TESL Canada Journal
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Entertaining Language Learning: Using Language Reactor to Increase Fluency with Netflix and YouTube
No full textApproaches to Teaching Phrasal Verbs: Insights from Corpus Research, Instructional Methods and Cognitive Linguistics
No full textPhrasal verbs present persistent challenges for second language (L2) learners due to their figurative meanings, multiple interpretations, and variable word order. This article reviews five strands of research that contribute to effective phrasal verb instruction: corpus-based studies, which identify what to teach, and four instructional approaches—input-based, output-based, retrieval-based, and cognitive linguistic—that offer insights into how to teach. Corpus studies identify high-frequency phrasal verbs, common meanings, and register variation, while learner corpus research reveals patterns of underuse and cross-linguistic influence. Instructional studies show that textual enhancement promotes noticing, and output and retrieval tasks improve retention when carefully sequenced. Cognitive linguistic (CL) approaches foster generalization through conceptual metaphors and particle meanings, though their success depends on learner readiness. Despite these advances, most strands have been examined in isolation. This review calls for research on integrated instructional sequences that align corpus-informed selection, CL scaffolding, and retrieval practice. It also highlights the need to investigate how retrieval and communicative output can be coordinated to support durable, flexible phrasal verb use in L2 learning.
Les verbes à particule posent des problèmes persistants aux apprenants d’une langue seconde (L2) en raison de leurs sens figurés, de leurs interprétations multiples et de l’ordre variable des mots. Cet article passe en revue cinq axes de recherche qui contribuent à un enseignement efficace des verbes à particule : les études basées sur des corpus, qui identifient ce qu’il faut enseigner, et quatre approches pédagogiques — basées sur l’intrant, basées sur la production, basées sur la récupération et la linguistique cognitive — qui offrent des éclairages sur la manière d’enseigner ces verbes. Les études de corpus identifient les verbes à particule très fréquents, les sens fréquents et les variations de registre, tandis que les recherches sur les corpus d’apprenants révèlent des tendances de sous-utilisation et d’influence translinguistique. Les études pédagogiques montrent que la mise en évidence du texte favorise la prise de conscience, et que les tâches de production et de récupération améliorent la rétention lorsqu’elles sont soigneusement ordonnées. Les approches de linguistique cognitive (LC) favorisent la généralisation par le biais de métaphores conceptuelles et des sens des particules, bien que leur succès dépende du degré de préparation de l’apprenant. Malgré ces avancées, la plupart des axes de recherche ont été examinés de manière isolée. Ce texte appelle à des recherches sur des séquences d’enseignement intégrées qui alignent la sélection basée sur le corpus, l’échafaudage offert par la LC et la pratique de récupération. Il souligne également la nécessité d’étudier la manière dont la récupération et la production communicative peuvent être coordonnées pour soutenir l’utilisation durable et flexible des verbes à particule dans l’apprentissage d’une L2
Plurilingualism for Transformative Social Justice in Language Education: A New Perspective
No full textThe question of social justice in language education (LE) became prominent due to increased linguistic and cultural diversity fuelled by globalization and migration, which exacerbated social inequality in this neoliberal era. The critical “turn” in education resulted in the emphasis on issues of social inequality, racial discrimination, and decolonization of curriculum, among others. Nancy Fraser’s tripartite theory (3Rs), where social, cultural, and political injustices are compensated for by redistribution, recognition, and representation, has the potential to address social justice issues in LE. This theory has already been applied to education research, but not extensively. The purpose of this paper is to explore plurilingualism for social justice in LE by analysing its possibilities for cultural recognition, economic redistribution, and political representation and present a new understanding of the concept of social justice in LE through recognition, redistribution, and representation
The Impact of a College EAP Writing Program: Former Students' Perspectives
No full textThis paper reports the findings of a small-scale qualitative study aimed at exploring the academic experiences of college students (n=11) who had previously engaged in the EAP program at a mid-sized college in Ontario. The primary objective was to unveil student perspectives on the effectiveness of the EAP writing program, and to determine which skills acquired from the EAP were most helpful in their subsequent academic pursuits. Thematic analysis of focus group data reveals three major skills: conducting online research (citing sources and paraphrasing), paragraph writing and grammar, and one genre (reports) as most efficacious in preparing students for their Programs of Study (POS). Three areas of perceived need are stronger connections to POS via vocabulary and referencing systems, more summarizing, and more collaborative writing. A final emergent theme, “Value of EAP,” comprises students’ descriptions of being empowered and successful in their POS as a result of EAP participation. The implications of these findings for future research on EAP and college-level writing are discussed
Using a Book-Club Model to Support Racial Literacy Development among Teachers of Multilingual Learners
No full textNew teachers need time, support, mentorship, and experience to build racial literacies that will transform teaching. In response, this article explores the potential of book-club–style professional development to promote racial literacy among “mainstream” teachers of multilingual learners. In presenting a qualitative inquiry of participants in an international, intergenerational, action-oriented racial literacy book club for teachers of multilingual students, we share three findings regarding how the book club functioned to support new teacher participants to grow their racial literacy and antiracist awareness for addressing injustices in their various spheres of influence: (1) the book club created an extended learning environment for new teachers to grow their racial literacy in tandem with their developing classroom practice; (2) it fostered understanding among participants living and teaching in different parts of North America regarding the ways in which issues of race and language were both common across contexts and locally inflected; and (3) it supported the development of mentoring relationships. We conclude with a discussion of implications for the broader use of book clubs as part of socially conscious teacher education and professional development
Developing Translanguaging Repertoires in Critical Teacher Education: Tian, Z., & King, N. (Eds.). De Gruyter, 2023
No full textCentering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices : Bale, J., Rajendram, S., Brubacher, K., Nii Owoo, M. A., Burton, J., Wong, W., Zhang, Y., Larson, E. J., Gagné, A., & Kerekes, J. Multilingual Matters, 2023
No full textA Raciolinguistic Exploration of Pre-Service ESL Teachers’ Conceptualization of Plurilingualism Using Drawings
No full textIn Canada, many English as a second language (ESL) teachers work with linguistically, culturally, and racially diverse student populations. Increased ethnic and racial diversity and shifts in the linguistic landscape in the classroom indicate a great need for pedagogical frameworks that account for learners’ linguistic and cultural diversity. In Canadian initial teacher education (ITE) programs, this is often done by introducing teachers to the concept of plurilingualism. However, ESL teachers today work within a system that reinforces and reproduces oppressive language ideologies, such as monolingual ideologies and deficit-oriented perspectives toward language use. As such, for language teacher educators, actively working on identifying and deconstructing these underlying ideologies is essential to realize systemic pedagogical change.
In this article, we present an arts-based multiliteracies project developed in an ITE language course to raise future ESL teachers’ critical language awareness (CLA) about plurilingualism, their linguistic repertoire, and ideologies about language learning. Centring the intersection of language and race, we begin by examining how this informs teaching ESL in Canada. Next, we examine both the notion of plurilingualism and results from ITE research on teachers’ beliefs about using plurilingualism in their practice. We then introduce our conceptual framework, rooted in raciolinguistics and arts-based methodologies, developed to elicit and examine future teachers’ beliefs. Our guiding research question was the following: Accounting for novice ESL teachers racial, linguistic, and ethnic profiles, how do raciolinguistic discourses permeate their plurilingual identities? We employed a multimodal discourse analysis, combining visual narrative analysis and critical discourse analysis, to account for the intersection of language and racial ideologies in the professional identity formation of future language teachers.
Au Canada, un grand nombre d’enseignants de l’anglais langue seconde (ALS) oeuvrent auprès de populations estudiantines diversifiées sur le plan linguistique, culturel et racial. L’augmentation de la diversité ethnique et raciale ainsi que l’évolution du paysage linguistique dans les salles de classe soulignent un besoin important pour des cadres pédagogiques qui tiennent compte de la diversité linguistique et culturelle des apprenants. Dans les programmes de formation initiale canadiens, cela se fait souvent en présentant aux enseignants le concept de plurilinguisme. Cependant, les enseignants d’ALS travaillent aujourd’hui dans un système qui renforce et reproduit des idéologies linguistiques oppressives, telles que les idéologies monolingues et les perspectives axées sur le déficit en matière d’utilisation des langues. Ainsi, pour les formateurs d’enseignants de langues, il est essentiel de travailler activement à l’identification et à la déconstruction de ces idéologies sous-jacentes afin de réaliser un changement pédagogique systémique.
Dans cet article, nous présentons un projet de multilittératies basé sur les arts, développé dans un cours de langue en formation initiale afin de promouvoir la conscience linguistique critique des futurs enseignants d’ALS à propos du plurilinguisme, de leur répertoire linguistique et de leurs idéologies en matière d’apprentissage des langues. En mettant l’accent sur l’intersection de la langue et de la race, nous commençons par examiner la manière dont cela façonne l’enseignement de l’ALS au Canada. Ensuite, nous examinons à la fois la notion de plurilinguisme et les résultats des recherches menées dans les contextes de formation initiale sur les croyances des enseignants quant à l’adoption du plurilinguisme dans leur pratique. Nous présentons ensuite notre cadre conceptuel, ancré dans la raciolinguistique et les méthodes basées sur l’art, élaboré pour susciter et examiner les croyances des futurs enseignants. Notre question de recherche principale était la suivante : en tenant compte des profils raciaux, linguistiques et ethniques des enseignants novices de l’ALS, comment les discours raciolinguistiques influencent-ils leurs identités plurilingues? Nous avons utilisé une analyse multimodale du discours, combinant l’analyse narrative visuelle et l’analyse critique du discours, pour rendre compte de l’intersection des idéologies linguistiques et raciales dans la formation de l’identité professionnelle des futurs enseignants de langues
