Malaysian English Language Educators Net

More articles on CALL Nov 2012

November 13, 2012 By: supyan Category: A. Announcements

New series…

Linking Second Languages Research and Practice

Linking Second Languages Research and Practice is a joint project between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. As part of a continued effort to offer pedagogical support, this project was developed in view of making L2 research more accessible and relevant to language educators.

The series features six CMLR articles on classroom pedagogy (4 FSL and 2 ESL) and six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides help educators put into practice some of the research findings published in the Canadian Modern Language Review. These guides aim to promote reflection on teaching by providing a summary of each article in an interview format with the researcher(s), offering suggestions for practical implications gleaned from each article, giving thought-provoking after-reading questions, and suggesting other articles for further reading.

Open access to the series is now available at

Introduction to the Linking Second Languages Research and Practice Series
DOI      10.3138/cmlr.2012.S66

Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies? (Enhanced)

Stella Kong

This article reports on a study of the pedagogies of two content-trained teachers and two language-trained teachers in their content-based second language (L2) classrooms at the middle-school level in two Chinese contexts: Hong Kong and Xi’an. The study aims to identify pedagogies that support content and language learning, referred to here as ‘content and language pedagogies.’ The findings suggest that while the complex content at the middle-school level leads to correspondingly more complex language use, which therefore provides a strong foundation for advancing both content and language learning, the content must be explored in depth and from different perspectives to enable complex knowledge relationships to be co-constructed by the teacher and students through the use of correspondingly complex language to support this learning. This requires teachers to be aware of language form–function relationships.

DOI      10.3138/cmlr.66.2.233b

The Effects of Pre-learning Vocabulary on Reading Comprehension and Writing (Enhanced)

Stuart A. Webb

This study investigates the effects of pre-learning vocabulary on reading comprehension and writing. Japanese students studying English as a foreign language (EFL) learned word pairs receptively and productively; four tests were used to measure reading comprehension, writing, and receptive and productive vocabulary knowledge. The findings suggest that pre-learning FL vocabulary may be an effective method of improving reading comprehension and writing, with the direction of learning having a significant effect on a learner’s ability to use or understand a word. Participants who completed the productive learning task had higher scores on the writing test and on the test of productive vocabulary knowledge, while participants who completed the receptive learning task had higher scores on the comprehension test. The study highlights the importance of the direction of learning in attaining communicative skills.

DOI      10.3138/cmlr.65.3.441b

Scaffolding Inclusion in a Grade 8 Core French Classroom: An Exploratory Case Study (Enhanced)

Katy Arnett

This article reports on two components of a micro case study of a Grade 8 Core French teacher’s experiences in meeting the various learner needs in her classroom. Using sociocultural theory (SCT) to unite the constructs of special education and second language (L2) education, this analysis explores the role of both global and discrete teaching strategies in balancing curricular expectations with student needs. Results suggest that the creation of an inclusive classroom environment in this classroom context is likely linked to a teacher’s ability to implement known effective practices for L2 education, as these strategies seem to naturally scaffold many of the needs of the students who are included. Further, the teacher’s beliefs about supporting a wide range of student needs within this classroom are also revealed as a key influence in this process.

DOI      10.3138/cmlr.66.4.557b

Pratiques de littératie à l’école. Pour une approche ethnographique de la classe en deuxième année d’immersion en Colombie-Britannique(avec fonctionnement supplémentaire)

Danièle Moore and Cécile Sabatier

À partir d’un corpus recueilli dans trois classes de deuxième année de l’école primaire en immersion française en Colombie-Britannique, l’article explore le concept de littératie(s) dans son articulation avec les notions de contexte et de culture éducative, et présente la méthodologie et les classes observées selon une perspective ethnographique. L’analyse des données insiste sur les pratiques de littératie dans les classes pour, dans sa conclusion, poser les jalons d’une réflexion qui envisage la question de l’agir professionnel et de la formation des enseignants. Cette étude met ainsi l’emphase sur le travail pédagogique des enseignants, en proposant une description minutieuse de l’éventail des pratiques de littératie qui font le quotidien des élèves et de leurs enseignants.

DOI      10.3138/cmlr.66.5.639b

Assessing AIM: A Study of Grade 8 Students in an Ontario School Board (Enhanced)

Callie Mady, Stephanie Arnott and Sharon Lapkin

This mixed-method study examines the proficiency in and perceptions of French language learning of Grade 8 students who were exposed to an instructional approach called the Accelerative Integrated Method (AIM). Six AIM classes (n = 125) and six non-AIM classes (n = 135) were observed and their students tested using a four-skills French as a second language (FSL) test package (Harley, Lapkin, Scane, Hart, & Trépanier, 1988). A larger sample of students (N = 439) initially completed a questionnaire about their attitudes towards French, and a sub-sample (n = 94) also participated in a semi-structured interview exploring their perceptions of their French proficiency and learning experiences. Analysis of the FSL test package and questionnaire results revealed no significant differences in French proficiency or attitude towards French between the AIM and non-AIM groups. Interviews offered explanations for observed student and teacher practices, providing insight into student perceptions of their French skill development and the pedagogical method they had experienced. The implications for core French pedagogy and future research are discussed.

DOI 10.3138/cmlr.65.5.703b


Une approche littératiée : apprendre les sciences et la langue en immersion tardive (avec fonctionnement supplémentaire)

Marianne Cormier and Miles Turnbull

Integrating content and language in French immersion (FI) continues to be a topic of concern and great discussion. Classroom observations suggest that FI teachers tend to focus on teaching content and negotiating meaning in the content-based classroom but often neglect language integration. This article presents the results of a quasi-experimental study that assessed the impact of a literacy-based approach to teaching science in late immersion. This approach includes explicit integration of language and science and draws on literacy-based teaching strategies. Results are encouraging, as the experimental group made gains in science and in writing skills.

DOI      10.3138/cmlr.65.5.817b

Version française.



The Canadian Modern Language Review ONLINE

Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource.


CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide. Subscribers to CMLR Online enjoy:

Enhanced features not available in the print version – supplementary information, colour photos, videos, audio files, etc. encouraging further exploration and research.

Early access to the latest issues – Did you know that most online issues are available to subscribers up to two weeks in advance of the print version? Sign up for e-mail alerts and you will know as soon as the latest issue is ready for you to read.


Access in the office, at home and “on the go” – experience everything CMLR Online has to offer from your desktop and mobile devices.

Everything you need at your fingertips – search through current and archived issues from the comfort of your office chair not by digging through book shelves or storage boxes. The easy to use search function allows you to organize results by article summaries, abstracts or citations and bookmark, export, or print a specific page, chapter or article.

Almost 70 years of support to researchers, language educators and policy makers …

The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages.

Contributors to the quarterly issues include authors from Canada and around the world.

CMLR publishes 4 issues a year, offering its readership peer-reviewed research articles that inspire debate and question contemporary approaches in all areas of second language teaching and acquisition, including

- Applied Linguistics

- FSL and ESL studies

- Bilingual education

- L2 teacher education

- L2 research methodology

- International and indigenous languages

- Cultural contexts of L2 learning

- L2 pedagogy

- L2 assessment

- Multiple literacies

- Language policy

- Language learning

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