Canada's growing population of international students brings ethnolinguistic diversity and socioeconomic benefits to their host communities. However, students often experience social exclusion and lack of belonging, reporting little communication with local community members for many cultural, ethnic, and religious reasons. The present study,…

Study-abroad programs tend to assume that their destinations are culturally and linguistically homogenous. However, Western English-speaking destinations, particularly metropolitan cities, have become increasingly culturally and linguistically diverse. Considering such sociolinguistic changes in these destinations, this research examines how…

Second language (L2) learning is widely acknowledged as complex due to variables such as learner, context, and target language. Such variables are particularly relevant to the learning of immigrant or indigenous languages in countries such as Canada, the United States, and New Zealand. The motivational roles of such variables are considered…

Recently there has been considerable interest in the role of first language use in second/foreign language learning, especially where students share a common first language. However, most research has focused on in-class interaction between teachers and learners. Much less attention has been given to students' out-of-class practices, for example,…

Believes language teachers have been confused by the influx of various teaching methods, educational learning theories, and predictions. Urges a more positive attitude toward the teaching of second languages. (DS)

The author offers his observations on how the language learner achieves a full command of a second language in its sociocultural context. (PP)

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)

A review of contemporary research in second-language pedagogy highlights the arguments underlying three distinct rationales for multiple language acquisition: vocational opportunities, second languages in liberal education, and learning theory. (MSE)

Examines when and how much the target language (TL) should be used in second language and foreign language teaching and why. Agrees with the view that second and foreign language teachers should maximize their use of the TL, and argues that doing so benefits students' TL proficiency. Highlights disadvantages when teachers rely too heavily on the…

Keynote address at the joint meeting of the Ontario Modern Language Teachers' Association and the New York State Association of Foreign Language Teachers, Toronto, Canada, March 26, 1971. (DS)

A study examined the relationship between language experiences of Italo-Canadian students at home and school and their perceptions of group vitality and ethnic language maintenance. Subjects were in grade eight integrated and non-integrated heritage language programs. (58 references) (Author/MSE)

The debate over whether Canadian second-language teaching should emphasize language study or language experience is examined, and it is concluded that the emerging consensus is for integration of the two in English and French second-language instruction. The National Core French Study teaching model is recommended for all languages. (10…

Historical/sociocultural circumstances of the French language in Canada are outlined and the role of Quebec French in Canadian language education is discussed, focusing on its place in French teaching outside Quebec and in development of bilingualism. Establishment of a Quebecois language is viewed as essential to French Canadian cultural…

Language instructors must look beyond practical and theoretical concerns to the social, psychological, and ideological implications of their profession. (Text is in French.) (Author/DB)