Linguistic and cultural diversity is a common feature of Canadian and U.S. postsecondary demographics, yet Canada's official bilingualism has created unique demands and opportunities for bilingual WAC/WID development and instruction. This article first situates bi- and multilingual WID needs and practices in Canadian academia within the country's…

This article focuses on the implementation of a flipped classroom approach in two different levels of Spanish foreign language university courses for beginner and intermediate learners. The flipped classroom approach delivers course content that prioritizes both digital technology and active learning. Despite its potential advantages in the…

According to Self-Determination Theory, intrinsic and self-determined extrinsic motivation are maintained to the extent that learners feel that engagement in an activity is a personally meaningful choice, that the task can be performed competently, and that they share a social bond with significant others in the learning context. These perceptions…

Change and innovation in education require carefully thought-through procedures as well as time, and benefit both from exchanges of expertise between contexts and from quality assurance (QA) processes. A key document that stimulates change in planning, teaching, and assessment is the Council of Europe's (2001) Common European Framework of…

Continued from the Canadian Modern Language Review, v29 n4 May 1973. (RL)

Selected bibliography of French Canadian literary works intended primarily for teachers in Canadian bilingual schools. (RL)

A mock trial weighs the pros and cons of the pattern drill as it is commonly used in audiolingual methods. (RL)

A discussion of university-level FL instruction in Canada. (RM)

Text of an address delivered at the Simcoe County Professional Development Day, Barrie, Ontario, February 16, 1973. (RL)

Describes a workshop for teachers of French in Edmonton, Canada, region which was held March 30-April 1, 1973 at College Universitaire St. Jean, Edmonton. (RL)

Speech delivered at the Third International Conference of the New York State Association of Foreign Language Teachers and the Ontario Modern Language Teachers' Association, Rochester, New York, March 29-31, 1973. (RL)

Outlines a plan for a multidimensional language curriculum consisting of four components--language, culture, communicative activities, and general language education. (EKN)

Explores three problems emerging since transfer of Canadian English as second language teaching method to People's Republic of China: (1) assumption that teaching methodologies are exportable and acceptable in same way as modern technology, (2) lack of clarity between scientific and educational theories, and (3) assumption that these teaching…