by Joseph Dicks (Editor), Professor, UNB
2000, SLEC
by Paula L. Kristmanson, Research officer, SLEC
2000, Reflexions: Journal of the Canadian Association of Second Language Teachers. Vol. 19, No. 2
On Campus and in the Field - Theory and Practice in FSL Education.
by Joseph Dicks, Professor, UNB
1999, MOSAIC: A Journal for Language Teachers. Vol 6. No. 3.
Methodology in FSL Classrooms: Going Beyond What Works and What Doesn't .
by Joseph Dicks, Professor, UNB
1999, Reflexions: Journal of the Canadian Association of Second Language Teachers. Vol 18. No. 3.
Cooperation and Collaboration in Second Language Education
by Paula L. Kristmanson, Research officer, SLEC
1999, Canadian Internationalist- Canadian Bureau for International Education
Weaving the Web into Content-Based Second
Language Learning in a Japanese University
by Sally Rehorick, Professor, UNB and David Rehorick, Professor,
UNB (Dept. of Sociology)
1998, Réflexions, The Journal of the Canadian Association of Second Language Teachers
Internationalization in a Japanese University:
Applications for Canadian Higher Education
by Sally Rehorick, Professor, UNB and David Rehorick, Professor, UNB (Dept. of Sociology)
1998, The Internationalist, Canadian Bureau for International Education
Test development as transformational process: The case of the Maritime Oral Communication Assessment Portfolio, book chapter in French as a Second Language in Canada: Recent Empirical Studies (Edited by Sharon Lapkin)
by Sally Rehorick, Professor, UNB and Joseph Dicks, Associate Professor, UNB
A widely held belief about the role of testing in an educational setting is that good tests can have a positive influence, or washback, on classroom praxis. This article describes the development of one such testing project. In addition to the washback noted above, the test development process itself had a larger outcome extending beyond the microcosm of the classroom to the macro level of interorganizational collaboration. This evolution is described within a framework of organizational development.
1998, University of Toronto Press
Preparing Manuscripts for Publication
Some (random) views from an editor
by Sally Rehorick
November 1997, Canadian Content, the Journal of the Association of Canadian Teachers in Japan
Merging Language and Content through Multidimensional Curriculum
Design
by Sally Rehorick, Professor, UNB and David Rehorick, Professor,
UNB (Dept. of Sociology)
This article describes a curriculum design process for discipline-based language courses which are cotaught by two instructors: a discipline specialist and a language specialist. Miyazaki International College in southern Japan represents an experiment in Japanese higher education. Japanese students learn content and English language simultaneously through studying in English. The multidimensional curriculum design, first introduced in Canada through the National Core French Study, has proved to be a useful tool in the Japanese environment.
1997, Comparative Culture, The Journal of Miyazaki International College, Vol. 3
Comparative Culture,
The Journal of Miyazaki International College, Vol. 2
by Sally Rehorick, Professor, UNB - Editor
Comparative Culture, The Journal of Miyazaki International College is an academic refereed journal published once a year. It contains articles by the faculty members of Miyazaki International College, who represent a wide variety of cultures and academic disciplines. Some examples of titles from the 1996 volume are: "Test Development as Transformational Process: The Case of the Maritime Oral Communication Assessment Portfolio" by Sally Rehorick and Joe Dicks; "Organizing and Teaching Course Content in Fully Integrated Language and Content Instruction" by T. Stewart; "Baseball Fans and Politics: Biants Manis in Japan" by S. Thompson; "Reality, Relativity and the Rejection of Speculative Views in the Mâdhyamika School of Buddhism" by G.A. Somaratne; and "Reading College Social Science Texts: Three Problem Areas" by M. Sagliano.
1996, Miyazaki International College
But I can't Speak French!! More
Thoughts on Supervising the Second Language Classroom
by Sally Rehorick, Professor, UNB
This practical article gives guidelines to principals and to others in administrative positions which facilitate the supervision in a second language classroom. Strategies for the observation and evaluation of the teaching and learning occurring in a given classroom are outlined for those supervisors who cannot understand the language of instruction. This article describes characteristics to look for in a good second language learning environment. Workshops on the same topic have been conducted by Sally Rehorick and Viviane Edwards throughout the province of New Brunswick and elsewhere in Canada.
1996, Educational Administrator Newsletter
Oral Communication Assessment and the Portfolio Concept in
Second Language Practice book chapter in Classroom Strategies for Developing
Communicative Competence (edited by G. Duquette).
by Sally Rehorick, Professor, UNB and Joe Dicks, Associate Professor,
UNB
Abstract: Portfolio assessment can be used to evaluate the oral communicative abilities of students in a formative way. By using a variety of evaluative techniques based on thematic units of a second language curriculum, a teacher can assess the ongoing development of her/his students and provide them with valuable diagnostic and global feedback. The theoretical construct, objectives, development, format and use of this kind of evaluation instrument are described.
1995, Multilingual Matters
Supervising the French Second Language
Classroom: Some Background Issues
by Sally Rehorick, Professor, UNB
This first article in a two-part series concerning the principal's role in supervising the second language teacher. In this article, some of the background issues which are fundatmental to an understanding of the context of the second language classroom are delineated.
1995, Educational Administrator Newsletter
Principals in Practice: Supervising the Immersion Classroom
by Sally Rehorick, Professor, UNB
This article explores issues of leadership for principals who are responsible for the supervision of immersion teachers. A discussion of second language learning theory and teaching methods is followed by a checklist for the principal to use when observing immersion classes.
1995, Le journal de l'immersion journal
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