Purpose: This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and…

While the Canadian Language Benchmarks (CLB) document has been a milestone in supporting the teaching of English as an additional language to adults in Canada, few studies examined practitioners' experiences with the language standard. The expectation of ongoing use of the CLB by teachers in the Language Instruction for Newcomers to Canada (LINC)…

Herein we argue that teachers who work to foster their ability to teach English language learners effectively need to learn about their students. Although Ontario (Canada) educators have demonstrated that English language learners' cultural knowledge and language abilities can be mobilized within the classroom as important tools and resources for…

The vitality of most Indigenous languages in North America, like minority languages in many parts of the world, is at risk due to the pressures of majority languages and cultures. The transmission of Indigenous languages through school-based programs is a wide-spread approach to maintaining and revitalizing threatened languages in Canada and the…

Keith Spicer, Canada's Official Languages Commissioner from 1970 to 1977, reflects upon strengths and weaknesses in the implementation of the Official Languages Act and expresses his views on the current status of French language rights in the spheres of government administration and education. (Author)

Focuses on three themes in language education policy: (1) the historical and legal foundations of second language education policies in British Columbia and international settings; (2) implications of language education policy development for teacher education; and (3) the knowledge bases and resources needed for coherent policy development and…

Analyzes the challenges to constructing a professional identity faced by foreign-trained teachers enrolled in the Upgrading Pilot Program for Foreign-Trained Teachers developed by the Faculty of Education at the University of Ottawa. Implications for language education, language testing, professional identity, and policy making are discussed. (JL)

Points out factors to consider when implementing a policy for bilingual education, especially when regional differences are involved, as they are in Canada. Provides a checklist of variables in evaluating bilingual education policies. (RL)