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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 Enseigner l’écriture en milieu francophone minoritaire : comment motiver les élèves et surmonter les défis de l’insécurité linguistique ? Blain, Sylvie; Cavanagh, Martine; Cammarata, Laurent In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 41 No. 4 (2018): Winter 2018 | Hiver 2018; 1105-1131 ; Revue canadienne de l'éducation; Vol. 41 No 4 (2018): Hiver 2018; 1105-1131 ; 1918-5979 ; 0380-2361 (2018) BASE Show details 2 Gaging The Transformative Potential of Second Language Education: Language Educators' Understanding of Interculturality and Criticality Ogilvie, Gregory S. - : University of Alberta. Department of Secondary Education., 2016 BASE Show details 3 Gaging The Transformative Potential of Second Language Education: Language Educators' Understanding of Interculturality and Criticality Ogilvie, Gregory S. - : University of Alberta. Department of Secondary Education., 2016 Abstract: Degree: Doctor of Philosophy ; Abstract: Second language education is well suited to promote transformative outcomes due to its unique character (the importance of both declarative and procedural knowledge), the close connection between language and culture, and the entrenched humanistic tradition within the field (Musumeci, 1997; Guilherme, 2002). Nonetheless, second language pedagogy is commonly portrayed as having an exclusive linguistic focus, as evidenced by the professed professional knowledge base of second language educators (e.g., Freeman & Johnson, 1998; Johnston & Goettsch, 2000; Andrews, 2003; Liddicoat, 2006; Mullock, 2006). This study sought to explore the transformative potential of second language education by investigating how professional second language educators understand ‘criticality’ and ‘interculturality’ – two complex, heterogeneously defined concepts that have received increased attention in the field and have a significant impact on how pedagogy is enacted. As the primary unit of inquiry was understanding, an interpretive approach was adopted grounded in post-formal thinking, Gadamerian hermeneutics, and critical pedagogy. Data for the study was collected from ten highly educated, dedicated second language instructors with experience teaching in higher education institutions. Data was collected in the form of extensive interviews and the analysis of resources deemed important in guiding instruction. The results of the hermeneutic investigation demonstrated that the educators defined the function of second language education and the central concepts of the study (criticality and interculturality) in diverse ways. The varied conceptualizations illuminated different aspects of criticality and interculturality and their influence on pedagogy from a practitioner perspective. Moreover, they revealed that all the educators conceptualized second language education as a transformative act, but to differing degrees and with different foci. Among the central factors influencing the transformative potential of second language pedagogy were the domains in which criticality was applied. Although all of the educators applied criticality to information introduced in the classroom (in relation to the source, validity, etc. of information), only some of the educators applied criticality to the domains of the subject, content introduced, pedagogical practices and epistemology, thus greatly influencing the transformative potential of instruction. The results of the study also revealed the presence of discourses that had an inhibitory effect on second language education as a transformative endeavour. These included the discourse of political correctness, the discourse of narrow instrumentality, and the discourse of decisive deference. The discourses demonstrate how the trends towards standardization and de-professionalization rampant within the field of education have had an adverse impact on how second language educators understand their role in the pedagogical process and enact pedagogy. Keyword: Criticality; Interculturality; Transformative education URL: https://era.library.ualberta.ca/items/777afde4-9ea2-49dc-8a29-260793aee904 http://hdl.handle.net/10402/era.42791 https://doi.org/10.7939/R37659M4Q BASE Hide details 4 Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives Tedick, Diane J.; Cammarata, Laurent In: Foreign language annals. - New York, NY 45 (2012), s28 OLC Linguistik Show details 5 Balancing Content and Language in Instruction: The Experience of Immersion Teachers CAMMARATA, LAURENT; TEDICK, DIANE J. In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 96 (2012) 2, 251-269 OLC Linguistik Show details 6 EFL Teachers’ Cognition and Usage of TBLT in Beijing Cui, Jing. - : University of Alberta. Department of Secondary Education., 2012 BASE Show details 7 EFL Teachers’ Cognition and Usage of TBLT in Beijing Cui, Jing. - : University of Alberta. Department of Secondary Education., 2012 BASE Show details 8 Osborn, Terry A. (2006). Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 190 pp. + ix. 28.95, paperback, ISBN 0-8058-5075-9 Cammarata, Laurent In: Critical inquiry in language studies. - Mahwah, NJ : Erlbaum 6 (2009) 1, 102-105 OLC Linguistik Show details 9 Negotiating Curricular Transitions: Foreign Language Teachers' Learning Experience with Content-Based Instruction Cammarata, Laurent In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 65 (2009) 4, 559-586 OLC Linguistik Show details

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