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Minority Populations in Canadian Second Language Education de Katy Arnett

Minority Populations in Canadian Second Language Education: New Perspectives on Language and Education, cartea 32

Editat de Katy Arnett, Callie Mady
en Limba Engleză Paperback – 20 aug 2013
This book broadens the study of second language learning in Canada beyond the examination of majority populations in French immersion to highlight lessons learned from studies of minority populations learning languages in Canada.
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Specificații

ISBN-13: 9781783090297
ISBN-10: 1783090294
Pagini: 224
Dimensiuni: 147 x 206 x 15 mm
Greutate: 0.34 kg
Ediția:New.
Editura: Multilingual Matters Limited
Seria New Perspectives on Language and Education

Notă biografică

Cuprins

Introduction: Broadening the Lens of Second Language Education in Canada: Minority Populations in Canadian Second Language Education: Katy Arnett and Callie Mady Section 1: French as an Additional Language: Immigrants' Learning of French in English-dominant Canada 1. Adding Languages, Adding Benefits: Immigrant Students' Attitudes Towards and Performance in FSOL Programs in Canada: Callie Mady 2. Learning French in British Columbia: English as Additional Language Learner and Parent Perspectives: Wendy Carr 3. French is Hard: An English Language Learner's Experience in Core French: Jordana Garbati Section 2: Maintenance of their Heritage Languages and Cultures 4. Fostering Heritage Languages and Diasporic Identities: The Role of Grassroots Initiatives in Alberta and British Colmbia: Martin Guardado and Ava Becker 5. Self, Identity, and Motivation in the Development and Maintenance of German as a Heritage Language: Kimberley Noels 6. Learning Chinese as a Heritage Language: Patsy Duff and Duanduan Li Section 3: Individuals with Disabilities and Second Language Study 7. The Genesis and Perpetuation of Exemptions and Transfers from French Second Language Programs for Students with Diverse Learning Needs: A Preliminary Examination and Their Link to Inclusion: Katy Arnett 8. Reading Without Borders: At Risk Students Transitioning from L1 to L2 in French Immersion: Renee Bourgoin and Joseph Dicks 9. The Writing Processes of a Grade 7 French Immersion Student with Asperger Syndrome: Josee Le Bouthillier Section 4: The Revival, Maintenance, and Growth of Aboriginal Languages in Canada 10. A Fair Country? Consideration of Canada's Debt to Indigenous Language Renewal: Donna-Lee Smith, Josephine Peck, and Donald Taylor 11. First Nations, Metis, and Inuit K-12 Language Programming: What Works?: Carmen Gillies and Marie Battiste 12. How have Aboriginal North Americans Responded to Writing Systems in Their Own Languages: Barbara Burnaby Conclusion: Additional Conceptions of Second Language Education in Canada: Callie Mady and Katy Arnett Index

Recenzii

This volume provides a review of the complex and vibrant historical and contemporary situations in Canadian second language education. Students and researchers internationally will find Canada's experiences in this regard fascinating. The editors have ably brought together the work of scholars in diverse second language education fields: official language(s) education for newcomers; heritage language maintenance programs; second language education for persons with disabilities; and revitalization and maintenance programs for Aboriginal languages. This very wide scope is matched by chapters that consider in depth and detail language education provisions for these diverse groups. Kelleen Toohey, Simon Fraser University, Canada This timely volume insightfully analyzes both the accomplishments and omissions in Canadian language policies over the past 40 years. Katy Arnett and Callie Mady have expanded the lens from the celebrated success of French immersion programs oriented to developing French skills among English-speaking students to include the range of multilingual realities currently found in Canadian schools. They focus on language learning opportunities (or lack thereof) afforded to social groups that have frequently been marginalized in Canadian society, specifically students from immigrant backgrounds, special needs students, and those from Aboriginal communities. The volume brilliantly sets the stage for a national discussion aimed at injecting coherence into Canadian language policies. Jim Cummins, The Ontario Institute for Studies in Education, Canada