593 research outputs found
Moi, jouer?: Observations sur l’acquisition du français en tant que langue seconde chez des élèves anglodominants au sein d’une classe de maternelle francophone
No full textActuellement, l’école francophone en milieu minoritaire est aux prises avec de nombreux enjeux sociodémographiques alarmants qui font en sorte que le nombre d’élèves admissibles à l’école de la minorité diminue progressivement et qu’un enfant admissible sur deux n’a pas le français comme langue maternelle (Landry, 2010). De ce fait, les conseils scolaires francophones à travers le pays se heurtent au défi de maximiser la participation à l’école de langue française, ce qui se traduit par une diversité linguistique grandissante (Cormier, 2015; Farmer, 2008). Il apparaît donc essentiel de mieux comprendre les interactions entre le français et l’anglais dans les pratiques langagières des élèves. Nous rapportons ici les détails d’une étude qualitative, menée entre novembre 2015 et avril 2016 dans trois classes de maternelle francophones, qui cherchait à mieux comprendre les comportements langagiers des élèves dans des contextes éducatifs francophones où la francisation était présente. L’analyse des données provenant d’une école qui se situe dans un contexte de vitalité forte indique que les élèves anglodominants cheminaient bien à travers les stades d’acquisition d’une deuxième langue décrits par Tabors (2008) et qu’ils intégraient progressivement le français dans leurs locutions. Pour leur part, les élèves francodominants étaient portés, en novembre, à choisir l’anglais dans leurs échanges avec les élèves anglodominants, tandis qu’ils misaient fortement sur le français en avril.
Currently, Francophone minority schools face many alarming sociodemographic issues that make the number of students eligible for minority schools progressively lower, and one in two eligible children do not have French as mother tongue (Landry, 2010). As a result, Francophone school boards across the country are faced with the challenge of maximizing participation in French-language schools, resulting in increasing linguistic diversity (Cormier 2015, Farmer 2008). It therefore seems essential to better understand the interactions between French and English in the language practices of students. Here we report the details of a qualitative study conducted between November 2015 and April 2016 in three Francophone kindergarten classes, which sought to better understand the language behaviors of students in Francophone educational contexts where Francization was present. Analysis of data from a school in a context of strong vitality indicates that Anglo-dominant students were doing well through the stages of second language acquisition described by Tabors (2008) and that they were gradually integrating French into their speech. For their part, Franco-dominant students were asked in November to choose English in their exchanges with Anglo-dominant students, while they counted strongly on French in April
Portrait d’un « fondateur dans l’âme » : Clément Cormier, pionnier des sciences sociales en Acadie du Nouveau-Brunswick
No full textIn this article, the author seeks to establish the central role, often passed over in silence, played by Father Clément Cormier in the history of the social sciences in Acadia, particularly in the founding of a School of Social Sciences within the Collège Saint-Joseph in Memramcook. Father Cormier’s work stemmed in part from a plan to reproduce in Acadia, on a smaller scale, an institution similar to Father Georges-Henri Lévesque’s Faculty of Social Sciences at l’Université Laval. The article also underlines the role of the social sciences in the creation of an Acadian elite that was very active during the period of modernisation in the 1960s.
Résumé
Dans cet article, l’auteur tente d’établir le rôle central, pourtant longtemps passé sous silence, qu’a joué le père Clément Cormier dans l’histoire des sciences sociales en Acadie, particulièrement dans la fondation d’une école des sciences sociales au sein du Collège Saint-Joseph de Memramcook. L’œuvre du père Cormier découle en partie du projet de reproduire en Acadie, à plus petite échelle, une institution similaire à l’école des sciences sociales du père Georges-Henri Lévesque, à l’Université Laval. L’article met également l’accent sur le rôle des sciences sociales dans la formation d’une élite acadienne très active au moment de la modernisation des années 1960
Portrait d’un « fondateur dans l’âme » :. Clément Cormier, pionnier des sciences sociales en Acadie du Nouveau-Brunswick
No full textIn this article, the author seeks to establish the central role, often passed over in silence, played by Father Clément Cormier in the history of the social sciences in Acadia, particularly in the founding of a School of Social Sciences within the Collège Saint-Joseph in Memramcook. Father Cormier’s work stemmed in part from a plan to reproduce in Acadia, on a smaller scale, an institution similar to Father Georges-Henri Lévesque’s Faculty of Social Sciences at l’Université Laval. The article also underlines the role of the social sciences in the creation of an Acadian elite that was very active during the period of modernisation in the 1960s.Dans cet article, l’auteur tente d’établir le rôle central, pourtant longtemps passé sous silence, qu’a joué le père Clément Cormier dans l’histoire des sciences sociales en Acadie, particulièrement dans la fondation d’une école des sciences sociales au sein du Collège Saint-Joseph de Memramcook. L’œuvre du père Cormier découle en partie du projet de reproduire en Acadie, à plus petite échelle, une institution similaire à l’école des sciences sociales du père Georges-Henri Lévesque, à l’Université Laval. L’article met également l’accent sur le rôle des sciences sociales dans la formation d’une élite acadienne très active au moment de la modernisation des années 1960
Reflections of a few: Experiences of Black male special education teachers
No full textAn exhaustive body of empirical research has examined the experiences of Black male educators. However, the experiences of Black male special education teachers remain largely unexplored, in spite of the urgent need for more Black men in this role. An interview study with 10 Black male special education teachers was conducted to explore their experiences, roles, challenges, and supports. Participants described different experiences and reasons for becoming a special education teacher and the roles they assume beyond their primary role as teachers. The challenges that the participants mentioned were related to their relationships with administrators, colleagues, and parents, and being perceived as a disciplinarian. The participants reported that their colleagues presume that one of their primary roles as Black male teachers is to discipline other students, specifically Black students, even to the point of interrupting their own teaching. At the same time, Black male special education teachers often had additional nonacademic roles such as sports coaching. This may reinforce colleagues’ failure to treat Black male special education teachers as valuable members of the teaching team who can aid with content instruction. Participants also described a need for additional supports and professional development opportunities to successfully fulfill their different roles. All of these experiences affect study participants’ morale and are, therefore, likely to affect the recruitment and retention of other Black male special education teachers. Further implications for research and practice are provided in the concluding chapter.Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2022-05-01The student, Christopher Cormier, accepted the attached license on 2019-12-11 at 16:44.The student, Christopher Cormier, submitted this Dissertation for approval on 2019-12-11 at 16:52.This Dissertation was approved for publication on 2019-12-12 at 14:32.DSpace SAF Submission Ingestion Package generated from Vireo submission #14803 on 2020-08-25 at 17:38:13Made available in DSpace on 2020-08-27T00:46:45Z (GMT). No. of bitstreams: 3
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What language documentation via corpora can do for local communities: The case of sign languages
No full textSign languages exist in unique sociolinguistic circumstances: they are young minority languages with few native signers and an interrupted pattern of intergenerational transmission. As a consequence, it is often difficult for even native signers to be certain as to what is and is not an acceptable construction in their language. This has led to a pressing need to test the claims made by many existing descriptions and analyses of sign languages because they have often been based on limited datasets from a small number of signers.
To resolve these problems, sign linguists are increasingly turning to corpora. A modern linguistic corpus (e.g. the British National Corpus of English) is understood to refer to a large collection of spoken, written or signed language data (with associated metadata) that is in machine-readable form, is maximally representative (as far as is possible) of the language and its users, and can be consulted to study the type and frequency of constructions in a language. The need for corpora is driven by the assumption that processing of large amounts of annotated texts can reveal patterns of language use and structure not available to everyday user intuitions or even to expert detailed analysis.
In addition to benefits for linguists, there are also potential benefits to local communities through the creation of corpora. Corpora provide an important means of recording endangered languages as they are used today for posterity; this includes sign languages (Johnston, 2004; Nonaka, 2004; Author, 2010). Additionally, further empirical research on linguistic structure and the documentation of words/signs used in the language (e.g., via a corpus-based dictionary) will inform and improve teaching materials which will, in turn, lead to the improvements in the training of teachers and interpreters, and in the education of children in the local community.
In this presentation, we will describe some of the major corpora that now exist or are being developed for sign languages - including the British Sign Language Corpus and the Auslan (Australian Sign Language) Corpus - and other language documentation efforts with sign languages. In doing so, we will show how, at a fundamental level, the aims and methodologies of linguistic corpora need not be very different from traditional language documentation efforts. We will also explore the benefits of corpora for local communities, particularly in language teaching and learning, and the implications of this not just for sign languages but for spoken/written languages as well.
Johnston, Trevor. 2004. W(h)ither the deaf community? Population, genetics and the future of Australian Sign Language. American Annals of the Deaf 148.5, 358-75.
Nonaka, Angela. 2004. Sign languages - the forgotten endangered languages: lessons on the importance of remembering. Language in Society 33.5, 737-67
Exploring the promises of intersectionality for advancing women's health research
No full textAbstract Women's health research strives to make change. It seeks to produce knowledge that promotes action on the variety of factors that affect women's lives and their health. As part of this general movement, important strides have been made to raise awareness of the health effects of sex and gender. The resultant base of knowledge has been used to inform health research, policy, and practice. Increasingly, however, the need to pay better attention to the inequities among women that are caused by racism, colonialism, ethnocentrism, heterosexism, and able-bodism, is confronting feminist health researchers and activists. Researchers are seeking new conceptual frameworks that can transform the design of research to produce knowledge that captures how systems of discrimination or subordination overlap and "articulate" with one another. An emerging paradigm for women's health research is intersectionality. Intersectionality places an explicit focus on differences among groups and seeks to illuminate various interacting social factors that affect human lives, including social locations, health status, and quality of life. This paper will draw on recently emerging intersectionality research in the Canadian women's health context in order to explore the promises and practical challenges of the processes involved in applying an intersectionality paradigm. We begin with a brief overview of why the need for an intersectionality approach has emerged within the context of women's health research and introduce current thinking about how intersectionality can inform and transform health research more broadly. We then highlight novel Canadian research that is grappling with the challenges in addressing issues of difference and diversity. In the analysis of these examples, we focus on a largely uninvestigated aspect of intersectionality research - the challenges involved in the process of initiating and developing such projects and, in particular, the meaning and significance of social locations for researchers and participants who utilize an intersectionality approach. The examples highlighted in the paper represent important shifts in the health field, demonstrating the potential of intersectionality for examining the social context of women's lives, as well as developing methods which elucidate power, create new knowledge, and have the potential to inform appropriate action to bring about positive social change.</p
The Reader Response Of Male Juvenile Offenders To Two Short Stories By Robert Cormier
No full textThis study was conducted with male juvenile offenders who were incarcerated at a juvenile treatment facility operated by the State of Indiana. The students were aged 13 to 18 and were enrolled in grades seven through eleven. Thirty-three students were selected for the final analysis because only those 33 had completeEducational records available at the facility. The students were asked to respond to two short stories by Robert Cormier. The stories, The Moustache and President Cleveland, Where Are You? were chosen because of Cormier\u27s reputation as a popular author of adolescent literature. The stories also were chosen because the stories involved protagonists in situations where they had to make difficult choices. Students were asked to read each of the short stories after the stories had been broken down into six parts. After each part of the story, the student was asked to Please tell me about the story. All responses were obtained in writing. After students responded, their responses were coded and placed into categories developed by James Squire. The categories were literary responses, narrational responses, interpretational responses, prescriptive judgments, self-involvement, and miscellaneous. Students in this study chose narrational responses nearly 75% of the time. Students\u27 responses were also labeled as correct or incorrect based on the definition that a correct response was any response that could be supported by the text. Students\u27 incorrect responses were analyzed as to the types and the frequency. The study showed no connection between a student\u27s reading level and the number of incorrect responses. In fact, students with lower reading levels made fewer errors than did those with higher reading levels. This might be explained because students with lower reading levels made little, if any attempt to interpret, and with narrational responses, there is little room for misinterpretation
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