I'm currently the editor of the BC TEAL Journal, which is the peer-reviewed scholarly publication of the Association of British Columbia Teachers of English as an Additional Language (BC TEAL). The journal exists to promote scholarship related to the teaching and learning of English as an additional language in British Columbia, with articles explicitly reflecting the various contexts and settings of the BC TEAL Membership.
Call for Submissions to the BC TEAL Journal
The BC TEAL Journal invites the submission of original previously unpublished contributions, such as research articles or theoretical analysis, classroom practice, and opinion essays, from all sectors and experience levels represented by the BC TEAL membership. Research type articles should be no more than 7,000 words, plus references. Theoretical analysis, classroom practice, and opinion essays should be no more than 3,500 words, plus references. Please refer to the Author Guidelines for more information on submitting to this journal.
Manuscripts are accepted on an ongoing basis throughout the year, with papers that have completed the review and editing process being published as they are ready. The BC TEAL Journal publishes on an ongoing basis, with articles gathered into a single issue over the course of one calendar year. For more information on the submission process, please visit http://ejournals.ok.ubc.ca/index.php/BCTJ/about/submissions.
Saturday, December 09, 2017
Friday, August 18, 2017
Interested in Service Learning and English Language Teaching and Learning? New Article in the TESL Canada Journal ...
Tracy Riley and I have recently had an article published in the TESL Canada Journal on a service learning experience for English language learners. I was Tracy's MA supervisor on this project. If you are interested in doing an MA related to English as an additional language teaching and learning, check out the graduate programs on my campus: https://education.ok.ubc.ca/programs/grad.html.
In the meantime, here is the link to the article followed by the English and French abstracts:
The Multicultural Café: Enhancing Authentic Interaction for Adult English Language Learners Through Service Learning
While service learning platforms hold great potential for adult learners of English as an additional language (EAL), there has been little research to date related to the impact of these programs on adult newcomers’ linguistic and social development. The Multicultural Café was a food service learning platform for adult EAL learners operated over a 7-month period at a regional college in the British Columbia interior. The café was developed to provide adult immigrant learners of EAL with an opportunity to authentically engage in using English to provide a valued service to the local community. The current study was conducted to explore the impact of the service learning experience from the perspective of the participants. Using a qualitative case study research design, data were gathered from participants (n = 10) through a questionnaire, semistructured interviews, and a focus group. Data were transcribed, coded, and collected into emerging themes. Opportunities for authentic interactions with customers and with other volunteer coworkers emerged as two of the primary outcomes of the service learning experience. Incorporating the service learning opportunity of the Multicultural Café into the participants’ English language learning experiences appeared to enhance their interactions within the college community.
Les cadres d’apprentissage par le service communautaire sont très prometteurs pour les apprenants adultes d’anglais langue additionnel (ALA); pourtant, peu de recherche a porté sur l’impact de ces programmes sur le développement linguistique et social des nouveaux arrivants d’âge adulte. Le Café Multiculturel a constitué, pendant une période de 7 mois, un milieu d’apprentissage par le service pour des apprenants adultes d’ALA dans un collège régional de l’intérieur de la Colombie-Britannique. Le café a été développé pour fournir aux immigrants adultes apprenant l’ALA l’occasion de communiquer authentiquement en anglais tout en offrant un service important à la communauté locale. La présente étude a porté sur l’impact de l’expérience d’apprentissage par le service selon la perspective des participants. Employant un plan de recherche qualitative visant une étude de cas, nous avons recueilli des données de participants (n = 10) par le biais d’un questionnaire, d’entrevues semi-structurées et d’un groupe de discussion. Les données ont été transcrites, codées et rassemblées selon des thèmes qui s’y dégageaient. Deux des résultats principaux de l’expérience de l’apprentissage par le service consistaient en les occasions d’interactions authentiques avec les clients et avec les autres collègues bénévoles. L’intégration, dans le parcours pédagogique des apprenants d’anglais, de l’expérience de l’apprentissage par le service au Café Multiculturel semble avoir mis en valeur leurs interactions au sein de la communauté du collège.
In the meantime, here is the link to the article followed by the English and French abstracts:
The Multicultural Café: Enhancing Authentic Interaction for Adult English Language Learners Through Service Learning
While service learning platforms hold great potential for adult learners of English as an additional language (EAL), there has been little research to date related to the impact of these programs on adult newcomers’ linguistic and social development. The Multicultural Café was a food service learning platform for adult EAL learners operated over a 7-month period at a regional college in the British Columbia interior. The café was developed to provide adult immigrant learners of EAL with an opportunity to authentically engage in using English to provide a valued service to the local community. The current study was conducted to explore the impact of the service learning experience from the perspective of the participants. Using a qualitative case study research design, data were gathered from participants (n = 10) through a questionnaire, semistructured interviews, and a focus group. Data were transcribed, coded, and collected into emerging themes. Opportunities for authentic interactions with customers and with other volunteer coworkers emerged as two of the primary outcomes of the service learning experience. Incorporating the service learning opportunity of the Multicultural Café into the participants’ English language learning experiences appeared to enhance their interactions within the college community.
Les cadres d’apprentissage par le service communautaire sont très prometteurs pour les apprenants adultes d’anglais langue additionnel (ALA); pourtant, peu de recherche a porté sur l’impact de ces programmes sur le développement linguistique et social des nouveaux arrivants d’âge adulte. Le Café Multiculturel a constitué, pendant une période de 7 mois, un milieu d’apprentissage par le service pour des apprenants adultes d’ALA dans un collège régional de l’intérieur de la Colombie-Britannique. Le café a été développé pour fournir aux immigrants adultes apprenant l’ALA l’occasion de communiquer authentiquement en anglais tout en offrant un service important à la communauté locale. La présente étude a porté sur l’impact de l’expérience d’apprentissage par le service selon la perspective des participants. Employant un plan de recherche qualitative visant une étude de cas, nous avons recueilli des données de participants (n = 10) par le biais d’un questionnaire, d’entrevues semi-structurées et d’un groupe de discussion. Les données ont été transcrites, codées et rassemblées selon des thèmes qui s’y dégageaient. Deux des résultats principaux de l’expérience de l’apprentissage par le service consistaient en les occasions d’interactions authentiques avec les clients et avec les autres collègues bénévoles. L’intégration, dans le parcours pédagogique des apprenants d’anglais, de l’expérience de l’apprentissage par le service au Café Multiculturel semble avoir mis en valeur leurs interactions au sein de la communauté du collège.
Thursday, July 27, 2017
What Should Canada’s Teachers Know?
I recently had a chapter published in a publication by the Canadian Association for Teacher Education (CATE).
Every two years, CATE holds a working conference for teacher educators, and this book was the result
of the 2015 conference that was held in Toronto. The book is available as a pdf, and it is
free. You can find the book here:
Here is the title and abstract for my chapter:
Preparing for Linguistic Diversity: Teacher Candidate
Reflections on an Elementary Education Course in Additional Language Teaching
and Learning
Teacher candidates in Canada encounter a rich range of
linguistic diversity in their school experiences. The goal of this qualitative
study was to examine, from the point of view of elementary teacher candidates,
the extent to which an additional language teaching and learning course
prepared them for their encounters with students from linguistically diverse
backgrounds. Data were gathered through an online open-ended questionnaire
exploring teacher candidates’ perspectives on the most and least beneficial
elements of the course, along with what they thought might be missing. Results
point to Canadian classrooms being home to a wide diversity of English language
learners. Participants also felt that instructional strategies, empathy,
confidence, and transferability were some of the benefits of a course in additional
language teaching and learning. However, they felt that it lacked enough time
with actual students and content related to culture, socioeconomic factors, and
immigration status. The findings underscore the necessity of addressing the
needs of English language learners from diverse linguistic backgrounds
throughout a teacher education program and the importance of having a
specialized course in additional language teaching and learning.
Douglas, S. (2016). Preparing for linguistic
diversity: Teacher candidate reflections on an elementary education course in
additional language teaching and learning. In M. Hirschkorn & J. Mueller
(Eds.), What should Canada's teachers
know? Teacher capacities: Knowledge, beliefs and skills (pp. 536-568).
Ottawa, ON: Canadian Association for Teacher Education. Retrieved from https://drive.google.com/file/d/0B-36OcipMmoPbTdia2hrN1F5RjQ/view
Subscribe to:
Posts (Atom)