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Showing papers in "Canadian Journal of Education in 2010"


Journal Article
TL;DR: This article explored how Perminder, a grade 4 teacher, developped a multiliteracies pedagogy, drawing on her own and her students' identities and linguistic and cultural forms of capital to create learning opportunities for all students to access the English mainstream curriculum.
Abstract: In this article, I draw on an ethnographic case study of one Toronto elementary school, as part of a Canada ‐ wide action research project: Multiliteracy Project (www.multiliteracies.ca). I have explored how Perminder, a grade ‐ 4 teacher, devel ‐ oped a multiliteracies pedagogy, drawing on her own and her students’ identities and linguistic and cultural forms of capital to create learning opportunities for all students to access the English mainstream curriculum. Alternative pedagogical choices in ‐ cluded students’ creation of multimodal dual language “identity texts” (Cummins, Bismilla, Cohen, Giampapa, & Leoni, 2005a), and identity work, expanding literacy practices valued within Canadian classrooms. Key words: critical pedagogies, critical literacies, ESL/EAL, identities, Multilit ‐ eracy Project, urban schools Dans cet article, l’auteure part d’une etude de cas ethnographique portant sur une ecole primaire de Toronto, etude realisee dans le cadre d’un projet de recherche ‐ action pancanadien, The Multiliteracy Project (www.multiliteracies.ca). Elle analyse comment Perminder, une enseignante de 4 e annee, a mis au point une pedagogie en matiere de multiliteraties. Puisant dans sa propre identite et dans celles de ses eleves ainsi que dans diverses formes de capital linguistiques et culturelles, elle offre a tous ses eleves la possibilite d’apprendre et ainsi d’avoir acces au curriculum standard en anglais. Parmi les choix pedagogiques novateurs figuraient la creation par les eleves de « textes identitaires » (Cummins et coll. 2005a) multimodaux en deux langues et des travaux portant sur l’identite, elargissant ainsi les pratiques en matiere de littera ‐ tie jugees utiles dans les classes canadiennes. Mots cles : pedagogies critiques, litteraties critiques, ESL/EAL, identites, The Multiliteracy Project, ecoles urbaines.

99 citations


Journal Article
TL;DR: In this article, a crisis relevant to the publicly funded education of Aboriginal students in Ontar ‐ io is presented, which presents the details of the crisis, analyzes recent policy statements released by the Ontario Ministry of Education designed to address that crisis, and offers opportunities to respond by improving the capabilities of teachers to enact those policies in their classrooms.
Abstract: There is a crisis relevant to the publicly funded education of Aboriginal students in Ontar ‐ io. This article, which presents the details of the crisis, analyzes recent policy statements released by the Ontario Ministry of Education designed to address that crisis. By defining the nature of this critical juncture, presenting how these policies may be “widening the void” rather than “closing the gap,” and offering opportunities to respond by improving the capabilities of teachers to enact those policies in their classrooms, the authors appeal to school boards, faculty associations, as well as Deans of Education, to act decisively to sup ‐ port Aboriginal self ‐ determination. Key words: Aboriginal student achievement, Aboriginal languages and student identity, teacher education Une crise sevit en ce moment au sujet de l’enseignement autochtone en Ontario financee a meme les deniers publics. Dans cet article, les auteurs decrivent les details de la crise et analysent des enonces de politique recents du ministere de l’Education de l’Ontario visant a denouer la crise. Tout en se penchant sur la nature meme de ce probleme epineux, en expli ‐ quant comment ces politiques risquent de « creuser le vide » au lieu de « combler l’ecart » et en offrant des possibilites de reponse par l’amelioration des capacites des enseignants de mettre ces politiques en application dans leurs classes, les auteurs font appel aux commis ‐ sions scolaires, aux associations universitaires et aux doyens d’education afin qu’ils sou ‐ tiennent activement l’autodetermination des autochtones. Mots cles : reussite des eleves autochtones, langues autochtones et identite des eleves, for ‐ mation a l’enseignement.

62 citations


Journal Article
Celia Haig-Brown1
TL;DR: The authors explored the relationship between appropriation of Indigenous thought and what might be called deep learning based in years of education in Indigenous contexts, and concluded the article with direction from Indigenous scholars on appropriate cultural protocol in the use of Indigenous knowledges by non-Aboriginal people in educational contexts.
Abstract: In this article, I explore the question, “What is the relationship between appropriation of Indigenous thought and what might be called ‘deep learning’ based in years of education in Indigenous contexts.” Beginning with an examination of meanings ascribed to cultural appropriation, I bring texts from Gee on secondary discourses, Foucault on the production of discourse, and Wertsch on the deep structures underpinning discourse into conversation with critical fieldwork experiences extracted from years of research and teaching. Ultimately hopeful, I conclude the article with direction from Indigenous scholars on appropriate cultural protocol in the use of Indigenous knowledges by non‐Aboriginal people in educational contexts.

59 citations


Journal Article
TL;DR: This article examined the perceptions of Ontario elementary (primary K-3 and junior 4-6) literacy coaches to determine their roles, beliefs, and practices, and identified three major topics in participants' statements: coaches' role, barriers to effective literacy coaching, and overcoming barriers.
Abstract: In this study, we examined the perceptions of Ontario elementary (primary K – 3 and junior 4 – 6) literacy coaches to determine their roles, beliefs, and practices. We inter‐ viewed thirteen literacy coaches working in one Ontario school board about their literacy coaching. All coaches interviewed were teachers with specialized experience working in a literacy intervention program in their school board. We identified three major topics in participants’ statements: coaches’ role, barriers to effective literacy coaching, and overcoming barriers. This research offers suggestions for change in practice and provides insight into the role of literacy coaching as a mode of profes‐ sional development in a Canadian urban centre.

56 citations


Journal Article
TL;DR: In this paper, the authors investigated, through interviews, conversations, questionnaires, and observations, perceptions of learning success of northern Qikiqtani (Baffin Island) of Nunavut Inuit middle years (grades 5-8) students and the classroom pedagogy influencing their success, in particular their learning in science.
Abstract: In this study, we have investigated, through interviews, conversations, questionnaires, and observations, perceptions of learning success of northern Qikiqtani (Baffin Island) of Nunavut Inuit middle years (grades 5‐8) students and the classroom pedagogy influencing their success, in particular their learning in science. Most of the processes identified as contributors to successful learning were culturally located. Students also placed importance on teachers who cared not only for them as people, but also for their performance as learners. Based upon students’ information, we have presented a profile of the characteristics of effective teachers in Inuit schools to promote learning within a positive environment.

52 citations


Journal ArticleDOI
TL;DR: The authors investigate how French immersion students in two junior high schools in Alberta see themselves in Canadian society and argue for inclusion of all learners of French with varying linguistic and cultural characteristics in schools and workplaces so they can contribute to Canadian political, social, and social spheres.
Abstract: In this study, I investigate how French immersion students in two junior high schools in Alberta see themselves in Canadian society. The data come from three years of ethnographic research that included classroom observations and 94 interviews with students, teachers, administrators, and parents. This study shows how French immer ‐ sion students do not belong to either legitimized group in Canada; they develop their own bilingual world and identities, which are not recognized in Canadian soci ‐ ety. I argue for inclusion of all learners of French with varying linguistic and cultural com ‐ petencies in schools and workplaces so they can contribute to Canadian political, so ‐ cietal, and social spheres. Key words : French immersion, bilingualism, Canadian society, inclusion, language policies Dans cette etude, l’auteure analyse comment des eleves en immersion francaise dans deux ecoles intermediaires de l’Alberta se percoivent au sein de la societe canadienne. Les donnees proviennent de trois annees de recherche ethnographique, incluant des observations en classe et 94 entrevues avec des eleves, des enseignants, des adminis ‐ trateurs et des parents. L’etude explique pourquoi les eleves en immersion francaise n’appartiennent a aucun de deux groupes de langue officielle du Canada; ces eleves developpent leurs propres monde et identite bilingues, qui ne sont pas reconnus dans la societe canadienne. L’auteure prone l’inclusion de toutes les personnes qui appren ‐ nent le francais avec divers niveaux de competences linguistiques et culturelles dans les ecoles et au travail afin qu’elles puissent apporter leur contribution aux spheres politiques, societales et sociales au sein du pays. Mots cles : immersion francaise, bilinguisme, societe canadienne, politiques linguisti ‐ ques

43 citations


Journal Article
TL;DR: This paper found that pre-service teachers were initially weak in conceptual understanding of basic mathematics concepts as needed for teaching, but only to a minimally acceptable level, and proposed a preservice methods course, which included a strong focus on specialised mathematical concepts.
Abstract: Teachers’ understanding of the elementary school mathematics curriculum forms part, but not all, of the newly emerged field of mathematics for teaching, a term that describes the specialised mathematics knowledge of teachers. Pre‐service teachers from a one‐year teacher preparation program were studied in each of three years, using a pre‐test/post‐test survey of procedural and conceptual knowledge of mathem‐ atics required by elemtary teachers . Beliefs about mathematics were also examined through post‐test interviews of 22 of the participants from one of the cohorts. Each cohort of teacher‐candidates was consistently found to be initially weak in conceptual understanding of basic mathematics concepts as needed for teaching. The pre‐service methods course, which included a strong focus on specialised mathematical concepts, significantly improved pre‐service teachers’ understandings, but only to a minimally acceptable level. Program changes, such as extra optional course in mathematics for teaching, together with a mandatory high‐stakes examination in mathematics for teaching at the end of the methods course, have been subsequently implemented and show some promise.

41 citations


Journal Article
TL;DR: This paper examined teacher supply and demand issues in northern Canada and found that few incentives exist for teachers to come to northern school districts and to stay there, and the preferred professional development model for approximately one-quarter of these Northern teachers, administrators, and hiring personnel is blended learning.
Abstract: This two‐year study (2007‐2009), which examined teacher supply and demand issues in northern Canada – Fort Nelson School District (BC), the Fort Vermilion School Division (AB), the Yukon Department of Education (YK), and the Yellowknife School District (NWT) – comprised three research objectives: (a) to ascertain in which subject areas acute and chronic needs for teachers existed, (b) to investigate recruitment and retention methods for northern professionals, and (c) to ascertain preferred professional development models. The participants included teachers, principals, and hiring personnel in the research sites. Research methods included the use of an on‐line questionnaire (n = 113), at least two semi‐structured interviews at each of the four sites with five to ten teachers, three to five principals, and one Human Resources personnel, and researcher field notes. Findings confirm and expand upon conclusions drawn by others and demonstrate the unique needs of northern educators. In particular, we found that (a) school districts continue to struggle with finding specialist teachers in the senior high sciences and mathematics and in elementary Special Education, (b) few incentives exist for teachers to come to northern school districts and to stay there, and (c) the preferred professional development model for approximately one‐quarter of these Northern teachers, administrators, and hiring personnel is blended learning.

39 citations


Journal ArticleDOI
TL;DR: The authors report the findings of a mixed-method study that was conducted to assess and compare the motivation and investment of secondary Allophone and English-speaking Canadian-born students to study core French.
Abstract: As the number of Allophone students attending public schools in Canada continues to increase (Statistics Canada, 2008), it is clear that a need exists in English ‐ dominant areas to purposefully address the integration of these students into core French. I report the findings of a mixed ‐ method study that was conducted to assess and com ‐ pare the motivation and investment of secondary Allophone and English ‐ speaking Canadian ‐ born students to study core French. Both the quantitative and the qualita ‐ tive results show that Allophone students are more motivated to study French than their English ‐ speaking Canadian ‐ born peers. Key words: multilingual language motivation, second language motivation, applied linguistics A mesure que le nombre d’eleves allophones dans les ecoles publiques du Canada s’accroit (Statistique Canada, 2008), il est clair qu’il faut, dans les regions ou l’anglais domine, s’occuper nommement de l’integration de ces eleves dans les cours de fran ‐ cais de base. L’auteure presente les conclusions d’une recherche menee a l’aide de plusieurs methodologies en vue d’evaluer et de comparer la motivation et l’implication d’eleves du secondaire, soit allophones, soit anglophones et nes au Ca ‐ nada, vis ‐ a ‐ vis des cours de francais de base. Les resultats tant quantitatifs que quali ‐ tatifs montrent que les eleves allophones sont plus motives a etudier le francais que leurs pairs anglophones nes au Canada. Mots cles : motivation et apprentissage d’une langue seconde, linguistique appliquee

35 citations


Journal Article
TL;DR: The authors examined academic and social outcomes for high-risk youths in Manitoba, using longitudinal, population-based data, and found that 41 to 57 per cent failed to complete high school, and 84 per cent of those with all three risk factors did not complete high-school, compared with only 18 percent of youths with none of the risk factors.
Abstract: This study examined academic and social outcomes for high‐risk youths in Manitoba, using longitudinal, population‐based data. All children born in Manitoba in 1984‐1985 who resided in Winnipeg the year they turned 18 were included in analyses (N = 11,703). High risk youths were defined as those involved with child welfare services, living in poverty, and/or having a mother who was a teen at first childbirth. Of youths with one risk factor, 41 to 57 per cent failed to complete high school, and 84 per cent of those with all three risk factors did not complete high school, compared with only 18 per cent of youths with none of the risk factors. Multiple risk factors put youths at an even greater disadvantage. Similar poor outcomes for high risk youths were observed for performance in grade 9, unemployment in early adulthood, and teen births. The findings suggest an intractable cycle of risk and disadvantage with farreaching social and economic implications.

35 citations


Journal ArticleDOI
TL;DR: In this article, the authors demonstrate that to conduct research collaboratively based on elements of respect, relationship, relevance, and reciprocity, all collaborators must walk in two worlds to balance the needs of communities with the systemic realities of academia.
Abstract: Certainly in the past and even in the present day, the term research for Indigenous people has been fraught with strong, negative, emotional associations; however, de ‐ spite the many remaining challenges there is a shifting within the landscape of aca ‐ demia to recognize that research on Indigenous issues must cultivate respectful and reciprocal relationships with those communities In this study, we demonstrate that to conduct research collaboratively based on elements of respect, relationship, relevance, and reciprocity, all collaborators must walk in two worlds to balance the needs of communities with the systemic realities of academia To illustrate our point, we focus our story on one project that is currently underway between the Six Nations of the Grand River Territory and Brock University In our narrative we illustrate how the relationships that were fostered call into question commonly accepted university practices as well as engage community partners in understanding some of the limita tions and possibilities in some of those practices This article focuses on some tough issues; however, the collaborators in this project are in the process of forging some ‐ thing new that may serve as one example of how such partnerships can be authen tically created Key words: Indigenous research, Indigenous ways of knowing, community‐based research, power‐sharing research, Hodenosaunee research method, research ethics Pour les peuples autochtones, le mot “recherche” a ete et demeure toujours empreint de fortes associations emotives negatives; cependant, malgre les defis importants qui se doivent d’etre surmontes, on constate un changement au sein du monde universi ‐ taire : la reconnaissance que la recherche sur les themes et les realites des peuples autochtones doit d’abord et avant tout etre fondees sur des relations reciproques res ‐ pectueuses avec ces communautes Notre etude demontre que pour mener une re ‐ cherche reellement collaborative fondee sur les elements du respect, de l’entree en relation, de la pertinence et de la reciprocite, l’ensemble des collaborateurs doivent se situer dans l’entre ‐ deux assurant ainsi l’equilibre entre les besoins des communautes autochtones et les exigences du monde universitaire Afin d’illustrer ce constat, nous vous partageons le deroulement et le denouement d’une collaboration reelle entre les Six Nations de la region de Grand River et des chercheurs de l’Universite Brock (On ‐ tario) Notre expose narratif demontre comment la creation et le developpement de liens authentiques entre les membres de la communaute des Six Nations et les univer ‐ sitaires ont remis en question des pratiques courantes de la culture universitaire et permis un espace discursif pour expliquer aux partenaires communautaires les limites et les avantages de certaines de ces pratiques Cet article aborde donc des themes difficiles; cependant, les collaborateurs a ce projet sont a forger de nouveaux proces ‐ sus et de nouvelles pratiques de recherche qui peuvent servir d’exemple pour la crea ‐ tion de partenariats authentiques en recherche collaborative Mots ‐ cles : recherche autochtone, modes de connaissance autochtones, recherches communautaires, recherche fondee sur le partage du pouvoir, methode de recherche Hodenosaunee, ethique en recherche

Journal ArticleDOI
TL;DR: The authors report a qualitative study that sheds light on how adult learners of English as a Second Language (ESL) are constructing new national identities in the context of the challenges associated with immigration using a broad questionnaire and a focused set of semi-structured interviews at a large ESL site in British Columbia.
Abstract: In this article, I report a qualitative study that sheds light on how adult learners of English as a Second Language (ESL) are constructing new national identities in the context of the challenges associated with immigration. In particular, I trace how the common threads among their conceptions of citizenship compare with those embedded within official, na tional assessment, and curriculum documents. Using a broad questionnaire and a focused set of semi ‐ structured interviews at a large ESL site in British Columbia, my research rev eals the gaps between the experiences of these immigrants and how these documents construct and position idealized and racialized conceptions of second language learners. Key words: Adult ESL; identity; immigration; assessment and curriculum documents; semi ‐ structured interviews; gap analysis; racialized conceptions; language learning; Lang ‐ uage Instruction to Newcomers to Canada (LINC); language policy and planning Dans cet article, l’auteur presente une etude de cas qualitative qui permet de mieux com ‐ prendre comment des adultes apprenant l’anglais a titre de langue seconde (ALS) se facon ‐ nent de nouvelles identites nationales dans le cadre des defis associes a l’immigration. L’auteur analyse tout particulierement de quelle maniere les elements communs de leurs conceptions de la citoyennete se comparent a certains des themes des documents de curri ‐ culum et d’evaluation officiels. Reposant sur un vaste questionnaire et une serie ciblee d’entrevues semi ‐ structurees menees dans un grand centre d’ALS en Colombie ‐ Britannique, cette recherche revele les ecarts entre les experiences de ces immigrants et la facon dont ces documents creent et positionnent des conceptions a la fois idealisees et racia ‐ lisees des personnes apprenant une langue seconde. Mots cles : adultes en ALS, identite, immigration, documents d’evaluation et de curricu ‐ lum, entrevues semi ‐ structurees, analyse des ecarts, conceptions racialisees, apprentissage d’une langue, Cours de langue pour les immigrants au Canada (CLIC), politique ‐ et amen ‐ agement linquistiques

Journal Article
TL;DR: This paper investigated a professional learning community of cooperating teachers and university-based teacher educators and drew on frameworks in teacher learning and complexity science to examine their roles and perspectives as colleagues in teacher education, highlighting key tensions that allow for deeper exploration of issues, the need for flexibility that is open to contingency, and the importance of reducing hierarchical structures to enable networks to develop, and improvisation as a key ingredient for teacher learning.
Abstract: This study investigated a professional learning community of cooperating teachers and university‐based teacher educators. To examine our roles and perspectives as colleagues in teacher education, we drew on frameworks in teacher learning and complexity science. Monthly group meetings of this inquiry community were held over two school years in a suburban school district in British Columbia. Participants’ current and prior experiences in the role of cooperating teacher provided rich topics for conversation. Our analysis illustrates how aspects of complexity thinking both enable and promote teacher learning, in this instance, the professional development of cooperating teachers. The study highlights (a) key tensions that allow for deeper exploration of issues, (b) the need for flexibility that is open to contingency, (c) the importance of reducing hierarchical structures to enable networks to develop, and (d) improvisation as a key ingredient for teacher learning.

Journal Article
TL;DR: This article provided a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non-Inuit) regarding the role of Inuit languages in NunAVut schooling.
Abstract: This article provides a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non ‐ Inuit) regarding the role of Inuit languages in Nunavut schooling. Discussion and analysis focus on the motif of bilingual education. Teachers’ talk identified discourse models of “academic truths” and “revitalization,”demonstrating how Nunavut teachers are making efforts to en ‐ gage with community to effect lasting educational change. Key words: Aboriginal languages; Nunavut education, language policy, discourse analysis, educational change Cet article presente une analyse de discours a partir de transcriptions d’entrevues aupres de dix enseignantes d’experience du Nunavut (cinq Inuits et cinq non ‐ Inuits) au sujet du role des langues inuites dans les ecoles du Nunavut. Les discussions et analyses portent sur la raison d’etre de l’enseignement bilingue. Dans leurs propos, les enseignantes ont identifie des modeles discursifs des « verites pedagogiques » et de la « revitalisation », demontrant par la comment le personnel enseignant au Nuna ‐ vut s’efforcent de travailler de concert avec la communaute pour favoriser des chan ‐ gements a long terme dans l’education. Mots cles : langues autochtones, education au Nunavut, politiques linguistiques, analyse de discours, changement en l’education.

Journal Article
TL;DR: The authors investigated whether teachers' pedagogical and content knowledge of writing would increase as an outcome of teachers taking a research lens to their practice to raise students' writing achievement using student achievement data as a baseline.
Abstract: In this study we investigated whether teachers’ pedagogical and content knowledge of writing would increase as an outcome of teachers taking a research lens to their practice to raise students’ writing achievement. Using student achievement data as a baseline, teachers examined and refined their practice using an inquiry process. The study took place over a two‐year period and involved over 20 teachers from six low socio‐economic urban primary schools in Auckland, New Zealand. Literacy leaders in the schools and four university researchers also took part in the inquiry project. Data collected from teachers’ records, researchers’ field notes, and transcripts from focus groups of teachers and literacy leaders indicated enhanced pedagogical and content knowledge of writing, as well as marked gains for students on a standardized test of writing. This study contributes to research demonstrating that, through researching their own practice and teaching targeted to students’ strengths and needs, achievement in writing can be raised.

Journal Article
TL;DR: The authors examined the problematic nature of the construct French as a Second Language (FSL), drawing specifically from the lived experiences of Canadian youth of Italian origin, participating in a teacher education course to prepare teachers of French.
Abstract: In this two ‐ year ethnographic study, I critically examined the problematic nature of the construct French as a Second Language (FSL), drawing specifically from the lived experiences of Canadian youth of Italian origin, participating in a teacher education course to prepare teachers of French. Using discourse analysis of interviews, observa ‐ tions, and focus groups, I found that participants’ social identities and linguistic prac ‐ tices were complex and varied. However, current FSL policies and practice do not reflect such diversity or multidimensionality. To conclude, I demonstrate the import ‐ ance of making some “wiggle room” regarding the construction of French as a Second Language (FSL) to reflect a more pluralistic society. Key words: identity construction, Italian Canadian youth, ideologies, official language policies, teacher education, Ontario education Dans cet article, base sur une etude ethnographique de deux ans, j’ai examine la nature problematique du construit « francais langue seconde (FLS) » en portant specifiquement sur les experiences vecues de jeunes Italo ‐ canadiens durant leur formation pour devenir enseignants de francais langue seconde dans le paysage multiculturel de Toronto. En fai ‐ sant une analyse de discours des entrevues audio et video semi ‐ dirigees, des reunions avec les groupes cibles, et des observations, j’ai decouvert que les identites sociales ainsi que les pratiques langagieres de ces jeunes etaient complexes et variees. La politique et les pra ‐ tiques actuelles du francais langue seconde, pourtant, ne refletent pas une telle diversite ou la multidimensionalite des realites sociales des jeunes. Pour conclure, je souligne l’importance de creer des « zones du confort » ou « Wiggle room » en ce qui concerne le construit « francais langue seconde » afin qu’il corresponde plus a la societe qui est mar ‐ quee par le pluralisme. Mots cles: Construction identitaire, francais langue seconde (FLS), jeunes italo ‐ canadiens, ideologies, politique officielle des langues, formation des maitres, education en Ontario

Journal Article
TL;DR: This article examined the role of the school, via its teachers, as an agent of linguistic and cultural reproduction in a minority Francophone environment, particularly with regard to passing on French language and culture.
Abstract: Cet article s’interesse a la facon dont le personnel enseignant qui œuvre en milieu franco ‐ phone minoritaire concoit son role aupres des eleves, en ce qui concerne plus specifique ‐ ment la reproduction de la langue francaise et de la culture. Une attention particuliere est portee a la situation qui prevaut en Ontario, ou une politique d’amenagement linguistique est presentement mise en œuvre dans les ecoles de langue francaise. J’y examine, par le biais d’une analyse sociologique, le role d’agent de reproduction linguistique et culturelle tenu par l’ecole, a travers le personnel enseignant. Pour illustrer mes propos, je presente les resultats d’une etude ethnographique de trois ans qui avait pour objectif de mieux com ‐ prendre la facon dont le personnel enseignant concoit son travail aupres d’eleves qui evolu ‐ ent en milieu francophone minoritaire. Mots ‐ cles : rapport a l’identite, culture, langue, amenagement linguistique This article deals with the way teachers working in a minority Francophone environment see their role with students, particularly with regard to passing on French language and culture. Special attention is given to the Ontario situation, where a policy regarding linguis ‐ tic development and identity construction is currently being implemented in French ‐ language schools. Using an ethnographic sociological analysis, I examine the role of the school, via its teachers, as an agent of linguistic and cultural reproduction. To illustrate my analysis, I present the results of a three ‐ year study designed to better understand how teachers see their work with students growing up in a minority Francophone environment. Key words: relationship to identity, culture, language, linguistic development, language planning

Journal ArticleDOI
TL;DR: The authors examined the engagement realities of two groups of students in an Ottawa French immersion high school program: those with and without a parent who makes them eligible for minority French language instruction as outlined by Section 23 of the Canadian Charter of Rights and Free Speech.
Abstract: This article makes a contribution to the field of French immersion studies by examining the engagement realities of two groups of students in an Ottawa French immersion high school program: those with and without a parent who makes them eligible for minority French language instruction as outlined by Section 23 of the Canadian Charter of Rights and Free ‐ doms Findings indicate that students from both official language groups, who came from varying class backgrounds, similarly demonstrated the ability and willingness to follow the secondary French immersion program offered at the university level Although students with Anglophone parents were found to benefit from cultural capital such as family sup ‐ port and “voluntary minority” belief systems, students with a parent eligible for minority French language instruction benefited from French language capital acquired with family, in social contexts and sometimes in French school At times, students also had overlapping and cross ‐ cutting realities depending whether they came from EFI or LFI programs To conclude, this article suggests that French immersion programming and related policies should take into consideration the multifaceted engagement realities of secondary student populations from the two official language communities Key words: French immersion studies, student engagement, official ‐ language communi ties, immigration Les resultats de la recherche demontrent que les etudiants issus des deux groupes linguistiques officielles et ayant diverses profils sociaux font etat d’un interet similaire dans leurs habiletes et leurs desirs de poursuivre leurs etudes au sein du programme d’immersion francaise offert au niveau universitaire Bien que les eleves ayant des parents anglophones semblent beneficier du capital culturel (tel que le support de la famille, les systemes de croyances associes aux «minorites volontaires»), ceux qui sont issus de familles dont l’un des parents est admissible a l’instruction dans la langue de la minorite francaise ont egalement pu beneficier du capital associe a la langue fran‐ caise par le biais de la famille, dans les contextes sociaux et parfois dans les ecoles francaises Les eleves provenant des programmes d’immersion tardifs et precoces peuvent parfois vivre des realites transversales ou qui se chevauchent En conclusion cet article suggere que la programmation de l’immersion francaise ainsi que les politi‐ ques y afferant doivent tenir compte des multiples facettes des realites que vivent les eleves du secondaire issus des deux communautes de langue officielle Mots ‐ cles : Etudes des programmes d’immersion, engagement des eleves, commu ‐ nautes de langues officielles, immigration

Journal Article
TL;DR: For instance, this article interviewed 15 teachers from different schools and school boards in Ontario to explore their views and approaches to these challenges and identified three approaches: Adaptation/Coping, Collaborative Inquiry/Applied Research, and Activism.
Abstract: Because of the global status of the English language, and the cultural and linguistic qualities of English literature, English teachers are at the fulcrum of educational de ‐ bate. As global curriculum expands and re ‐ focuses the challenges and possibilities of multicultural education, teachers, schools, and communities are challenged to re ‐ examine the traditional English curriculum and articulate rationales for change. For this study I interviewed 15 teachers from different schools and school boards in On ‐ tario to explore their views and approaches to these challenges. The participants rep ‐ resented a spectrum of beliefs and practices in response to emerging considerations for teaching English within a prototypically multicultural society such as flourishes in Ontario. T heir perspectives and experiences both raised new questions and re ‐ opened fundamental questions posed decades ago within first language learning: What is English? What is the role of a student’s identity – including ethnic and linguistic ori ‐ gins? In listening to English teachers describe their current and ongoing efforts to create meaningful learning experiences for students, I identified three approaches: (a) Adaptation/Coping, (b) Collaborative Inquiry/Applied Research, and (c) Activism. English teachers can apply participants’ insights and examples to policies and prac ‐ tices for relevancy and effectiveness, and begin to compare and assess new directions for teaching English in a multicultural society and the global age. Key words: curriculum reform, English language arts, intercultural dialogue, multi ‐ cultural education, global curriculum En raison du statut international de l’anglais et des qualites culturelles et linguistiques de la litterature anglaise, les professeurs d’anglais sont au cœur des debats sur l’enseignement. A mesure que le curriculum se mondialise et reoriente les defis et les possibilites d’une education multiculturelle, les enseignants, les ecoles et les commu ‐ nautes sont forcees de reexaminer le curriculum traditionnel en anglais et de formuler des argumentaires en faveur du changement. Pour cette etude, l’auteure a interviewe quinze enseignants de differentes ecoles et commissions scolaires en Ontario en vue de cerner leurs idees et leurs approches quant a ces defis. Les participants represen ‐ taient un eventail de croyances et de pratiques en reponse aux nouveaux aspects a prendre en consideration dans l’enseignement de l’anglais dans une societe multi ‐ culturelle, dont l’Ontario est un exemple eloquent. Leurs points de vue et leurs expe ‐ riences soulevent de nouvelles questions et rouvrent un debat fondamental, vieux de quelques decennies, sur la nature de l’anglais et le role de l’identite de l’eleve, in ‐ cluant ses origines ethniques et linguistiques, dans l’apprentissage de la langue ma ‐ ternelle. En ecoutant ces enseignants decrire leurs efforts systematiques en vue de creer des experiences d’apprentissage interessantes pour leurs eleves, l’auteure a identite trois approches : l’adaptation, la recherche concertee ou active et l’activisme. Les professeurs d’anglais peuvent, dans un souci de pertinence et d’efficacite, appli ‐ quer les perceptions et les exemples des participants aux politiques et pratiques et commencer a comparer et a evaluer de nouvelles orientations pour l’enseignement de l’anglais dans une societe multiculturelle a l’ere de la mondialisation. Mots cles : reforme du curriculum, enseignement de l’anglais, dialogue interculturel, education multiculturelle, mondialisation du curriculum

Journal Article
TL;DR: In this paper, the authors present a conversation about ways of being in teaching and explore together our memories, using poetry and narrative to collaboratively interpret what those memories might mean for us and for educational communities.
Abstract: In this article, we invite readers into a conversation about ways of being in teaching. Through e ‐ mails, telephone calls, and face ‐ to ‐ face meetings, we use our first conversa ‐ tions with each other as shared moments that we returned to, seeking to better under ‐ stand how we made meaning in our individual school teaching careers, and how we continue to make meaning as teacher educators. Exploring together our memories, we use poetry and narrative to collaboratively interpret what those memories might mean for us and for educational communities. Key Words: autoethnography, collaborative research, poetic inquiry, teacher educa ‐ tion, writing as research Dans cet article, les auteurs invitent les lecteurs a participer a une conversation sur les facons d’etre comme pedagogues. Les conversations que les auteurs ont eux ‐ memes engagees entre eux a travers des courriels, des echanges telephoniques et des ren ‐ contres ont constitue le point de depart de leur reflexion en vue de mieux comprendre le sens qu’ils ont donne a leurs carrieres respectives dans l’enseignement et qu’ils continuent a donner a leur implication actuelle dans la formation a l’enseignement. Explorant leurs souvenirs, ils ont recours a la poesie et a des recits pour interpreter ensemble le sens que pourraient avoir ces souvenirs pour eux et pour les milieux d’enseignement. Mots cles : autoethnographie, recherche concertee, enquete poetique, formation a l’enseignement, ecriture comme mode de recherche.

Journal Article
TL;DR: In this paper, the authors investigated the relationship between students' self competence beliefs and IQ in mathematics and found that for students with high self-c competence beliefs, the predictive value of IQ is higher, but for those with low self-confidence, IQ and performance did not change significantly.
Abstract: La presente etude a pour but de verifier si le QI et le sentiment de competence intera ‐ gissent lorsque l’eleve doit performer a l’ecole et si, en l’occurrence, cette interaction est a son tour moderee par l’âge et le sexe des participants Afin de verifier ces hy ‐ potheses, les variables suivantes ont ete etudiees chez 928 eleves de souche franco ‐ canadienne frequentant des ecoles montrealaises de niveau secondaire : la moyenne en mathematiques, le QI, le sentiment de competence en mathematiques, l’âge, le sexe et le statut socioeconomique Tel que prevu, le QI et le sentiment de competence en mathematiques correlent de facon positive et significative avec la moyenne en mathematiques de l’eleve Les analyses montrent egalement une interaction significa ‐ tive entre le QI et le sentiment de competence Une fois decomposee, cette interaction indique que chez les eleves qui ont un sentiment de competence eleve, la valeur predictive du QI est plus elevee, alors que la relation entre le QI et la performance ne change pas de facon significative chez les eleves qui presentent un faible sentiment de competence Enfin, ni l’âge ni le sexe de l’eleve n’influencent l’interaction entre le QI et le rendement scolaire, pas plus qu’ils ne sont correles avec le rendement scolaire Les implications cliniques de cette recherche sont discutees Mots ‐ cles : rendement scolaire en mathematiques, QI, sentiment de competence, interaction, moderateur, âge, sexe The purpose of the present study was to establish whether students’ self competence beliefs and IQ interact when they need to perform at school and if so, whether this interaction is moderated by age and/or sex The mean grade in mathematics, self ‐ competence beliefs in mathematics, IQ, age, sex and socioeconomic status of 928 French Canadian students from Montreal high schools were analyzed As predicted, the students’ IQ and self ‐ competence beliefs in mathematics correlated in a positive and significant way with their average grade in mathematics Analyses also con ‐ firmed a significant correlation between the IQ and students’ self ‐ competence beliefs When broken down, this interaction shows that for students with high self ‐ competence beliefs, the predictive value of IQ is higher, but for students with low self ‐ competence beliefs, the relationship between IQ and performance does not change significantly Finally, age and sex do not influence the interaction between the IQ and students’ self ‐ competence beliefs, nor are they correlated with academic performance Clinical implications are discussed Key words: academic achievement in mathematics, IQ, student’s self ‐ competence beliefs, moderator, age, sex

Journal Article
TL;DR: This paper used qualitative research methods to investigate the experiences of students who returned to senior high school for a fourth year in order to graduate, and found that a 4th year of high school led to stigmatization and alienation of students and often did not address students' personal situations, their learning needs, or their need to graduate.
Abstract: This study used qualitative research methods to investigate the experiences of students who returned to senior high school for a fourth year in order to graduate. By drawing on student voices, this collaborative research partnership with students revealed that a fourth year of high school led to stigmatization and alienation of students and often did not address students' personal situations, their learning needs, or their need to graduate. Students identified desired changes in three areas: (a) school scheduling, flexibility, and graduation; (b) issues of teaching, learning, and curriculum; and (c) student desires for respect, belonging, and partnership. Implications of these findings for learners and educators are discussed. Key words: fourth-year students, student voice, youth voice, high school completion, hermeneutic research, strength-based research Faisant appel a des methodes de recherche qualitative, les auteurs ont analyse les experiences d'eleves qui sont retournes au deuxieme cycle du secondaire pour y effectuer une quatrieme annee en vue d'obtenir leur diplome. Les temoignages recueillis aupres de ces eleves au cours de cette recherche revelent qu'une quatrieme annee au deuxieme cycle du secondaire a pour effet de jeter du discredit sur eux et souvent ne repond pas a leur situation personnelle ou a leurs besoins quant a l'apprentissage ou a l'obtention de leur diplome. Les eleves ont identifie trois domaines a ameliorer : (a) l'horaire des cours, la souplesse de l'ecole et l'obtention du diplome, (b) l'enseignement, l'apprentissage et le curriculum et c) la satisfaction des besoins des eleves en termes de respect, de partenariat et de sentiment d'appartenance. Les implications de ces observations pour les apprenants et les enseignants sont discutees. Mots cles : quatrieme annee au deuxieme cycle du secondaire, temoignages d'eleves, temoignages de jeunes, fin du secondaire, recherche hermeneutique, recherche axee sur les points forts. ********** Research studies at provincial, national, and international levels have consistently shown that higher levels of educational attainment--from grade school through post-secondary education--lead to greater attachment to the labour force (i.e., greater labour force participation, lower unemployment), reduced levels of reliance on income support programs, higher earnings, and higher job satisfaction (Canadian Council on Learning, 2008; Government of Newfoundland and Labrador, 2005; Organisation for Economic Co-operation and Development, 2009). In addition to labour market advantages, many important societal benefits are associated with having a more highly educated citizenry, such as positive health outcomes, civic participation, and community engagement (Junor & Usher, 2004). Unfortunately, many youth face the possibility of not completing high school because of personal, socio-cultural, academic, and/or economic challenges. In comparison to high school graduates, youth who leave school without graduating are less likely to find employment or to get "good jobs" as determined by such factors as wages, hours, future promotion prospects, work relationships. They are more likely to earn lower incomes and have less secure employment; the stress of early school leaving can also constrain the ability of youth to cope with life stresses and to lead healthy lifestyles (Looker & Thiessen, 2008). Although the overall high school graduation rate in Canada has increased in recent years, high school completion remains elusive for about one-quarter of Canadian youth (Blouin, 2008). Across Canada, public schooling systems allow students who do not graduate within the prescribed high school completion timeframe to return for one or more years to complete graduation requirements. In the province of Newfoundland and Labrador (NL), many students who do not complete the provincial graduation requirements after three years of senior high school opt to return to school for a fourth year (labelled "Level IV") in an effort to graduate. …

Journal Article
TL;DR: In this paper, the authors present the results of a questionnaire given to students in the B. Ed. primary education program at the Universite de Sherbrooke about the aims of teaching, as well as what they need to learn, what difficulties are involved in teaching and what competences are required.
Abstract: Le texte presente les resultats d’une enquete par questionnaire menee aupres d’etudiants du baccalaureat en enseignement primaire de l’Universite de Sherbrooke sur les finalites, les apprentissages, les difficultes et les competences en enseignement. Les resultats revelent que, pour les etudiants interroges, cet enseignement vise surtout la socialisation des eleves. Selon les repondants, le caractere abstrait des contenus presente une difficulte pour les eleves alors que la maitrise des savoirs a enseigner represente la principale difficulte pour les enseignants. La competence en enseigne‐ ment est percue comme reposant sur des attitudes favorables et une maitrise de sa‐ voirs a enseigner. Enfin, les resultats revelent une variation faible selon l’annee de formation des etudiants. Mots‐cles: enseignement de sciences humaines, futurs enseignants, primaire.We present the results of a questionnaire given to students in the B. Ed. primary edu‐ cation program at the Universite de Sherbrooke about the aims of teaching, as well as what they need to learn,what difficulties are involved in teaching and what compet‐ ences are required. The results show that for these respondents, teaching is above all intended to socialize students. They believe that the abstract nature of the subject matter presents difficulties for students, while the main challenge for teachers is mas‐ tering the knowledge to be taught. They see competence in teaching as based on fav‐ ourable attitudes and a mastery of the subject matter. The results showed little varia‐ tion between cohorts students based on many key attitudes. Key words: teaching social sciences, future teachers, primary

Journal ArticleDOI
TL;DR: In this article, a case study examines biliteracy teaching practices in the first language French course and the English course in an Ontario French language secondary school, and the authors find that the effects of linguistic policies on adolescents of different generations in the secondary school of the target region.
Abstract: L’etude de cas interroge les pratiques pedagogiques de bilitteratie du cours de « Francais, langue maternelle» et celles du cours «English» d’une ecole secondaire de langue francaise situee en Ontario. Les observations en salle de classe, les « h/Histoires » des par ‐ ticipants et l’etude des documents officiels demontrent des positionnements differents par rapport a l’enseignement et l’apprentissage des deux langues du programme scolaire, ainsi que par rapport a l’utilisation de la langue dans la vie de tous les jours. L’examen des donnees a permis de reconstruire les effets des politiques linguistiques sur les adolescents de differentes generations a l’ecole secondaire de la region ciblee. Le concept du « troisieme espace » est evoque comme moyen pedagogique permettant d’unifier deux perspectives conflictuelles — le monolinguisme par rapport au bilinguisme — dans l’elargissement du repertoire linguistique de l’adolescent et la mise en œuvre de la politique linguistique en salle de classe. Mots cles : education en milieu minoritaire, enseignement du francais langue maternelle, plurilinguisme, contact des langues This case study examines biliteracy teaching practices in the first ‐ language French course and the English course in an Ontario French ‐ language secondary school. Classroom obser ‐ vations, the participants’ stories/histories and an examination of official documents illu ‐ strate the different positions of the two languages in the academic program with regard to teaching and learning, as well as to the use of language in everyday life. Data analysis al ‐ lowed for the reconstruction of the effects of linguistic policies on adolescents of different generations in the secondary school of the target region. The “third space” concept is sug ‐ gested as a teaching tool for bringing together two conflicting perspectives – monolingual ‐ ism versus bilingualism – in broadening the adolescent’s linguistic repertoire and establish ‐ ing a linguistic policy in the classroom.

Journal Article
TL;DR: In this paper, the authors adapted Rey's et al. (2003) work to construct an assessment model in relation with the Scientific Inquiry Competence and designed different assess- ment situations which they administered to 560 junior high school students to verify whether a) the model is helpful in assessing learners' level of competency in scientific in- quiry b) the results are comparable among disciplines on which the assessment situations are based.
Abstract: Le programme quebecois de science et technologie est base sur une approche par competences Ce choix implique des defis importants et principalement quand l’evaluation est de nature certificative Une des competences a evaluer concerne l’investigation scienti ‐ fique En s’appuyant sur les travaux de Rey et al (2003), nous avons concu un modele d’evaluation qui permet de juger du developpement de cette competence Differentes situa ‐ tions d’evaluation ont ete crees et administrees aupres de 560 eleves du secondaire pour verifier si le modele : (1) est adequat pour mesurer le niveau de competence des eleves et (2) se comporte de la meme facon selon le contexte disciplinaire Les resultats montrent que le modele permet de classer les eleves selon trois niveaux de maitrise : competence assuree, competence partielle et maitrise des habiletes Mots cles : evaluation, competences, investigation scientifique The Science and Technology curriculum in the Province of Quebec, based on competencies, represents a challenge for science teachers, particularly for high ‐ stakes assessment Teach ‐ ers who do know how to conduct hands ‐ on assessment must deal with practical con ‐ straints In this context, we adapted Rey’s et al (2003) work to construct an assessment model in relation with the Scientific Inquiry Competence We designed different assess ‐ ment situations which we administered to 560 junior high school students to verify whether a) the model is helpful in assessing learners’ level of competency in scientific in ‐ quiry b) the results are comparable among disciplines on which the assessment situations are based The results show that the model works as predicted for different learners’ levels: Full competency, Partial Competency, Skill Key words: assessment, competencies, scientific inquiry

Journal ArticleDOI
TL;DR: The recent Canadian Journal of Education (CJE) special issue on language, identity, and educational policy in Canada as discussed by the authors was the first effort to publish a special issue focusing on language and identity in education.
Abstract: In Canada, as is true in several other countries and educational jurisdictions, language and identity are at the forefront of both educational debates and policy development in various governing bodies, such as the classroom, schools, school boards, postsecondary institutions, provincial, territorial and federal ministries, as well as arms-length and nongovernmental agencies (NGOs). Policymaking and implementation decisions occur at micro and macro social levels within each of these contexts. This double special issue of the Canadian Journal of Education (RCE/CJE 33[2] and [3]) presents findings of original research on language, identity, and educational policy in Canada since 2000, from a variety of theoretical perspectives, including sociolinguistics, psychology, higher education, sociology of education, policy studies, and second language education. We aim to interest a wide readership of researchers, educators, and policy makers, in the hope that the studies presented will encourage and foster a trans-disciplinary dialogue. The response to our call for papers exceeded our expectations, with manuscripts being submitted from across Canada, and also from researchers outside Canada who were interested in Canadian educational policies. We are grateful to all those who submitted manuscripts for consideration, and the confidence they demonstrated in the Canadian Journal of Education, and our special issue on language, identity, and educational policy in Canada. In recognition of the large number of manuscripts received, the CJE editorial board graciously offered to publish the special issue in two volumes, which allowed us to maintain an acceptance ratio of about 30 per cent. We are grateful to the CJE team, particularly Julia and Deb, although we regret having had to refuse manuscripts that, because of their findings, would have fitted very well in our special issue, but for which we simply had no latitude. We also wish to express our gratitude to the external reviewers who shared their scientific recommendations with us, and provided authors with valuable feedback, enabling us to ensure the integrity of CJE's editorial standards. When it came time to organise the architecture for the two volumes of this special issue, the circle metaphor could not be ignored. We first saw the circle as a space for completeness, dialogue, consensus building, and wisdom, as shared with us by Canada's aboriginal cultures. We also saw both sides of a coin, which, in Western culture, reminds of dichotomies and dialogism. Finally, we thought of yin and yang, which in oriental philosophy are representations of opposite yet interdependent forces of the natural order, one engendering the other. It is in this spirit that the first volume (CJR/RCE 33[2]) presents articles focused on the "teaching" dimension, whereas this second volume (RCE/CJE 33[3]) focuses on the "learning" dimension. The first volume took a closer look at the mediation that belies language and identity in educational contexts, whereas this second volume highlights learners' representations and practices. We began the first volume with articles on teaching Aboriginal languages, French as first language in a minority context, then on multilingualism and multiculturalism in teaching. This volume, the second, looks at biliteracy within French first-language in a minority context schools, learning French as a second language in Core French and French immersion settings, as well as immigrant adults learning English as a second language. We then come full circle with a reflection on research practices that respect Aboriginal cultures. As a whole, these articles, mostly written in English, but with two in French, present an excellent pan-Canadian perspective of the politics, representations, and practices regarding language and identity in teaching and learning during the first decade of the this new century. VOLUME 1 The first volume of the special issue, (RCE/CJE 33[2])), begins with an article by M. …

Journal Article
TL;DR: A double special issue of the Canadian Journal of Education (RCE/CJE 33) as mentioned in this paper presents findings of original research in Canada since 2000 on language, identity, and educational policy from a variety of theoretical perspectives, including sociolinguistics, psychology, higher education, sociology of education, policy studies, second language education.
Abstract: In Canada, as is true in several other countries and educational jurisdictions, language and identity are at the forefront of both educational debates and policy development in various governing bodies, such as the classroom, schools, school boards, postsecondary institutions, provincial, territorial and federal ministries, as well as arms-length and nongovernmental agencies (NGOs). Policymaking and implementation decisions occur at micro and macro social levels within each of these contexts. This double special issue of the Canadian Journal of Education (RCE/ CJE 33[2] and [3]) presents findings of original research in Canada since 2000 on language, identity, and educational policy from a variety of theoretical perspectives, including sociolinguistics, psychology, higher education, sociology of education, policy studies, second language education. We aim to interest a wide readership of researchers, educators, and policy makers, in the hope that the studies presented will encourage and foster a trans-disciplinary dialogue. The response to our call for papers exceeded our expectations, with manuscripts submitted from across Canada, and from researchers outside Canada who were interested in Canadian educational policies. We are grateful to all those who submitted manuscripts for consideration, and the confidence they demonstrated in the Canadian Journal of Education, and our special issue on language, identity, and educational policy in Canada. In recognition of the large number of manuscripts received, the CJE editorial board graciously offered to publish the special issue in two volumes, which has allowed us to maintain an acceptance ratio of about 30 per cent. We are grateful to the CJE team, particularly Julia and Deb, although we regret having had to refuse manuscripts that, because of their findings, would have fitted very well in our special issue, but for which we simply had no latitude. We also wish to express our gratitude to the external reviewers who shared their scientific recommendations with us, and provided authors with valuable feedback, enabling us to ensure the integrity of CJE's editorial standards. When it came time to organise the architecture for the two volumes of this special issue, the circle metaphor could not be ignored. We first saw the circle as a space for completeness, dialogue, consensus building, and wisdom, as shared with us by Canada's Aboriginal cultures. We also saw both sides of a coin, which, in Western culture, reminds of dichotomies and dialogism. Finally, we thought of yin and yang, which in oriental philosophy are representations of opposite yet interdependent forces of the natural order, one engendering the other. It is in this spirit that the first volume (CJE/RCE 33[2]) presents articles focused on the "teaching" dimension, whereas the second volume (RCE/CJE 33[3]) focuses on the "learning" dimension. This first volume takes a closer look at the mediation that belies language and identity in educational contexts, whereas the second volume highlights learners' representations and practices. We begin the first volume with articles on teaching Aboriginal languages, French as first language in a minority context, then on multilingualism and multiculturalism in teaching. The second volume looks at biliteracy within French first-language in a minority context schools, learning French as a second language in Core French and French immersion settings, as well as immigrant adults learning English as a second language. We then come full circle with a reflection on research practices that respect Aboriginal cultures. As a whole, these articles, mostly written in English, but with two in French, present an excellent pan-Canadian perspective of the politics, representations, and practices regarding language and identity in teaching and learning during the first decade of the twenty-first century. This first volume begins with an article by M. …

Journal Article
TL;DR: In this paper, the authors compared the performances on a battery of cognitive tests of 169 primary students divided into three groups (ODD, CD and controls, average age 99 years) The ODD and CD groups had lower performances than the controls and differed on executive measures.
Abstract: Le trouble oppositionnel avec provocation (TOP) et le trouble des conduites (TC) s’observent frequemment chez les eleves du primaire suivis pour problemes de com ‐ portement S’ils peuvent etre associes a des difficultes cognitives, peu d’etudes ont distingue le TOP du TC dans cette association Cette etude compare les performances de 169 eleves repartis en trois groupes (TOP; TC; temoin; âge moyen : 9,9 ans) a une batterie de tests cognitifs Les groupes TOP et TC ont de moins bonnes performances que les temoins et se differencient sur des mesures executives Ces resultats suggerent que ces groupes beneficieraient d’interventions ciblant les habiletes cognitives Mote cles : trouble de comportement; trouble oppositionnel; trouble des conduites; habiletes cognitives Oppositional defiant disorder (ODD) and conduct disorder (CD) are frequently seen in primary students being monitored for behavioural problems While they may be associated with cognitive problems, few studies distinguish between ODD and CD in this association Our research compares the performances on a battery of cognitive tests of 169 students divided into three groups (ODD, CD and controls, average age 99 years) The ODD and CD groups had lower performances than the controls and differed on executive measures These results suggest that these groups would benefit from interventions targeting cognitive skills Key words: behaviour problems, oppositional disorder, conduct disorder, cognitive skills