CMLR / RCLV Articles

Learning environments in immersion and non-immersion classrooms: Are they different?
by Viviane Edwards, former Director, SLEC & Professor, UNB and Sally Rehorick, Professor, UNB

Abstract: This study examines one facet of French immersion education by comparing the learning environments of immersion and non-immersion classrooms in grades 6, 7 and 9 in 95 New Brunswick classes. Environment is considered from the point of view of the students and how they perceive their relationship with their teachers, with their peers, with the subject studied and the methods used. At the grade 6 level there are no significant differences in perceptions between immersion and non-immersion classes. At the grade 7 level, students in immersion perceive their environment more positively than non-immersion students. By grade 9, many of these differences have once again disappeared.

SLEC report 1988 and 1990, Canadian Modern Language Review / La Revue canadienne des langues vivantes

 

Pour une meilleure observation des stagiaires
by Dalton London & Doris LeBlanc, Professors - UNB

Abstract: This article is a revision of a research paper delivered at the annual conference of the Association canadienne des professeurs de formation de maîtres (ACPFM) in May 1987. It is the result of a study begun in 1986, the objective of which was to develop a scale for use in observing student-teachers in core French. In the first part of the study, a number of observation scales were gathered from faculties of education across Canada. This article contains a synthesis of these scales as well as the comments provided by the 4 respondants. By way of conclusion, two observation scales are proposed.

1989,Canadian Modern Language Review / La Revue canadienne des langues vivantes

Canadian Modern Language Review/ La Revue canadienne des langues vivantes
by Sally Rehorick, Professor, UNB and Viviane Edwards, former Director, SLEC & Professor, UNB- Editors

SLEC was the editorial office for this academic journal for 5 years (1989- 1995). The journal strived to publish articles which linked language learning theories to classroom practice. Articles, book and software reviews written in both French and English were published in 5 volumes for a total of 25 actual issues. During these five years, the CMLR/RCLV also featured special issues such as the 50th anniversary issue (Visions and Visionaries), Heritage Language, and Languages, Literacy and Education as well as the cumulative index.

1989 - 1995,Canadian Modern Language Review / La Revue canadienne des langues vivantes

Canadian Modern Language Review/ La Revue canadienne des langues vivantes
by Dalton London, Professor, UNB (S. Rehorick and V. Edwards - Editors)

This special issue of the CMLR/RCLV, featured a thematized index of all articles and book reviews published in the journal from 1981 to 1995. The publications were categorized and cross-referenced by subject and author in order to facilitate CMLR/RCLV literature searches. This index was also made available on several types of databases for Macs and PCs.

1994,Canadian Modern Language Review / La Revue canadienne des langues vivantes

 

Bridging Theory and Practice: Using Professional Journals to Enhance Classroom Teaching
by Viviane Edwards, Director SLEC & professor, UNB and Sally Rehorick, Professor, UNB

Abstract: Budgets for professional development are dwindling and with the multiple demands on their time, teachers find fewer and fewer opportunities to stay current in their field. One way to fill this gap is to read articles from professional journals. This article describes some principles for self-directed professional development and some ways to read journals in an effective and efficient manner. It also offers suggestions for establishing a community of self-directed learner-teachers through a journal club.

1995,Canadian Modern Language Review / La Revue canadienne des langues vivantes

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