Tradition and Transition in English Language Teaching Methodology.

We examined perceptions of everyday discrimination among immigrants in Canada and in comparison to native-born Canadians using data from the 2013 Canadian Community Health Survey. We find that rece...

Immigrants’ Experiences of Everyday Discrimination in Canada: Unpacking the Contributions of Assimilation, Race, and Early Socialization:

In a period of declining state support for education, we argue S/FL teachers and teacher educators would do well to become oriented to language program preservation and advancement. We discuss three areas such an orientation could take, namely organizing, direct action, and fundraising, so that teachers and students can become more involved in decisions affecting their programs. Following a brief review of literatures in these three areas, we describe the efforts of some K-12 ESL educators in Hawai'i, who suddenly found themselves thrust into the position of defending their program from the budgetary axe. We use the experiences of these educators as a point of departure for a discussion of how a program preservation and advancement orientation could be implemented.

Second/Foreign Language Program Preservation and Advancement: Literatures and Lessons for Teachers and Teacher Education

REDEFINING CLASSROOM AUTHORITY: A DANCE AMONG STRANGERS

Redefining classroom authority: A dance among strangers

An abstract of the thesis of Kelley Denise Fitzpatrick for the Master of Arts in TESOL presented on June 6, 1994. Title: The Use of Global Issues in A University ESL Classroom: The Students' Perspective There is increasing interest on the part of ESL educators in the inclusion of contemporary, global issues in their classrooms. Theory about content-based ESL, as well as trends in education, generally, lend support to such enthusiasm. However, ESL educators may be erroneously assuming that their interest in this material is shared by their students. GJobal i~~~~~~-<;-~.a.l.§Q_!?~ controversial. Their inclusion in __ ~~~,~}~C1§§fQC?~~:Qas_ the. ... potential t<? create an ---~....,,, .. , ............. .., ___ ,,,.,,.,..,..,..,, .. , .. ,._,.."~··· -· . .., . .,.,,. .... ,..,.,, __ ~,,,,. _ _, .. _,.,,,_,..,_ . ..,____,,_~ uncomfort~!?J~, and therefore ineffective, .. learning atmosphere in a ......... . .Af"""'1it----'if.'~~.;..-· • • •#• -·-.-A.,•,<>>-·,~,,..._,.-----....... _..,..-,.,,_..,~,.,-, multicultural ESL setting. This qualitative case study examined the use of global issues as the content material in a university-based ESL advanced listening/ speaking class, from the perspective of ten students. A variety of datagathering methods were employed: direct observation of whole-class sessions; observation and audio-recordings of small-group

/pdf/the-use-of-global-issues-in-a-university-esl-classroom-the-3o6jbbg3y1.pdf

The Use of Global Issues in A University ESL Classroom: The Students' Perspective

This paper explores what internationalism can mean in the context of TESOL'S “strenuous” (active, determined, eager, and spirited) family. As an organization and as individual professionals, we can advocate—for peace, literacy, language rights, and education; we can work to protect multiculturalism within and outside North America; and we can network to support international goals.

https://www.jstor.org/stable/info/3587461

Internationalism and Our “Strenuous Family”*

(1975) Multiculturalism and Canadian schools Journal of Ethnic and Migration Studies: Vol 4, No 2, pp 203-210

Multiculturalism and Canadian schools

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Internationalism and Our “Strenuous Family”*

Multiculturalism and Canadian schools