eacute;rer dans les espaces d'apprentissage de l'anglais. Dans le cadre de l'& eacute;tude, 13 & eacute;l & egrave;ves de la 10e & agrave; la 12e ann & eacute;e ont particip & eacute; & agrave; une s & eacute;rie d'ateliers critiques et engag & eacute;s sur la langue et la litt & eacute;ratie (CELLW). Reposant sur la marche et sur des m & eacute;thodes de recherche fond & eacute;e sur l'art, ces ateliers facilitent les discussions avec les & eacute;l & egrave;ves sur leurs exp & eacute;riences et les r & eacute;flexions sur leurs identit & eacute;s multiples. La question orientant l'& eacute;tude & eacute;tait la suivante : << En quoi la conscience de l'espace d'& eacute;tudiantes et & eacute;tudiants du secondaire nouvellement arriv & eacute;s au Canada, explor & eacute;e dans le cadre de CELLW, contribue-t-elle & agrave; remettre en question les espaces linguistiques domin & eacute;s par l'anglais? >> Les r & eacute;sultats de l'& eacute;tude r & eacute;v & egrave;lent le r & ocirc;le critique de la conscience de l'espace pour l'& eacute;tablissement de liens avec les identit & eacute;s multilingues et la mise en lumi & egrave;re des discriminations syst & eacute;miques associ & eacute;es & agrave; ces identit & eacute;s. Dans l'ensemble, les exp & eacute;riences des & eacute;l & egrave;ves ont fait ressortir l'importance des interactions en communaut & eacute; et & agrave; l'& eacute;cole pour fa & ccedil;onner leur sentiment d'identit & eacute; et d'appartenance, ainsi que la discrimination et le d & eacute;savantage intrins & egrave;quement li & eacute;s & agrave; leurs identit & eacute;s intersectionnelles.
This article focuses on research into care writing, as we took it up in collaboration with teacher-researchers in three high school English language arts classrooms in Edmonton, Alberta, Canada. Drawing on feminist and posthumanist perspectives, the research engaged high school teachers and students in "complicated conversations" (Pinar, 2019) about care that is oriented towards self, others, and the world in relation to societal, cultural, historical, and political contexts. By conceptualizing care writing in collaboration with students and teachers, the article explores an aesthetic and educationally entangled enactment of care ethics researched through multimodal literacy activities. In doing so, care writing became care creation, fostering social and emotional learning, well-being/becoming, and a sense of responsibility and relationality with and beyond humans. This article aims to develop these preliminary conceptualizations by foregrounding one teacher-researcher's experience of naming and engaging her students in the concept of care through writing processes and practices, including multimodal and multilingual research-creation, in her classroom. Cet article pr & eacute;sente un projet de recherche sur l'& eacute;criture avec sollicitude (care), que nous avons entrepris en collaboration avec des enseignants-chercheurs dans trois classes d'anglais, langue d'enseignement au secondaire & agrave; Edmonton, en Alberta au Canada. S'appuyant sur des perspectives f & eacute;ministes et posthumanistes, le projet a incit & eacute; les enseignants et les & eacute;l & egrave;ves & agrave; nouer des << conversations compliqu & eacute;es >> (Pinar, 2019) sur la sollicitude, & agrave; l'& eacute;gard de soi, d'autrui et du monde compte tenu des contextes soci & eacute;taux, culturels, historiques et politiques. Par une conceptualisation de l'& eacute;criture avec sollicitude & eacute;tablie en collaboration avec les & eacute;l & egrave;ves et les enseignants, l'article pr & eacute;sente une mise en application esth & eacute;tique et p & eacute;dagogique de l'& eacute;thique de la sollicitude par l'interm & eacute;diaire d'activit & eacute;s de litt & eacute;ratie multimodale. Il en r & eacute;sulte que l'& eacute;criture avec sollicitude s'est mu & eacute;e en cr & eacute;ation avec sollicitude, favorisant l'apprentissage social et & eacute;motionnel, le bien-& ecirc;tre et le bien-devenir, ainsi qu'un sentiment de responsabilit & eacute; et de relationalit & eacute; envers autrui, et au-del & agrave;. Cet article vise & agrave; & eacute;toffer ces conceptualisations pr & eacute;liminaires en mettant de l'avant l'exp & eacute;rience d'une enseignante-chercheuse, qui a pr & eacute;sent & eacute; le concept de sollicitude & agrave; ses & eacute;l & egrave;ves et les a fait participer & agrave; des proc & eacute;d & eacute;s et pratiques d'& eacute;criture, y compris des activit & eacute;s de recherche-cr & eacute;ation multimodale et multilingue.
In recent decades, approaches to second language teaching have treated culture first as an object of study, then more recently as a component inextricably linked to language (Kramsch, 1995, 2011) and engagement with human experience (Crozet, 2017). However, the question remains whether teachers have embraced these new approaches to teaching (inter)culturality. In this study, anchored in critical intercultural studies, we explore the perceptions that teachers of French in British Columbia have about teaching for (inter)cultural understanding. Based on data from 80 questionnaires completed online, our quantitative and qualitative analysis suggests that, although teachers perceive (inter)culturality as an important component of teaching French as a second language, they see the goals of this teaching as being primarily the exploration of cultural products and the transmission of cultural knowledge. Deeper engagement with (inter)cultural learning and teaching, whether more analytical in nature (i.e., understanding cultural processes) or more social (i.e. conflict management), is seen as less important. These results suggest that support for teaching that leads students to question and analyse cultural processes more deeply, going beyond the mere experience of cultural products, could prove useful.
This paper examines the experiences of adult participants in the n & emacr;hiyawak Language Experience (nLE), a land-based Cree language immersion camp aimed at reclaiming n & emacr;hiyaw & emacr;win (Cree). Using Indigenous methodology, this study explores the following question: What are the experiences of adult learners and teachers in a land-based n & emacr;hiyaw & emacr;win immersion camp? The research design is based on a co-researcher model, where six participants (three learners and three teachers) engaged in a collaborative process of reflection and storytelling. Through three sharing circles held over a year, we shared stories of our camp experiences, then co-transcribed and analyzed these stories. Our study emphasizes relationship-building and n & emacr;hiyaw protocols as central to Indigenous knowledge generation. We address three key themes in this paper - kinship, land, and wellness - and demonstrate how these elements contribute to language learning and well-being. By situating the research within Indigenous epistemologies, this paper offers valuable insights into the role of land-based language camps in supporting language resurgence and fostering community wellness. It also provides recommendations for language practitioners, communities, and researchers committed to Indigenous language revitalization. Cet article examine les exp & eacute;riences des participants adultes & agrave; l'exp & eacute;rience linguistique n & emacr;hiyawak (nLE), un camp d'immersion en langue crie bas & eacute; sur la terre et visant & agrave; r & eacute;cup & eacute;rer le n & emacr;hiyaw & emacr;win (le cri). En utilisant une m & eacute;thodologie autochtone, cette & eacute;tude explore la question: Quelles sont les exp & eacute;riences des apprenants adultes et des enseignants dans un camp d'immersion n & emacr;hiyaw & ecirc;win terrestre ? La conception de la recherche est bas & eacute;e sur un mod & egrave;le de co-chercheur, dans lequel six participants, trois apprenants et trois enseignants, se sont engag & eacute;s dans un processus collaboratif de r & eacute;flexion et de narration. & Agrave; travers trois cercles de partage organis & eacute;s sur un an, nous avons partag & eacute; des histoires de nos exp & eacute;riences de camp, co-transcrit et analys & eacute; les histoires. Notre & eacute;tude met l'accent sur l'& eacute;tablissement de relations et les protocoles n & emacr;hiyaw comme & eacute;tant essentiels & agrave; la g & eacute;n & eacute;ration de connaissances autochtones. Nous abordons trois th & egrave;mes cl & eacute;s dans cet article: la parent & eacute;, la terre et le bien-& ecirc;tre, d & eacute;montrant comment ces & eacute;l & eacute;ments contribuent & agrave; l'apprentissage des langues et au bien-& ecirc;tre. En situant la recherche dans les & eacute;pist & eacute;mologies autochtones, cet article offre des informations pr & eacute;cieuses sur le r & ocirc;le des camps linguistiques terrestres dans le soutien & agrave; la r & eacute;surgence des langues et dans la promotion du bien-& ecirc;tre communautaire. Il fournit & eacute;galement des recommandations aux praticiens des langues, aux communaut & eacute;s et aux chercheurs engag & eacute;s dans la revitalisation des langues autochtones. & omacr;ma masinahikan, nikinw & amacr;paht & emacr;n & amacr;n k & amacr;-& emacr;si m & omacr;siht & amacr;cik k & amacr;-k & imacr;si-ohpikicik okiskinwaham & amacr;kanak & emacr;kota anima n & emacr;hiyawak Language Experience (nLE), & emacr;yako anima askiy kiskinwaham & amacr;k & emacr;win n & emacr;hiyaw p & imacr;kiskw & emacr;win kap & emacr;siwin & emacr;ta k & amacr;-noht & emacr; wanisk & amacr;pitam & amacr;hk n & emacr;hiyaw & emacr;win (Cree). apaciht & amacr;hk iyiniw it & omacr;tam & omacr;win, & omacr;ma kinw & amacr;pahcikan nikw & emacr;cihk & emacr;yimon & amacr;n: k & imacr;kwaya anihi k & amacr;-& emacr;si m & omacr;siht & amacr;cik k & amacr;-k & imacr;si-ohpikicik okiskinwaham & amacr;kanak & emacr;kwa okiskinwaham & amacr;k & emacr;wak & emacr;kotawihk askiy kiskinwaham & amacr;k & emacr;win n & emacr;hiyaw & emacr;win p & imacr;kiskw & emacr;win kap & imacr;siwin? & omacr;ma kinw & amacr;pahcikan k & amacr;-& emacr;si osihcik & amacr;t & emacr;k anima isi n & imacr;so-nitonik & emacr;win & imacr;t & omacr;cikan, & emacr;ta nikotw & amacr;sik ayisiyiniwak-nisto okiskinwaham & amacr;kanak & emacr;kwa nisto okiskinwaham & amacr;k & emacr;wak-m & amacr;misk & omacr;tamwak & emacr;kwa & amacr;cimowak k & amacr;-& emacr;si w & amacr;pahtahkik. Isi nisto w & amacr;sak & amacr;m apiwin & amacr;cimowina ispayiki p & emacr;yak askiy, nit & amacr;cimon & amacr;n k & amacr;-& emacr;si w & amacr;pahtam & amacr;hk nikap & emacr;siwin & amacr;na, n & imacr;so masinah & imacr;n & amacr;n, & emacr;kwa nikinw & amacr;paht & emacr;n & amacr;n anihi & amacr;cimowina. nikiniw & amacr;pahcikanin & amacr;n nin & imacr;k & amacr;nast & amacr;n & amacr;n wahkohtowin osihcik & emacr;win & emacr;kwa n & emacr;hiyaw n & imacr;k & amacr;nascik & emacr;wina & emacr;kota t & amacr;w & amacr;yihk isi iyiniw kisk & emacr;yihtamowin osihcik & emacr;win.nisto k & imacr;kway nip & imacr;kiskw & amacr;t & imacr;n & amacr;n & omacr;ta masinahikanihk: wahkohtowin, askiy, & emacr;kwa miyomahcihowin, ka-w & amacr;pahtamihk t & amacr;nisi & omacr;hi k & imacr;kwaya & emacr;si w & imacr;cihiht & amacr;s & omacr;makahkik isi p & imacr;kiskw & emacr;win kiskinwaham & amacr;sowin & emacr;kwa miyomahcihowin. & emacr;ta k & amacr;-ast & amacr;y & amacr;hk anima nitonik & emacr;win isi iyiniw kisk & emacr;yihtamowina, & omacr;ta masinahikanihk, misinahik & amacr;t & emacr;wa mistahi mist & emacr;yiht & amacr;kwahki kikwaya isi k & amacr;-miyw & amacr;siki askiy kiskinwaham & amacr;k & emacr;win p & imacr;kiskw & emacr;win kap & emacr;siwina ka & emacr;si sihtoskamihk p & imacr;kiskw & emacr;win wanisk & amacr;picik & emacr;win & emacr;kwa ka-ispitamihk m & amacr;mawinitowin miyomahcihowin. masinahik & amacr;t & emacr;nwa m & imacr;na wihcik & emacr;wina osci p & imacr;kiskw & emacr;wina k & amacr;-atosk & amacr;tahkik, m & amacr;mawinitowina, & emacr;kwa nitonik & emacr;wak k & amacr;-asotahkik iyiniw p & imacr;kiskw & emacr;win wanisk & amacr;picik & emacr;win.
Creating conditions that allow for the autonomy of educators during professional learning has been a key focus in educational research in recent years. Much evidence supports that collaborative inquiry (CI) is a model that can foster this autonomy by prioritizing teachers' concerns, needs, and interests in the professional learning process. By working on problems they encounter in their daily experiences, groups of educators are able to develop unique professional learning practices that attend to their context. Through the lens of complexity, this study examines how variation emerged in the CI practices of four groups of teacher candidates who shared the common discipline of language teaching. The data were collected with participants through interviews, video recordings, and a researcher journal, then reconstructed into a narrative case study to showcase the unique learning trajectories of each of the CI groups. I discuss the nuances between these trajectories and the implications for CI initiatives with language educators. Ces derni & egrave;res ann & eacute;es, bien des projets de recherche p & eacute;dagogique se sont int & eacute;ress & eacute;s & agrave; la mise en place de conditions propices & agrave; l'autonomie du corps enseignant dans l'apprentissage professionnel. De nombreuses & eacute;tudes montrent que l'enqu & ecirc;te collaborative (EC) peut favoriser l'autonomie en accordant la priorit & eacute; aux int & eacute;r & ecirc;ts, aux besoins et aux sources de pr & eacute;occupation du corps enseignant durant le processus d'apprentissage professionnel. Pour r & eacute;gler des probl & egrave;mes qu'ils rencontrent chaque jour, des groupes d'enseignantes et d'enseignants & eacute;laborent des pratiques uniques et adapt & eacute;es & agrave; leur contexte. S'appuyant sur la th & eacute;orie de la complexit & eacute;, la pr & eacute;sente & eacute;tude analyse les variations que pr & eacute;sentent les pratiques d'EC de quatre groupes de candidates et candidats & agrave; l'enseignement dans le domaine des langues. Les donn & eacute;es ont & eacute;t & eacute; recueillies aupr & egrave;s des personnes participantes par l'interm & eacute;diaire d'entrevues, d'enregistrements vid & eacute;o et d'un journal de recherche, puis transpos & eacute;es en une & eacute;tude de cas narrative mettant en lumi & egrave;re les trajectoires d'apprentissage propres & agrave; chaque groupe. Sont & eacute;galement abord & eacute;es les nuances de ces trajectoires et leurs implications sur les initiatives d'EC des enseignantes et enseignants de langues.
Research has underlined the importance of communicative competence in order for newcomers to succeed and build resilience in their adopted homeland. Studies on this topic, however, have generally assumed the primacy of linguistic competence as the principal locus of investigation without paying due attention to the nuances of how new immigrants use “spatial repertoires” – interactive assemblages of people, objects, language, and environment – in accomplishing day-to-day communicative goals. Part of a larger project that examined newcomer resilience, this paper reports on the findings drawn from five newcomer families in Canada regarding their assemblage of spatial repertoires to negotiate their communicative needs. Data were collected from semi-structured interviews, written artifacts, art-based multimodal activities, field observations, and reflective notes. Using spatial repertoires in multilingual communication as the conceptual framework, we found that conditions that allowed our participants the following affordances were conducive for deployment of spatial repertoires: (a) translations and information mining, (b) translanguaging, (c) identity affirmation, (d) collaboration and solidarity, and (e) integration of semiotic resources. The findings provide insights into how these newcomers demonstrated success in achieving their communicative goals despite various challenges experienced as non-native speakers of English. We conclude by discussing the implications of these findings.
This article draws upon a 10-month study of core French as a second language (FSL) teachers to explore the professional identities that are produced in their work. Adopting rhizoanalysis and the Deleuzian concept of becoming, this article positions the ways in which these teachers both affect and are affected by the multiple material and discursive practices that circulate within their local context and Canadian FSL education. Engaging data from classroom observations, interviews, and lesson artifacts, several vignettes are offered as empirical examples that extend insights into how the status of FSL, the material components of the school, and the teachers’ identities are co-constituted. These data entry points are possible lines to think differently about the intricacies of becoming a core FSL teacher in day-to-day practice and the ways in which these educators are constantly (re)shaped in relation with the material, human, and affective elements in their classrooms. These affordances can disrupt existing understandings and suggest how (re)imagining FSL teachers from a sociomaterial perspective might further nuance discussions of retention, support, and identity.
