24.1997, TOC: Canadian Modern Language Review 69/2 (2013)

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LINGUIST List: Vol-24-1997. Thu May 09 2013. ISSN: 1069 - 4875.

Subject: 24.1997, TOC: Canadian Modern Language Review 69/2 (2013)

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Date: Thu, 09 May 2013 13:42:21
From: Tamara Hawkins [journals at utpress.utoronto.ca]
Subject: Canadian Modern Language Review Vol. 69, No. 2 (2013)

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Publisher:	University of Toronto Press
Journal Title:  Canadian Modern Language Review 
Volume Number:  69 
Issue Number:  2 
Issue Date:  May 2013 

Main Text:  


This issue contains: 
Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers
Danielle Guénette, Roy Lyster	

This study explored the emerging corrective feedback (CF) practices of a group
of 18 pre-service English as a second language (ESL) teachers. Serving as
tutors to a group of 61 high school ESL learners during a school semester, the
pre-service teachers provided CF on texts written by the learners and
exchanged via e-mail. ... .
Exploring a Practice-Based Approach to Foreign Language Teacher Preparation: A
Work in Progress
Francis J. Troyan, Kristin J. Davin, Richard Donato	

This article describes the implementation of a practice-based approach to
foreign language (FL) teacher preparation. After briefly framing the
discussion in relation to the literature on the practice-based approach in
teacher education – including Phase I of the American Council on the Teaching
of Foreign Languages (ACTFL) Research Priorities – we present the
implementation and integration of this approach in the context of FL teacher
preparation. ...

Exploring the Relationship Between Training, Beliefs, and Teachers’ Corrective
Feedback Practices: A Case Study of a Novice and an Experienced ESL Teacher
Luciana Junqueira, YouJin Kim	

Using multiple data sources (observations, stimulated recalls, interviews),
this study investigated the relationship between previous training, teaching
experience, corrective feedback (CF) beliefs, and practices of a novice and an
experienced ESL teacher. ...

Adolescent Multilingual Writer’s Negotiation of Multiple Identities and Access
to Academic Writing: A Case Study of a Jogi Yuhak Student in a US High School
Youngjoo Yi	

This article describes a longitudinal case study of Hoon (a pseudonym), an
adolescent multilingual writer, with respect to his negotiation of multiple
identities and access to academic writing practices. Through an inductive
analysis of multiple data sources (interviews, observations, literacy
artifacts, and field notes), the researcher observed that while negotiating a
stigmatized ESL-student identity and an academic achiever identity, Hoon
developed some survival strategies through school....

Book and Software Reviews / Critiques de livres et de logiciels

I.B. Konyndyk, Foreign Languages for Everyone: How I Learned to Teach Second
Languages to Students with Learning Disabilities, reviewed by Maureen Hoskyn
Guichon, Nicolas, Vers l’intégration des TIC dans l’enseignement des langues,
reviewed by Martine Pellerin
J. Kormos & A.M. Smith, Teaching Languages to Students with Specific Learning
Differences, reviewed by Paul Neufeld
C. Munoz, Intensive Exposure Experiences in Second Language Learning, reviewed
by Nancy Gagné
J. Edwards, Multilingualism: Understanding Linguistic Diversity, reviewed by
Huamei Han
DOI: 10.3138/cmlr.69.2.232

Linguistic Field(s): Applied Linguistics

LINGUIST List: Vol-24-1997	

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