The Hockey Sweater Faqs About the CD-ROM Version of This Canadian Classic Story Review by Karen Thomson

TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

TESL ONTARIO

Vol. 33 No. 3 Aug. 2007

A Tribute to Elizabeth Gryte

Inside this issue:

strumental in implementing LINC A Tribute to 1 (Language Instruction for Newcomers Elizabeth Gryte to Canada) and TESL Ontario’s working relationship with Elizabeth developed From the Editor 2 during those years when she managed the settlement programs for Ontario Contact Us 2 and we carried out a number of pro- My TESL Career 4 jects as a Service Providing Organiza- tion for CIC. Elizabeth’s background My ESL Exchange 13 included working as an ESL instructor in Australia at George Brown College, Red River Teaching Contextual 18 Community Centre and for the Winni- Guessing as a Reading peg School Division. At TESL On- Strategy tario’s Annual Conference in 2001 Elizabeth was honoured with a TESL Materials Review: 22 Ontario pin for her contributions to CD-ROM: The Hockey ESL. Sweater Elizabeth was the recipient of Words From an 29 the Deputy Minister’s Achievement ESL Activist Award and the Award of Excellence, which recognizes exceptional perform- Sources of Variability in 36 ance and represents one of the highest Second Language official distinctions a public servant can Writing Elizabeth Gryte 1948-2007 receive. While Elizabeth was honoured by this recognition, her real reward Teaching Religion in the 46 came from making a difference in the Schools: Models to lives of newcomers to Canada. Her vi- Inform the e are saddened that Eliza- sion and leadership led to a number of Canadian Context beth Gryte, Director of Settle- new CIC initiatives, including the crea- ment Programs, Ontario Re- tion of a settlement website, the com- Book Review: 67 W gion, Citizenship and Immigration Can- Assessing Vocabulary puterization of settlement programs ada, passed away on Friday evening, and the improvement of educational June 29, 2007, after a brief battle with Internet Corner 71 programs and information centres for cancer. newcomers.

Calling all Reviewers 73 Elizabeth devoted much of her TESL Ontario valued Eliza- working life to immigrant issues and we beth’s personal integrity and unstint- wish to recognize her exceptional dedi- ing support for our organization and cation and commitment to the settlement we will miss her greatly. ◊ ISSN 0227-2938 of refugees and immigrants. She was in- Page 2 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

From the Editor

perceptive editor once wrote If you have ever been curious that two purposes of a good about exchange teaching in a foreign A magazine should be to comfort country, you can start your fact-finding the agitated and agitate the comfort- right here. Eleanor Cooper details her able. In this issue of Contact we salute year of teaching at Thebarton College the many contributors who, by sharing in Adelaide, South Australia. Adapta- their serious thoughts and provocative bility, she concludes, is the personal humour, have helped us to strike such quality you’ll need most if you decide a worthy balance. to dive into a similar offshore adventure. We begin with a photo- illustrated retrospective on Margaret What should a classroom Elliott’s career as an ESL instructor. teacher do when students race to the What is perhaps most astonishing is dictionary to look up every new word that it didn’t begin until she was in her they meet? Milla Vago offers some forties, yet it still spanned more than practical solutions to this question, 30 years. This remarkable teacher coming from both sound research and reflects on the challenges and joys of practical classroom observation. teaching English not only to newcom- By the time you read this issue ers to Canada, but overseas as well. of Contact, the hockey season will Her retirement has been long delayed, once again be upon us. To prepare us but that has never really been a prob- for the fall semester, Karen Thomson lem for Margaret. Some new challenge reviews a new multi-media resource always seems to interpose itself, and sure to be a hit in many ESL and liter- she can’t resist. (Continued on page 3)

Contact us Contact welcomes articles of gen- website is at: http://www.teslontario.org eral interest to association members, including announcements, reports, articles, calls Inquiries regarding membership or for papers and news items. change of address should be addressed to the TESL Ontario Membership Coordinator Contributors should include their at [email protected] full name, title and affiliation. Text should be e-mailed to: [email protected] Inquiries regarding advertising rates and reservation of advertising space or mailed on CD to: should be addressed to the Office Coordina- tor at [email protected]. Editor, TESL Association of Ontario, 27 Carlton Street, Suite 405, The statements made and opinions Toronto, Ontario, M5B 1L2 expressed in articles are those of the authors and do not necessarily reflect the policies of Deadlines are January 30, April 30 TESL Ontario. and June 30. Acceptance of advertising does not TESL Ontario’s phone numbers are: constitute endorsement by TESL Ontario nor (416) 593-4243, Fax (416) 593- 0164. The guarantee accuracy of information therein. ◊ Contact volume 33, issue 3 Page 3

From the Editor

(Continued from page 2) He concludes by offering a set of ten proposals as part of the discus- acy classrooms. It’s a CD-ROM based sion. on the famous story by Quebec writer The study of vocabulary — a Roch Carrier called “The Hockey significant area in applied linguistics Sweater”. Karen’s review gives this and language teaching — has cre- innovative learning material a definite ated a need for new approaches in as- thumbs up! sessment. Maria Claudia Petrescu In her memoir, Kai Xing reviews John Read’s book, Assessing brings a fresh perspective to ESL Vocabulary, a noteworthy contribu- learning as she negotiates the pitfalls, tion to the field. Professor Read ex- loopholes and contradictions of stan- pands the traditional concept of a vo- dard English. Somehow Kai emerged cabulary test to cover a broadened from the learning process (almost) un- range of practical procedures for as- scathed by relying on the rich re- sessing the vocabulary knowledge of sources of her third language, L2 learners. Chinglish. And she just can’t seem to Finally, this issue of Contact get rid of it, no matter how hard she comes tinged with sadness at the loss tries. But then, should she? You be the of a much-loved and respected leader judge. in our field, Elizabeth Gryte. Eliza- On the research front, Khaled beth was the Director of Settlement Barkaoui summarizes factors that af- Programs for the Ontario Region of “Two purposes fect L2 learners’ development and per- Citizenship and Immigration Canada. of a good magazine formance in writing. He calls upon She died of cancer in late June. Eliza- should be to teachers in L2 writing classrooms to beth’s contribution to the lives of thou- comfort the agitated consider individual differences among sands of newcomers to Canada and to and agitate the learners, their prior learning experi- the ESL profession will be long re- comfortable.” ences with L2 writing and the demands membered. of different writing tasks as they plan As ever, a great debt of grati- lessons, devise assessment instru- tude is owed to Laura Stoutenburg ments, evaluate the performance of L2 and Bob Courchêne for their insight writers and give feedback. and ideas in helping to make Contact a Advancing a theme that is rap- lively and readable publication. idly acquiring more prominence in the We hope that this issue gives national consciousness, at the interface you not only food for thought but also of education, culture, and identity, nourishment for the soul. A happy Robert Courchêne explores the issue summer to all. ◊ of teaching religion in our schools. What can we learn from the experience of other western countries with Clayton Graves large immigrant populations that will help us to forge a coherent approach Editor to the issue here in Canada? Page 4 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

My TESL Career By Margaret Elliott

n 1971 I was struggling to put ing and soon changed to a double ma- together my life after the sudden jor — anthropology and linguis- I death of my husband at the age of tics. This broader academic commit- fifty-one. One day my sister said to ment had a number of positive fea- “...I decided that I could me, “What are you going to do to start tures, not the least of which was that it not cope with the living again?” I answered glumly, “ I could potentially open up another ca- frustrations that seemed don’t know!” reer choice — language teaching. to be an inescapable “Well,” she said, “you’d better Teaching children with learn- part of the job. ” go to university.” ing disabilities was yet another possible area to pursue. Indeed, I had an I acted on her advice, and Sep- opportunity to explore this route as a tember of that year found me enrolled volunteer in a class of autistic children as an undergraduate at Carleton Uni- for a short time. While I had excellent versity in Ottawa. I chose to major in guidance and support in this undertak- anthropology, since this was a course ing, I decided that I could not cope just on the point of being offered in the with the frustrations that seemed to be Ontario high school curriculum. an inescapable part of the job. I felt I might have a more It was at that point that I de- promising chance of success in teach- cided to focus on becoming qualified ing a course that the younger students to teach English as a Second Lan- were being faced with for the first guage. Therefore, after I completed time. I was very conscious, you see, of my undergraduate degree, I enrolled my forty-six years. in a new course to earn a Certificate in In my second year at Carleton, TESL. It was the first time this elective a linguistics course was one of the re- had been offered at Carleton. quired subjects. I found this interest- (Continued on page 5) Contact volume 33, issue 3 Page 5

My TESL Career

(Continued from page 4) There were some changes in my personal life around this time, and I During this period, too, I ac- moved away from Ottawa. However, I cepted a request from the Continuing was still determined to continue on this Education Department of the Ottawa career path that had had such an in- School Board to take over an ESL class auspicious beginning. I decided to for new Canadians. In tackling this job, strengthen my academic credentials however, I not only had to find volun- once again and entered a Master’s de- teers to work with me as I taught the gree program in English at Michigan students but also get a supervisor to State University, in East Lansing, care for their preschool children. For- Michigan, with a focus on TESOL. tunately for me (since I had had no In the spring of 1981, just a few prior teaching experience at this months before the end of my master’s point) there was not too wide a range program, I attended a conference of of English-speaking abilities in the the American TESOL Association in class, so I managed with only a little Ann Arbor, Michigan. My intention was difficulty to set up the program and get to find a teaching position overseas. I it going. entered the large room at the confer- About the time I completed my ence venue, surveyed the row of ap- TESL Certificate course, a group of plication desks arranged along the Venezuelan university students came four walls, and strode firmly toward to study ESL at Carleton. I was one of the one for China. “...the most valuable the teachers hired to work in this pro- At that time, China was just support for us was a ject, and believe me I have mixed entering a new period of develop- filing system where memories of my first full-time ESL ment. Unfortunately, they were look- teachers were asked to teaching job. ing for ESL instructors with teaching contribute copies of their I was assigned to the group experience who would not only be lesson plans. ” with the lowest level of English lan- able to set up training centres but also guage skills. At that time I had not provide a curriculum and train Chi- learned the advantages of dividing a nese teachers to teach their own stu- class into small groups for instruction, dents. It was a tall order and I didn’t and consequently I stood at the front of seem to fit the bill. the class while the students had to wait I was disappointed, of course, their turn to speak. but not discouraged, so I walked past a As the weeks went by they be- few more tables and stopped at the came more and more dissatisfied with one for South Korea. They were look- my instructional approach and coming for ESL teachers to work in a new plained to the director. As a result, my program under the umbrella of teaching duties were taken from me Sogang University in Seoul, one of the and I spent the remaining weeks of my top five higher education centres in contract doing ‘research’ work for the the country. other teachers. It was a sad jolt, but At the desk, in addition to the one that taught me a lot. (Continued on page 6) Page 6 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

My TESL Career

The Han Nam University class take me on a picnic in 1983.

“...the most valuable support for us was a filing system where (Continued from page 5) materials to use for reference. teachers were asked to contribute copies of their Korean director who held a position in To my mind, however, the lesson plans.” the university’s Department of English, most valuable support for us was a fil- there were two experienced American ing system where teachers were asked ESL teachers whose job was to over- to contribute copies of their lesson see the work of the newly hired teach- plans. I have since met teachers who ers. This time I was hired, and asked to don’t like this feature of some foreign report for work in Seoul on the first of teaching assignments, but I found that October. That gave me just enough it in no way diminished my own crea- time to complete my Master’s program tivity, only strengthened it. in mid-June and return home to Can- In addition to its own English ada to set my affairs in order before programs, the Sogang Institute also setting off for the new adventure. had contracts with a variety of Korean I must say that the working business firms, including Kia, Hyundai, conditions at Sogang were excellent. and the Bank of Korea. Our job was to There were about eight teachers in prepare their employees to work this new program, mostly American, abroad in English-speaking environ- and there was one other Canadian ments. It was in this program that I de- teacher and one from India. There was veloped my own version of the also an adequate library of teaching (Continued on page 7) Contact volume 33, issue 3 Page 7

My TESL Career

(Continued from page 6) often numbering forty or fifty, that a student would quite often only have ‘small group’ approach. I quickly dis- the opportunity to speak in English covered that it maximized student par- once or twice a week. ticipation and reduced the anxiety that After four years at Sogang In- resulted from one student having to stitute, I decided I needed a change. address the entire class. To be clear, the teaching as- Of course, after the small signment continued to offer an inter- groups had responded to their assign- esting challenge; however, a term ment, there was a ‘sharing the result’ lasted about fourteen weeks, with a period, when each group leader re- break of only three weeks before a ported on and discussed their group’s new one began. This did not give me opinions. However nerve-wracking enough time to travel to my home near this reporting role might become, it Ottawa and attend to my responsibili- never matched the level of stress that ties there. Something had to give. accompanied one student having to answer a question from the teacher in About this time, a colleague front of all his or her peers. and I presented two weekend work- shops for Korean teachers of English. As well as teaching the men In this group was the director of a lan- and women sent by their companies, guage institute in another city, Taejon, at Sogang we sometimes gave classes who invited me to join his staff. for the ‘housewives’, many of whom “...we sometimes gave classes for the were also graduates of the university. When I explained that the insti- We discovered that they had heard of tute’s term schedule was difficult for ‘housewives’, many of our ESL program through the univer- me, he arranged an interview for me whom were also sity’s information grapevine. with the director of the Language and graduates of the Literature Department at Hannam Uni- university.” In addition, each teacher in our versity, to which his institute was at- group had one or two classes of regu- tached. This all worked out favourably, lar students at the university who and in the fall of 1985 I happily settled needed to improve their English in at Hannam. As well as the Korean speaking skills. These classes were colleagues, there were several Ameri- larger than the ones for company train- can ESL teachers on the faculty. ees; however, the small group approach that I had used successfully Shortly after I arrived at Han- before worked equally well with these nam I became aware of a disruptive students. situation in university classrooms caused to some degree by the compul- The smaller learning groups sory three years of military training for were also a welcome change for them young Korean males. They often chose after their English classes in middle to do this national service after com- and high school. Through those years, pleting their first year of university their teachers would give English in- studies. Their return to the university struction in Korean about 70 per cent of the time. The classes were so large, (Continued on page 8) Page 8 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

My TESL Career

“...I became aware of a disruptive situation in university classrooms caused to some degree by the compulsory three years of military training for young Korean males.” My class of 'Army guys' at Han Nam University 1990.

(Continued from page 7) ture required the younger classmates to use this formal verb structure when for their second year of study, how- addressing the older students. ever, required some readjustment be- A similar example can be cause many, if not most, of their class- found in our own mix of language and mates were three years younger. culture - in the past more than at the There was an additional factor present - when younger people were contributing to the disruption, how- expected to call their seniors by the ever, related to the structure of the title of ‘Mr.’ or ‘Mrs.’ Korean language. Young people were The result of this cultural and required to use a different verb struc- (Continued on page 9) ture to address their elders. Their cul- Contact volume 33, issue 3 Page 9

My TESL Career

The Deep River Experiential English Program in 1996

(Continued from page 8) with Korean and visiting teachers coming from different cities in the area. linguistic peculiarity branded the re- There was also an English teachers’ turned men as a separate group and association that served Seoul, AETK, exacerbated the normal readjustment but it was not until September of 1992 difficulties they encountered in their that AETK and KATE amalgamated to “Young people were courses. I was aware of this tension, form KOTESOL, which continues to required to use a but did not realize the degree of its flourish throughout South Korea. different verb structure seriousness until a small group of to address their elders.” In 1991 I reached the age of these young men came to talk to me in sixty-five and lost my position as a fac- my office. I could do nothing to alter ulty member. In a bit of a quandary, I the rules of their culture, of course, but continued for another year as an in- I could improve their confidence by structor, buying myself some time to helping them to improve their English deal with the question, “ What am I skills. going to do next?” As it happens, my To alleviate the tense situation, return to Canada provided the answer. I decided to establish an early morn- Acting on a suggestion from an ing class for ‘my army guys’ several ESL teacher in the Deep River school times a week, providing extra time for system, I decided to set up an ESL them to practice their English. Hap- school for international students, with pily, the solution seemed to work. classes in my home. We called it the While I was at Hannam, I Experiential English Program or EEP. worked with several colleagues to set This would run during the holidays, up the Korean Association of Teachers and we would provide accommodation of English (KATE) along the lines of with host families. TESL Ontario and American TE- (Continued on page 10) SOL. We soon had regular meetings, Page 10 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

My TESL Career

those areas that many of our students came, recruitment of students was se- verely affected and made our task next to impossible. So ended another chapter of my story. You would be mistaken if you think that this meant the end of my teaching career, however. In 1997, on Easter Monday, I received a telephone call from the principal of our local high Students at the Experiential English Pro- school. She told me that a refugee fam- gram were real 'city kids', so canoeing on ily of seven had just arrived from one of Canada's pristine lakes was a new Rwanda and needed ESL instruction adventure. immediately to help them get estab- lished in Canada.

I was able to start the class two (Continued from page 9) days later. I had all the materials on file that I needed for evaluation and to All the necessary work to get set up a program. Not surprisingly, as the program running certainly kept soon as word of this new class spread, me from being bored. In July of 1993 the numbers grew. It was sponsored the first session opened. I had hired by the Continuing Education Depart- “It soon became several part- time assistants for secre- ment of the Renfrew County Board of apparent that I tarial work, teaching, and recreation. Education. desperately needed an My house was large enough to accom- assistant...” modate a two- or three-level program. It soon became apparent that I desperately needed an assistant be- Twice, a group of a dozen cause I was preparing at the same time younger Korean students came with a for the summer session of my own Korean teacher. They were too young school which would start in a couple of to stay with host families, but we were months. So for the next three years I able to accommodate them in a nearby (Continued on page 11) tourist camp area in cottages, and a dining room served as our classroom. A teacher from the EEP program worked with the accompanying Korean teacher and we arranged for several local high school students to serve as volunteers.

The last year EEP operated was 1999. About that time, the economic malaise that had been festering The Rwandan couple with their youngest in many Asian countries tumbled into a child were welcomed into the program. severe recession. Since it was from Contact volume 33, issue 3 Page 11

My TESL Career

(Continued from page 10) continued to split the time with my colleague until I retired at the end of 2000, because of impending back sur- gery. However, this retirement did not last very long either. The reason was that there are a quite a number of non-native English-speaking scientists and engineers who are employed lo- cally with Atomic Energy of Canada. On several occasions, I was asked to help them improve their English, particularly their pronunciation. Some- Students can also teach classmates. times small classes would be held at Learning goes better with a touch of hu- my home, and sometimes classes mour. No extra charge for the haircut! would be set up at their work place.

In the past few years I have teaching, which I did primarily, I pre- also been engaged as a ‘volunteer pared a ‘handout’ for each student, tutor’ for several students who were with the class time divided into sec- “...it is often more enrolled in the Independent Learning tions, as I will explain. effective to deal Centre’s Distance Education ESL Pro- with suggestions for As we all know, the four main gram. That gave me the welcome con- improving pronunciation elements of language learning are lis- tact with students that I enjoyed but in a subsequent lesson tening, speaking, reading, and writ- without having to prepare lessons. I than to intimidate a ing. Grammar is an important function have had no new students for six student by confronting of each of these. Pronunciation and months now, so perhaps I really have him immediately.” rhythm can make the difference in finally retired! whether a student’s speaking is under- I have described the various stood, and thus ‘acceptable’, or not. situations where I have taught — or For some of my students, writ- helped to organize — classes in Eng- ing was not an important skill. Speak- lish as a second language during the ing and listening could be combined past thirty years. The ‘what’ and ‘how’ as conversation. Any exercise that I have taught over the years remains to would provide opportunity for conver- be examined. sation would also pinpoint examples of The only teaching situation in pronunciation and rhythm that were my career where there was a pre- interfering with the exchange of ideas. scribed textbook was for university However, one of the lessons ESL courses. Even then I was able to about effective teaching that I learned use the textbook as a backup and to early on is that it is often more effec- mainly use my own materials. (Continued on page 12) For small class non-credit Page 12 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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of competitiveness, I suppose. And of course it is an excellent way to promote small group discussion. Computers now play an important role in language teaching and learning. The tedious task of preparing ‘fill in the missing word’ exercises, for example, can be done much more quickly this way. For students, there is also an incredible amount of material available through the internet.

However, it is of the greatest importance to remember that a student usually works in isolation at a computer, where the advantages of communicative activities are lost. Every graduate needs a diploma Every technology seems to have its pros and cons.

(Continued from page 11) As I leaf through my masses of tive to deal with suggestions for im- lesson materials, memories come “...it is of the greatest proving pronunciation in a subsequent back: the faces of students reappear importance to lesson than to intimidate a student by and the joys and the heartbreaks reas- remember that a student confronting him immediately. I have sert themselves in what came to be a usually works in found that the same approach works surprisingly fulfilling life’s work for isolation at a for teaching grammar. That is, note the me. Even as I sit before the keyboard computer...” important errors as you go, and work now, I suddenly feel: “Wouldn’t it be to correct them later without interrupt- great to have to prepare a class for ing the activity. tomorrow?” ◊ My central goal was to help students develop their language ability to be able to think in English. I developed a wide variety of activities using suitable newspaper articles and taped material from radio and televi- sion. Good material can also be found in books, especially for children and teenagers, if the teaching schedule allows you to continue a topic over a number of classes.

One of the activities that I found most popular with the students was debating, because of the element Contact volume 33, issue 3 Page 13

My ESL Exchange in Australia by Eleanor Cooper, Marc Garneau Collegiate Institute, Toronto

Thebarton Senior College, Torrensville, South Australia

n 2005 I spent a year in Adelaide, writing skills were not very high, even “As I reflect on my South Australia on a teacher ex- in their first language. exchange year, change arranged by the Canadian memories come I As I reflect on my exchange Education Exchange Foundation. I flooding back...” year, memories come flooding back, taught ESL at a state school called The- but it’s the overwhelmingly positive barton Senior College in Torrensville, nature of the adventure that remains just four kilometres from Adelaide, in most clearly in my mind. I should ex- an adult re-entry program that pre- plain that one of my reasons for apply- pares students for college and univer- ing for a teacher exchange to Austra- sity as well as for apprenticeship pro- lia was that I have two daughters living grams. there, and their nearness was a great At Thebarton there was also a source of comfort and happiness. I large ESL population, mostly recent also found that celebrating Christmas refugees from Sudan, Liberia and Af- in 30-degree temperatures was no ghanistan. That is the section of the problem at all! college which became my home for This is not to say that there the academic year. weren’t challenges to be met, because My students ranged in age there were. Any successful educa- from 16 to 70 years, and included a tional exchange implies accommoda- cohort of literacy-level learners, some tion, especially for the newly-arrived of whom had been in Australia for 15 teacher. or more years, but whose reading and (Continued on page 14) Page 14 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

My ESL Exchange in Australia

Eleanor Cooper with ESL class

“As a visiting teacher, of course, I had no voice or (Continued from page 13) small house, so that helped, too. To top power to change it all off, at the end of my exchange things.” You have to be prepared for year I enjoyed a trip to Vietnam and the inevitability of adjustments to new Cambodia. teaching and learning resources, a quite different philosophical approach I soon noticed some clear dif- and different administrative proce- ferences in approach between the dures. So the exchange teacher ad- South Australian system from what I venture will also call upon personal was used to here in Ontario. As a visit- resources, not the least of which is ing teacher, of course, I had no voice adaptability - to a new country, new or power to change things. Some climate, and new living arrangements. might see this as a negative, but I tried to view it in a positive light. In fact, Anyone who is considering an overall I would say that it moved me to international exchange should also re-examine my own philosophy and know that you will be exchanging liv- program when I returned to Marc ing quarters with the other teacher. Garneau Collegiate, where I am the We didn’t exchange cars, however; in curriculum leader of ESL. Upon reflec- Adelaide I took the bus to school tion, I think that I not only acquired a every day, but that was actually quite new level of patience and flexibility pleasant. There was also a nice, cool pub just around the corner from my (Continued on page 15) Contact volume 33, issue 3 Page 15

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The class included refugee students from Sudan, Liberia and Afghanistan

“...NAP students don't get a percentage mark. (Continued from page 14) then classified as ESL. At that point The report card mainly they have more integration into regu- evaluates their work from the experience but some new lar classes for their academic subjects. habits.” ideas and a more positive appreciation Another major difference re- of our Canadian approach, especially volved around assessment and evalua- its openness. tion of ESL students. Assessment is One of the major differences done using a 14-point scale, based on between the South Australia system a functional grammar approach, which and ours concerns funding for stu- looks at grammar, language and dents. During their first 18 months in genre. To arrive at an assessment, the country, students are funded by once a term students do a piece of the federal government and classified writing that is scaled or graded by a under NAP – the New Arrivals Pro- team of teachers. For example, the gram. This program is richly funded piece of writing done by the student and students stay in the same cohort could be an argument, an opinion or a for all their subjects. The main focus is procedure, depending on the stu- to provide orientation to Australia and dent’s language level. In the NAP pro- to school; however students also take gram, however, students don't get a math, science, computers and options. percentage mark. The report card After the initial 18 months, or if stu- (Continued on page 16) dents are ready to integrate, they are Page 16 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

My ESL Exchange in Australia

(Continued from page 15) The Canadian Education mainly evaluates their work habits. Exchange Foundation

I am not sure that such a ‘one The Canadian Education Exchange shot’ summative approach to assess- Foundation (CEEF) is a non-profit foun- ment, based on only one piece of writ- dation which handles both student and ing, would find a high level of support educator exchanges. International educational exchanges offer educators and amongst teachers and administrators their students an opportunity to here, where we are continually ob- broaden their understanding of one an- serving and assessing with a view to other’s cultures, customs and lan- functional language outcomes. guages. Exchanges are rewarding, but there are some factors that teachers At Thebarton College, a given need to consider carefully prior to ap- cohort of students remained with each plying to the program. Visit their web- other during the whole term, and site for complete information, including while this approach has some advan- destination countries and a detailed tages, I did observe that within a co- application kit: www.ceef.ca hort – say, at the Beginner Level - The destination countries at present there was a huge range of language include Australia, Denmark, Germany, competence; however, the multi-level New Zealand, The Netherlands, Switzer- group remained as such through the land, The Republic of Ireland, The U.K. “I am not sure that such whole program. Here in Ontario, in (England, Scotland, Wales and Northern a ‘one shot’ summative contrast, we tend to define and ar- Ireland), Colorado, and the Council of approach to assessment, range instructional levels more spe- International Schools. based on only one piece cifically, and gauge our instructional program in a more differentiated way. Mailing address: of writing, would find a Individual learners move to new levels high level of support Canadian Education amongst teachers and as they are ready. Exchange Foundation administrators here...” The curriculum varied consid- 250 Bayview Drive Barrie ON L4N 4Y8 erably because students could exit high school in ESL if their scale assessment was over 11. In year 12, the top level, 50 per cent of their final mark was derived from term work and 50 covered that their program was quite per cent was summative (based on an different from that offered at Thebar- examination and a project). I should ton. add that the summative portion was evaluated externally. At my school there was also an International Program similar to our Thebarton Senior College is program for visa students, but it was somewhat like an adult education cen- separate from the ESL program, and tre here. In fact, in some respects it emphasized orientation to school, state resembles our own City Adult Learn- and country in the first semester. The ing Centre (CALC) in Toronto. When I international students took classes in visited a regular Australian high school, like my own in East York, I dis- (Continued on page 17) Contact volume 33, issue 3 Page 17

My ESL Exchange in Australia

(Continued from page 16) memory of that remains with me here in Toronto. all their subjects together, but were I was very impressed with the integrated into the regular program teachers at Thebarton. My colleagues for the second semester. NAP students were dedicated, caring and highly at the very beginning stages of learn- professional, and a true team ap- ing English were sent to another proach was definitely a strong feature school until their proficiency level was of their program. assessed at the intermediate level. I liked their attitudes about I was impressed with the rich planning, too: we eased into the aca- resources and support for immigrants demic year during a week and a half at Thebarton College. For example, we spent together to prepare and for the major language groups the sys- share ideas and resources before we tem provided bilingual support staff even met the students. who could translate and help in class. There was also a wonderful weekly We also met frequently during news program, "Behind the News", the year to discuss curriculum and stu- which covered current issues both in dent concerns, and though we had Australia and the world. some differences in philosophy, especially in the areas of evaluation and We also had ready access to a curriculum, we all shared the same teachers’ website where we could ac- goal - to provide the best programs cess support materials. and encourage students to achieve “I was impressed with In addition, the resource cen- their potential. the rich resources and tre had books and newspapers in All in all, going on a teacher support for many first languages as well as taped exchange is a very rewarding profes- immigrants...” books for ESL students. And a system sionial experience. So rewarding, in called "Book It" made it possible to fact, that in only one week I am off to request another teacher to help in my China for a month to do the same literacy class. thing. The fact that a lot of adminis- I guess that’s proof enough trative tasks were handled on the com- that I enjoy the challenge. I’d recom- puter rather than through conversation mend it to anyone who is looking for a was an eye-opener for me, accus- short-term adventure in their teaching tomed as I was to face-to-face discus- career. You never know where it might sion with my teaching colleagues. take you. ◊ Looked at from another perspective, however, my computer skills were certainly enhanced.

As I recall my year in Australia, I would say that it was the students in that adult literacy class for whom I have the fondest memories. They found a way into my heart, and the Page 18 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

Teaching Contextual Guessing as a Reading Strategy by Milla Vago ESL Instructor, Toronto Catholic District School Board

ome studies have suggested that and outside, students naturally students who use a bilingual dic- meet a huge number of unfa- S tionary when they read learn more miliar words. The successful vocabulary than those who read without application of contextual a dictionary (Luppescu & Day, 1993). guessing will enable them to read more extensively on their Other research, however, re- own without seeking external veals that students who use contextual help, either from the teacher guessing to acquire new vocabulary sig- or from the dictionary. nificantly outperform those who rely primarily on word form analysis in tests of • Training students to use con- word knowledge (Cheong-sook, 1999). textual clues when they read should also enhance their abil- So, which strategy is better and ity to interpret the meanings of more productive? Furthermore, if guess- new words more accurately ing the meaning from context is useful, when they encounter them in can we teach it? different contexts (Swaffar, I used to observe that when my 1988; R. Ellis, 1995). There- students read authentic materials they fore, students need to meet often wanted to systematically look up new and important words in every unknown word they met, appar- various natural contexts. ently unaware that there were clues to (Carrell, 1984). “...when my students unlock the meaning of unknown words in the context. • Contextual guessing provides read authentic materials students a set of strategies to they often wanted to I also noticed that by extracting help them infer context- systematically look up individual words from their context and dependent meanings that are every unknown word jumping immediately to the dictionary, sometimes missing in diction- they met.” they often lost the thread of meaning of aries; for example, proper the reading passage as a whole. names, connotations and refer- ential meanings. Moreover, the tedious ‘looking up’ activity definitely slowed down their • On the whole, the contextual reading rate, appeared to disrupt their guessing strategy helps stu- processes of comprehension and just dents to acquire new vocabu- seemed to lessen their overall enjoy- lary, as noted by researchers ment of reading. such as Gray (1997), Ney (1996) and Richardson (1980). So it is my contention that alongside other strategies for effective and meaningful reading, we ESL teachers should be encouraging our students to When should we teach contextual develop and refine their guessing skills, guessing? using contextual clues. On the face of it, According to Im (1994), the abil- contextual guessing appears to have ity to guess accurately depends on the several general advantages over dic- learner’s overall language proficiency tionary use: level. The larger the working vocabulary • It helps students to become students already have, the better guess- more independent learners. In ers they will be. their reading, both in class (Continued on page 19) Contact volume 33, issue 3 Page 19

Teaching Contextual Guessing

(Continued from page 18) Examples of highlighting words, multiple choice answers and clues Does this imply, then, that con- for contextual guessing: textual guessing should be taught only, or even primarily, to higher-level stu- The ferocious dogs were barking dents? Should we wait until students loudly. reach a certain proficiency level, or can we in fact start teaching contextual- guessing strategies to lower-level stu- 1. sleeping dents? 2. angry 3. lazy It has been my experience that 4. white contextual guessing strategies (along with other vocabulary acquisition skills) can be successfully taught even to lower level students. For example, we can encourage We are going shopping. Before we hit lower-level students to use a contextual the malls, let’s stop by the bank ma- guessing strategy by demonstrating that chine. clues for meaning are already embedded in or supported by the immediate 1. buy context – within adjacent phrases, 2. destroy clauses, sentences or paragraphs. 3. visit 4. forget In teaching contextual guessing to low-level students it is also helpful to “Should we wait until provide reading materials that include students reach a certain pictures that provide clues to the mean- proficiency level, or can ing of the print. that teachers should choose texts in we in fact start teaching which the vocabulary is quite challeng- In addition, we can adapt texts ing for the students. At the same time, contextual-guessing so that specific words to be guessed are the context must actually contain clues strategies to lower-level highlighted and multiple-choice answers they can use to guess at the meaning of students?” provided. unfamiliar words. According to some researchers In addition, the students’ back- (Nation and Coady, 1988; Seal, 1991), ground knowledge must also be care- students are often required to guess 60 fully gauged to enhance the potential for to 80 per cent of the unknown words in a the contextual guessing strategy to text even when the ratio of unknown work. In other words, to enable the proc- words is low. ess teachers need to search for age-and And according to Saragi, Nation experience-appropriate materials to & Meister, (1978) to be able to acquire match their learners. new vocabulary, learners must under- Deighton (1970) further speci- stand about 95 per cent of the words in fies several factors that govern whether the text. the use of contextual guessing can be effectively activated with any given text: How should we choose texts 1. Students’ background knowl- for practice? edge and life experience which determine what the Vacca and Vacca (1989) suggest context may disclose to them. (Continued on page 20) Page 20 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

Teaching Contextual Guessing

(Continued from page 19) student who says, “I understand every word, but I don’t understand the mean- 2. Unknown words should ap- ing of the sentence.” They need to know pear close to the rest of the why and how this happens. context that will help to disclose their meaning. They also need to understand the limitations inherent in dictionaries. 3. There must be some kind of Students need to know, for example, that clue in the context to the one word can have several meanings meaning of an unknown depending on the context. word. In my view, ESL teachers should In my experience, some stu- always suggest that students try to guess dents are actually unaware that there the meanings of unknown words through may be clues to the meaning of unknown context clues first. words in the context and so they are un- able to apply any guessing strategies on However, in reality, we know their own. that teachers can’t completely keep students from looking up words in a diction- So, alongside directly teaching ary. vocabulary and other reading skills, we probably need to demonstrate: Summers (1988) claims that dictionary use can play an important role in 1. How to guess from what you ESL learning and should therefore not be already know as well as excluded from our repertoire of instruc- from the other words in the tional strategies. context. She points out, for example, that “...students are actually 2. How to recognize different it is not always possible to grasp the unaware that there may kinds of formatting features meaning of words by means of contex- be clues to the meaning and proper names. tual clues alone. Here, for example, are of unknown words in the some situations in which contextual 3. How to spot paraphrases guessing has limited applicability: context ...” and repetitions or redundan- cies. • When the ratio of unknown words to known words is too 4. How to apply background high; this prevents students knowledge about the overall from grasping the gist (the topic. Above all we need to central idea or essence of encourage our students to something). take the risk involved in guessing. They have to be • When the interaction of both shown that the payoff in the context and word form learning is worth it. analysis don’t provide enough clues to a word's meaning.

Is it ever more productive to use a dic- • When the exact meaning of tionary? the word is required. There are both advantages and disadvantages of dictionaries and per- Instructional Strategies haps we need to point out some of the negative aspects to our students. One teaching strategy that many effective ESL teachers use is to ask stu- Every ESL teacher has met the dents to guess first, and then consult a (Continued on page 21) Contact volume 33, issue 3 Page 21

Teaching Contextual Guessing

(Continued from page 20) Gray, A. (1997), Constructivist Teaching and Learning, The Road to Knowledge dictionary to check and confirm their is Always under Construction: A Life "educated" predictions about the mean- History Journey to Constructivist ings of specially selected and under- Teaching. SSTA Research Centre Re- lined words. port #97-07: University of Saskatche- wan. Another strategy is to ask students to first read the text without dic- Im, S.B. (1994), A study on teaching and tionaries and underline, highlight, or learning procedures for improving circle all unfamiliar words and expres- English reading proficiency. Unpub- sions. After that, the students are asked lished Master’s thesis. The Graduate to write an approximate meaning or School of Education of Chungbuk maybe two meanings for each under- National University. Chong Ju: Korea. lined word. Finally, they can confirm their guesses with the help of the dic- Luppescu, S., Day, R.R. (1993). Reading, tionary. dictionaries, and vocabulary learn- With consistent instruction and ing. Language Learning, 43, 263-287. encouragement on the value of contextual guessing, students soon come to see Nation, I. S. P. (2001c), Teaching and ex- its value as they improve in their reading plaining vocabulary. Learning vo- rate, their word knowledge, and ulti- cabulary in another language (pp. 60- mately their reading enjoyment. ◊ 113). Cambridge: Cambridge Uni- versity Press.

Olshavsky, J.I. (1977), Reading as Prob- lem Solving, Reading Research Quar- “Students soon come to terly 12(4): 654-674. References see its value as they

Cheongsook, C. (1999), Korea TESOL Saragi, T., Nation, P., & Meister, G. improve ... their reading Journal, Vol. 2, No. 1. (1978). Vocabulary learning and enjoyment.” reading. System, 6, 72-78. Clarke, D.F., Nation, P. (1980), “Guessing the Meanings of Words Summers, D. (1988). The role of diction- from Context: Strategy and Tech- aries in language learning. Vocabu- niques”, System 8: 211-220. lary and language teaching (pp.111- 125). New York: Longman. Day, R.; Omura, C., Hiramatsu, M. (1991), "Incidental EFL Vocabulary Swaffar, J. K. (1988). Readers, texts, and Learning and Reading", Reading in a second languages: The interactive Foreign Language 7(2): 541-551. process. Modern Language Journal, 80, 461-477. Deighton, L.C. (1970), Vocabulary Devel- opment in the Classroom, New York: Vacca, R. and Vacca, J. (1989), Content Teachers College Press. Area Reading: Literacy and Learning across the Curriculum. New York: Dupuy, H. (1974), The Rationale, Devel- Scott Foresman. opment, and Standardization of a Basic Word Vocabulary Test, DHEW Publication No. HRA 74-1334, Wash- ington, DC: U.S. Government Print- ing Office.

Page 22 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

NEW LEARNING MATERIAL: CD-ROM: The Hockey Sweater FAQs about the CD-ROM version of this Canadian classic story Review by Karen Thomson

“What is a CD-ROM?”

The Hockey Sweater CD-ROM For adult and pre-adult ESL learners alike. Based on Quebecois author Roch Carrier’s famous story. Contains the full 10-minute animated film, interactive language learning activities, cultural information, multi-purpose dictionary, filmed interview with the author, and Stompin’ Tom Connors’ song, “The Good Ol’ Hockey Game”. $34.95 + $5.00 shipping. Ordering information: buyme- [email protected]

each a 2-hour class about Ca- Luckily, this inability to say no nadian culture for a group of 25 came up the very next afternoon: T international students ranging “Would anyone consider reviewing in level from beginner to advanced, the new CD-ROM of The Hockey they said. And what did I say? “Of Sweater?” was the question. This is course! No problem.” (I’m working on why, a few weeks later, I find myself my inability to say no, but it’s a slow standing in front of a computer telling process!) my students to go to the Start Menu and click on “The Hockey Sweater.” (Continued on page 23) Contact volume 33, issue 3 Page 23

CD-ROM: The Hockey Sweater

(Continued from page 22) video highlights taken from the animated film, match pictures and hockey vocabulary, answer oral comprehen- What is a CD-ROM? sion questions, and match audio clips to pictures. (These activities are for all A CD-ROM is a CD full of pro- students and are not organized by grams or activities designed to be level.) So, learners view, listen, read, used independently, and this one defi- and think. nitely contains a ton of things to do. In the “2nd period,” in the First, allow me to walk you “Exploring the Story” section, your “...learners view, listen, through what The Hockey Sweater CD- students can follow the video and read read, and think.” ROM includes. It begins with a short the text at the same time. Also, divided introduction that tells students what to by level, there are vocabulary match- expect (How to Get Started). The stu- ing activities (based on clothing, dent is then prompted to choose their hockey, winter, and the home), plot own level of difficulty (Peewee for low puzzles, listen and fill-in-the-blank ac- beginners, Junior – for an Intermediate tivities, multiple choice oral compre- difficulty level, or Pro – Advanced hension questions, and at the highest level). level an activity I found challenging – Once the choice is made, the matching the hockey player to details CD-ROM program takes the student to about him or her (I knew only two out a step-by-step plan suggesting what of 10!) Listening and reading are the activities to do and in which order, two skills foci of this period. geared to their self-selected level. Af- In the “3rd period,” there is a ter this introduction, the students have 14-page section on hockey, a re- the option of going to various aspects cording of Stompin’ Tom Connors’ fa- of the content (1st, 2nd, and 3rd peri- mous Hockey Song and an activity ods, the Zone, and Encounters). based on it. This period also contains In the “1st period,” the stu- 31 different hockey cards with details dents can view the 10-minute film ver- about each featured player. (That sion of the famous story by Quebecois would have helped me in the (Continued on page 24) author, Roch Carrier, review short Page 24 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

CD-ROM: The Hockey Sweater

(Continued from page 23) What can I do with this CD-ROM?

“Hockey” section of the Pro level in The beauty of the CD-ROM is the 2nd period! If I had read the that it is designed to be used inde- hockey cards, I would have known that pendently; the students should be able Henri Richard’s name appears on the to use it without having a teacher walk Stanley Cup 11 times!.) them through it. But since you are teachers, you probably want to know You’ll also find a Who am I? how to use it with your class, right? So, quiz about the hockey stars. Another here are some tips. element that’s a lot of fun is a set of excerpts from the 1946-47 Eaton’s If you have a computer room catalogue where learners can chuckle with computers and headphones for over the styles, but also learn a lot of your students, you will need to install clothing vocabulary. This section also the CD-ROM on the main computer contains nine pages of readings about and have it networked to all the moni- different aspects of Quebec and Cana- tors. (An important note, the cost of the dian culture. CD-ROM does not cover the network- ing fee. This will cost you about $15 In the “Zone” section, the stu- per student computer.) dents can choose hockey players and make their own Dream Team as well Once the CD-ROM has been as browse the Eaton’s catalogue and installed on all the computers, each fill out an order form. student will have access to it. You can then explain the steps to them and let Finally, in the “Encounters” them enjoy the experience on their section, the students can read and/or own. “At all times, the view an interview with the author students have access to a Roch Carrier, learn about the story It’s not necessary, but I created a short PowerPoint presentation dictionary...” illustrator and film animator Sheldon Cohen, the translator, Sheila Fisch- of my own, to walk them through the man, and the Quebec naïve painter, activities offered. I also added some Marcel Dargis. conversation questions to get the students talking before they started lis- At all times, the students have tening. access to a dictionary with definitions, collocations, synonyms, antonyms, If you don’t have a computer homonyms and derivatives, as well as room, you could use the CD-ROM with a notebook for jotting down important a computer and projector hookup. In points to remember. Lastly, there’s this case, the activities would all be also the “Let’s Talk” section, that has 3 group activities, and the students questions designed to stimulate dis- wouldn’t be able to choose their own cussion. levels and work at their own pace. Okay, so that’s your orienta- I tried this CD-ROM with two tion. You can see from the outline that different groups of students. Both this CD-ROM offers a lot of activities in groups included students from a vari- addition to the short film. ety of levels and programs – beginner to advanced, as well as comprehensive, teacher training, and business

(Continued on page 25) Contact volume 33, issue 3 Page 25

CD-ROM: The Hockey Sweater

(Continued from page 24) activities from both Period 1 and Pe- riod 2. Then I let them loose on the students. The CD-ROM was a big suc- computers. cess. “They really enjoyed They really enjoyed watching watching the film and Here’s how I set it up: I intro- the film and working on the activities. duced the idea with a presentation of The different levels (Peewee, Junior, working on the my own. I began with some vocabu- Pro) allowed the students to choose activities.” lary and conversation questions about more or less challenging material. Al- hockey and Canada. They talked these most all of them chose to listen again through in groups, and then we dis- with the complete story text on the cussed them together. right (Exploring the Story, Period 2) and found it very useful. One of the conversation questions was about the relationship be- After they had all watched the tween Quebec and the rest of Canada. animated film of the story at least once I supplied the background for this and had tried some of the activities, I question. I find this to be one of the gave them some quotes from the film, most interesting aspects of the CD- and we discussed who said them and ROM, so I like them to have some what the quotes really meant. background for thinking about the history of French-English relations in Finally, I presented some dis- Canada as they watch. I then walked cussion questions and asked the stu- them through each section briefly, dents to talk about them. At the end of showed them the dictionary and out- the lesson, many of the students stayed lined what I wanted them to do. to continue working on other activities associated with the video, and some of I asked that they watch the the ones who left said they would try video first, then try at least one of the (Continued on page 26) Page 26 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

CD-ROM: The Hockey Sweater

(Continued from page 25)

the program again at a later date, since we have it installed in the computer room for them to use whenever they wish.

Can the CD-ROM stand on its own? It depends. I’m sure that a rea- sonably techy student working independently would get a great deal of benefit from this CD-ROM. There are hours of activities and readings to plored fewer than half of them. The keep a motivated student busy. CD-ROM tries to appeal to everyone, and I imagine some young student will Having said that, I believe that love the extensive hockey card read- by adding conversation and vocabu- ings and then create a dream team, lary points, and by talking to them as but this was not of interest to my an English-Canadian who remembers group. Again, the vocabulary activities the last referendum on Quebec sepa- focused a bit too much on hockey ration, I was able to add something terms, in my opinion, rather than on extra and make this CD-ROM an addi- some of the more useful idiomatic ex- tional tool in my class, rather than the pressions phrases that Roch Carrier entire class itself. “As far as I’m uses (for example, I added “to do something out of spite” and concerned, already As far as I’m concerned, al- “persecution”), but the readings about prepared resources are ready prepared resources are never life in Quebec at that time were great. never perfect.” perfect. I have yet to find a textbook I didn’t have to supplement or a prepared lesson that I didn’t think needed the addition of a little something. (It’s Were there any problems or the control freak in me, perhaps!) So, a glitches? CD-ROM is no different. There were absolutely no If you are the kind of person problems with the technology. It was who can just walk into a class and very smooth. I found that there was teach from the teacher’s text and make some missing information on the CD- it work, then this CD-ROM is all you ROM, but I think that this will be re- will need (and if you have some free solved when the teacher’s manual is time, could you tell me your secret?), released. When you are exploring the but the rest of us will take this very story, the text appears on the left, and useful tool, and make it even better. the word “Culture” appears on the right. But unless you click on the word “Culture” nothing ever appears there. Were all the activities useful and Once you click the word “Culture” the appropriate? text appears, and I’m sure they will explain this in the promised Teacher’s I would say not quite, but there Manual. were so many activities that it didn’t (Continued on page 27) really matter that my students ex- Contact volume 33, issue 3 Page 27

CD-ROM: The Hockey Sweater

(Continued from page 26) allows each student to work at his or her own pace. One other quibble I had with the activities was the fact the person In addition, I think that these reading the oral questions didn’t use types of activities foster student auton- contractions. I found this made the omy. Perhaps if I introduce them to questions sound stilted and unnatural. this tool, they will come back to it at a Perhaps they were trying to appeal to later date and learn some more. An- a beginner group, but as any ESL other reason is that using a CD-ROM teacher can tell you, contractions are a forces me to be less teacher-centred. natural part of speech and should be And finally, I teach young peo- used with all levels of English lan- ple and international professionals, guage learners. most of whom hadn’t seen anything as Finally, I was a bit confused antiquated as an overhead projector about the questions that appear when before they came to Canada. you click on “Let’s Talk”. I had no idea Most of them are much more that the questions changed as you ex- familiar with newer types of technol- plored different parts of the CD-ROM. I ogy than I am; they are very comfort- didn’t use this aspect of the CD-ROM able in this medium, so it makes them because I read the three questions that feel at home, and it buys me some popped up when I was exploring and much-needed credibility! found them only mildly interesting. A win-win situation. ◊ Only by writing this review did I realize that not only did the questions change, based on what is happening “...many of these ‘Let’s on screen, but sometimes there were Talk’ questions were no discussion questions available and so the words are not highlighted in well worth using.” blue at those times. Karen Thomson I wish I had known about this has taught ESL to aspect of the program when I used it in LINC and interna- class because many of these “Let’s tional students for Talk” questions were well worth using. over 12 years. She I’m sure they will alert teachers to this teaches with the in the teacher’s manual, but just in English Language case they don’t, aren’t you glad to Program at the have had a heads up? School of Continu- ing Studies at the University of Toronto. Why should I be bothered using technology in my class? Well, I think the answer to that question will depend on your students. I introduce technology into my classes because I like the variety that comes with using different media. I also feel that this type of activity is of great benefit in a multi-level class because it Page 28 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

CD-ROM: The Hockey Sweater

“...the story of a mail- order mix-up...” The Hockey Sweater is a short story written by renowned Canadian author Roch Carrier. It tells the story of a mail-order mix-up in the late 1940s when the T. Eaton Com- pany sends a Toronto Maple Leaf hockey sweater to a hockey-mad ten-year-old boy, rather than the red, white and blue sweater of his beloved Montreal Canadiens hockey team or- dered by the boy’s mother. Needless to say, in Quebec of the 1940s, where hockey was a religion and the Canadiens’ star player Maurice ‘Rocket’ Richard was a god, the mistake leads to heartbreak and humiliation.

When the boy appears at the village hockey rink draped in the blue and white uniform of the despised Toronto team, so incensed are the other boys that they exile him from the game. In anger he smashes his hockey stick on the ice, a display of temper that provokes the referee - the village priest – to send him packing to the church to cool off and seek forgiveness. Instead, the boy beseeches God to relieve his suffering by sending an infestation of moths to eat up the hated blue and white sweater of the enemy - the Toronto Maple Leafs!

Shortly after its publication in 1979, Roch Carrier’s short story version of The Hockey Sweater (translated into English by Sheila Fischman) acquired such fame that it became a virtual monument to the cultural duality that had long defined Canada as a country. The story was soon re-published as a full-colour children’s book, illustrated by Montreal artist and animator Sheldon Cohen. Soon after, the story was realized as a ten-minute animated film. The book version has remained popular ever since, and is still in print, more than 35 years later. Contact volume 33, issue 3 Page 29

Faith, Trust and Bicycles: Words From an ESL Activist by Kai Xing

“I think there must be Spin cycles: some language goes around in circles some sort of conspiracy in the development of this language.”

came to Canada from China over carefully how much I allow it in my sys- a decade ago to expand my hori- tem, I can easily end up talking funny I zons. Much growth has taken place and getting into troubles. It’d be nice if since then, except that I’m still locked I could reduce the Chinglish content in in a “detox” program. I have no idea my speech from a historical high of 65 when it’ll end. My battle is not with per cent to hopefully below 0.05 per drugs. Oh no! cent. So, eventually the words coming out of my mouth will be considered It’s much trickier than that. “non-intoxicating” and therefore safe I have a speech disorder enough for anyone to hear. Even chil- caused by my dependence on using dren. But when, when will this ever ESL (English as a Second Language). To happen? be specific, it’s a communication disor- Some days I’m quite eager to der and it has a name: it’s called persevere in my “rehab” scheme. Chinglish (Chinese-English). Chinglish Other times, I’m depressed by my slow to me is like alcohol to a drunk. If I don’t try to avoid it, or at least watch (Continued on page 30) Page 30 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

Words From an ESL Activist

feel as if we were walking on black ice! This past summer I went to a native Indian powwow for the first time in my life. My friends cautioned me be- forehand to act with extra respect and courtesy at the event. Remembering this, I remained silent most of the morn- ing. Soon feast time came along, and the general atmosphere at the ground became more relaxed. So did I. While I was eating lunch, an aboriginal gentleman walked up to me and asked, “Are you Chinese? Can you Have faith, will travel read Chinese characters?” “Yes, yes,” I replied politely, bowing forward. He then showed me his left forearm with a big smile, “Look what I’ve got!” It was a tattoo of two Chinese words that mean faith and trust. (Continued from page 29) The artwork wowed me, “Gee, who did this to you!” The man was progress or lapses. Once in a while I taken aback by my comment. can’t help but grow suspicious about why English is so hard to grasp. After a long pause, he said em- “...Who did this to you?” phatically, “Never mind. I think it is I think there must be some sort very nice and I like it very much!” Off of conspiracy in the development of he went. this language. Although not as whimsi- cal as French, its irrational rules, its Looking at his back, I had no endless accessories, like the idioms clue how I’d offended him. Then an and slang, its intricate verb patterns, onlooker prompted, in a low voice, parallel constructions, subjunctive “Did you mean to say ‘who did this for mood… well, it’s all quite maddening. you’?” Damn the prepositions - those Perhaps the creators of the English lan- deceitfully insignificant little characters guage crafted it specifically to confuse capable of destroying my confidence of ESL speakers, test our nerves, and pre- ever speaking English! vent us from ever getting a clue. So to us, the outsiders, English and its ele- After that incident, I vowed to ments will forever remain like stormy take control of prepositions by studying weather and fast-changing clouds. my Chinese-English dictionary. I thought I’d start with an easy word like We’ll never know exactly how “take”. Apparently, there are at least wild it’ll get or which cloud is going to twenty-one prepositions we can use rain on us. Even just a smallest techni- with take: to, from, as, for, on, up…. I cality, say prepositions, which I fear felt it was a bit too much to take all that and begrudge the most, can make us (Continued on page 31) Contact volume 33, issue 3 Page 31

Words From an ESL Activist

Quite a character: ten dollars gets you, too, tattooed in a Chinese character. The phe- “Don’t get me wrong: I nomenon is global. In this case, the sign’s in a shop window in Israel! know avoiding prepositions completely is unrealistic in the long run.” Gee, if this is not mind- (Continued from page 30) boggling, I don’t know what is! I was getting a bit irritated. I don’t need to in. My mind wanted to pick another get lost in this maze. Maybe I’ll try just easy word. How about ‘mind’? As I pro- one more word, a no-brainer. And posed to myself, I tried my luck. hopefully it’ll be piece of cake. Boy, no luck! There are close to I flipped to the page in my dic- sixty phrases that involve all kinds of tionary for my most favorite scrabble prepositions with the word “mind”: at word, “go”. Or should I have said the back of one’s mind, be of two minds “pages”? There are six-and-a-half about doing something, bend one’s pages devoted to explaining what goes mind to something, have something in with “go”. Seriously. Can you believe mind for something… and get this, in it? “That’s it! No more prepositions! one’s mind’s eye! I couldn’t help but Starting today, I’ll avoid using any, no laugh. How can one’s mind have an matter what!” I made my ultimatum eye? Besides, why only eye, why not without one preposition—not too bad, eyes? Does this phrase suggest we are eh? all narrow-minded because our mind has just one eye? (Continued on page 32) Page 32 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 31) free flowing and effective way of speaking. As long as we get our points Don’t get me wrong: I know crossed, the grammar, phrasing, order avoiding prepositions completely is of words — in fact, all this cumbersome unrealistic in the long run. I guess I’ll stuff is unnecessary. just have to muddle through them while For instance, a Chinese ESLer I close my eyes, hoping for the best. who doesn’t speak Korean and a Ko- Turning a blind eye on preposi- rean ESLer who understands no Manda- tions does help me save some energy, rin can communicate with each other albeit not much. I am exhausted by the just fine through equally comprehensi- chaotic complexity of the English lan- ble Chinglish and Koreglish (Korean- guage, let alone ongoing imports from English). Recently my Korean friend, other languages. On top of all this, I still Agnes, a new immigrant to Canada, have to own up to the consequences of paid me a surprise visit. It was just after my unintentional word creation, misun- suppertime when she buzzed the derstanding of concepts and whatnot. speaker for my apartment. Progress is so hard to come by. It’s As I greeted her over the inter- plain hopeless. com she shouted in excitement, “Quick So tonight, under the influence come, churchy, Korin penist, four fin- of a full moon, I’ve made up my mind. ger!” Hearing that, I flew downstairs. I’m throwing in the towel! For good! As soon as I reached the lobby, Agnes “Only people who were bobbed her head fast and dragged me What will I lose if I may never born into this language to the door. While I speed-walked with be able to speak authentic English? her I almost figured it all out--we have should be cursed to Only people who were born into this to rush to a concert held in a church carry the cross on their language should be cursed to carry the featuring a Korean pianist. back and be judged by cross on their back and be judged by their congregation.” their congregation. I’m from a different Except, what’s with the “four club. finger”? So I asked Agnes, “Pianist only use four finger play?” She nodded, I quite enjoy the ambiance and “Yiesss.” “So, not use the rest six finger ease when I’m surrounded by other play?” I tried to clarify with her. Agnes fellow ESL speakers. With them, I’m gestured with her fingers and con- comfortably oblivious to the fact that I firmed, “Yiesss. She only four finger don’t know better when it comes to the play.” Intriguing! I couldn’t wait to see. inside workings of the English lan- Soon after we arrived at the church, I guage, and most of the time neither do was more than intrigued by what I saw. they. Which serves me just great, as they are easy to fool (sorry, I mean, The 20-year-old Korean pianist, please). I can speak my mind freely Lee Hee-ah, was born with only four without worrying how I should word fingers--a thumb and a baby finger on things. This is what I call total freedom each hand! And her feet grew directly of speech in a democratic country. from her thighs! Her performance in- spired the entire audience and blew Honestly, I don’t see the advan- my mind off. As the night ended, I was tages native English speakers have (Continued on page 33) over us, the ESLers. We have a unique, Contact volume 33, issue 3 Page 33

Words From an ESL Activist

A while later a pe- destrian and I both reached an intersection at the same time. As we stopped and waited for the light to change, she stared at me sternly and pointed at a street sign. I looked up and saw a big ar- row pointing in the opposite direction from which we were heading. “So?” I still couldn’t get it. She then pointed at the traffic and reinforced, “It’s a one-way street! Can’t you see? You’re riding against the traffic. It’s dangerous!” Finally it hit me (before a car did) that I had broken the law and disturbed the world peace. Had some Chinglish master witnessed the situa- Four fingers at the ready tion, it wouldn’t have taken “Aren’t you impressed him nearly as long to that two ESL speakers (Continued from page 32) enlighten me. He would have simply can easily utter several bellowed out at the start, “Riding Bicy- words in random order cle’s fool, you direction walk opposite!” so grateful that Agnes had invited me to to each other and enjoy That way, I would have immediately the concert and made my day. just the right dosage of understood everything and gotten off clarity and suspense?” Aren’t you impressed that two the road. ESL speakers can easily utter several What troubles me is: although words in random order to each other we, the ESLers, enjoy our ease and and enjoy just the right dosage of clar- know-how in speaking Chinglish, Kore- ity and suspense? Can native English glish and alike, English language au- speakers rise to the occasion? No of- thority figures don’t quite approve. fense, but I doubt it. I have proof: one They think we need to learn to speak day in the first week after I arrived in and appreciate the authentic English. Canada, I went to apply for my social They see it their duty to correct us insurance number. when our English makes no sense As I rode my bike, a driver (according to them of course). And rolled down a window of his car and when we’ve abandoned what works for shouted, “One-way!” us (in our minds anyway), they seem so glad that finally we’ve come to our At first I had no idea whom he senses. was yelling at, or what he meant. So I kept going. (Continued on page 34) Page 34 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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One way! “English language authority figures don’t quite approve...”

(Continued from page 33) imitation English is not so much that it’s unauthentic as that it’s broken. Well, as The subject of authenticity re- far as we think, the authentic English is minds me of decaf coffee, artificial already broken without our help. sweetener, soya meat, laminated hard- For example, listen to this dia- wood floors, oh and of course, silicon logue: “Isn’t he something!” one ex- boobs. People know these aren’t “the claims. Then comes a definite re- real thing”; they want them anyway. sponse, “Let me tell ya, he sure is Perhaps they prefer them. Perhaps we something else!” Are the two people should send our English teachers some here in agreement or opposition? Or “Chinese” fortune cookies (invented in both? America) or “Italian” glass figurines (made in China), and see if they like Here’s another one: why do we them. And if they do, maybe they’ll get have to say “a pair of pants” instead of the hint and let us speak our imitation “a pant”? I’m told because we have two English the way we like. legs, “pants” are always plural. I see. Then why don’t we also say “a pair of Or maybe not—maybe they’ll shirts” rather than “a shirt”? We have change their argument now. They’ll (Continued on page 35) probably say their problem with our Contact volume 33, issue 3 Page 35

Words From an ESL Activist

(Continued from page 34) Kai Xing, my 'adopted Chinese daughter', has two arms, don’t we? So arms count less been blowing like a strong fresh wind in and out than legs do in the authentic English of my family home since 1992. My daughter Lisa world? first met Kai at the Beijing Institute of Technol- And what do you think when ogy. At the time, Lisa was leading an English people say, “It’ll first cool down then language conversation class for undergraduate freeze up”? Shouldn’t it be “freeze students there. Kai sat in the front row of the down”, as cold air stays low and things class each evening and initiated conversation at shrink in size when frozen? every opportunity. Kai’s parents soon welcomed Oh, English language authori- Lisa into their Beijing home and Kai appointed ties, please don’t feel I’m attempting to herself as my daughter's official guide to the beat you up or put you down here, as city. Kai subsequently arrived in my hometown I’m certainly not sure if either is the of Kingston, Ontario to take a master's degree at best way to go. I’m only trying to help Queen's University and from that point became you reflect upon your mother tongue. an honorary member of my family. Perhaps you realize that your authentic English is not any less broken than our imitation English. You break it your — Margaret Meyer, Kingston way and we break it our way. It’s only a matter of choice in style; that’s all. Kai Xing was Isn’t choice a great thing! That’s born, raised why people prefer to live in the free and educated “Let’s enjoy our freedom world. We’re free to choose. If native in Beijing, English speakers—knowing how crazy China. She of speech! ” their language is—choose to be content came to Can- about it and make do with what they’ve ada in 1992 to got, so can we, the ESLers, with our pursue her Chinglish, Koreglish and so forth. I ac- Master’s degree in urban tually quite look forward to having tons and regional of fun getting together with my people. planning under So, come on ESL activists! Let’s a fellowship offered by Queen’s Univer- put up our declaration on the door to sity. Since 1995 she has been working in our hall of fame: “ESL Schoolars Only. the field of Sino-Canadian business development. Her bicultural life exposure has Miscellaneous peoples not enter!” Let’s served a great purpose in helping her re- enjoy our freedom of speech. discover her creativity through writing. As If any speak-so-called-pure- she continues to write in her second lan- English’s local people dare come guage, she hopes her writing will in turn help her reflect upon who she is and grow knock our door and against our sign into who she can be. make nasty comment, we then first politely smile a smile then to them say, “Shovel off!” ◊ Page 36 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

RESEARCH: Sources of Variability in Second Language Writing: Learner and Task Characteristics by Khaled Barkaoui

This paper reviews research on two ma- ment materials, evaluating students’ jor sources of variability in second- performance and development, and language (L2) learners’ writing per- giving feedback in the L2 writing class- formance: individual differences across room. learners and variation across writing tasks. The paper emphasizes the importance of taking these sources of variabil- Individual Differences Across ity into account when planning lessons, L2 Learners developing teaching and assessment materials, evaluating students’ perform- Second language learners ance and development, and giving feed- bring a variety of cognitive, affective, back in the L2 writing classroom. linguistic and socio-cultural factors to the classroom that are likely to affect eaching second language (L2) how and what they learn and write in writing is both a fascinating the L2. These factors include learner “Second language T and challenging task, not least gender, age, personality, aptitude, lin- learners bring a variety because of the diverse population of guistic, cultural, and educational back- of cognitive, affective, students that attend writing classrooms ground, learning experiences, writing linguistic and socio- today. This diversity manifests itself not and literacy experiences, L2 attitudes cultural factors to the only in the linguistic and socio-cultural and motivation, cognitive and meta- classroom...” differences that students contribute, cognitive skills, language awareness, but also in the diverse ways that these personal goals, and so on. To illustrate students learn and perform in the L2 how these factors can affect the writing writing classroom. As both experience processes and texts of L2 learners, this and research show, there is a great paper reviews empirical findings con- variability in the writing processes that cerning three learner factors: L2 learners employ and the characteristics of the texts they produce. This • learner language background, paper reviews research that attempts • beliefs and attitudes, to explain this variability with refer- • past learning and writing ex- ence to two major factors - learner periences. traits and task characteristics. The primary goal of this paper is to draw The goal of this review is to teachers’ attention to the importance of direct teachers’ attention to the impor- these two factors in L2 writing perform- tant role that learners’ characteristics ance and development and to urge play in shaping their L2 writing per- instructors to take them into considera- formance and development in the L2 tion when planning lessons, selecting writing classroom. or developing teaching and assess- (Continued on page 37) Contact volume 33, issue 3 Page 37

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(Continued from page 36) There is now ample empirical evidence that texts written by L2 learners from different L1 backgrounds dif- Several studies, comparing fer on some or all of these aspects learners from different first-language (Grabe and Kaplan 1996). It is impor- (L1) backgrounds and English native- tant, however, that teachers interpret speakers (NSE), have found that the these findings with caution and avoid writer’s L1 affects the linguistic and overgeneralizations and stereotyping rhetorical features of his/her L2 text. (Casanave 2004). In addition, it is im- Reid (1990), for example, comparing portant to remember that individuals the English writing of Arab, Chinese, from different discourse communities English, and Spanish students of Eng- within the same language tend to em- lish, found that the essays of the four ploy the features listed above in quali- language groups varied in terms of tatively and quantitatively different their fluency and syntactic and lexical ways. features. Similarly, Frase et al. (1999) The goals and beliefs that L2 found significant stylistic differences in learners bring to the classroom have the writing of learners from different L1 also been found to affect their learning backgrounds in terms of directness, and engagement in the L2 writing expressiveness, and academic stance. classroom. Learners may bring a vari- Scarcella (1984) reported significant ety of goals for and beliefs about lan- differences in the way writers from dif- guage learning, the nature and impor- “...learners who feel ferent L1 backgrounds orient their tance of writing, the second language, competent about writing readers and attempt to engage their differences between writing in L1 and are more motivated to attention in the introductions to their L2 L2, instruction, roles in the classroom, write, set higher writing expository essays. Finally, Silva as well as their own writing compe- goals for themselves, (1992b, in Grabe and Kaplan 1996, tence. Individuals with different goals expend more effort, and 239) lists six main differences between and beliefs seem to learn and perform persist longer...” texts written by ESL and NSE students: differently. Cumming (2006), for example, demonstrates how learners’ goals 1. organizational preferences, for learning L2 writing affect their 2. approaches to argument struc- views about L2 writing, their writing turing, performance, and self-evaluation of 3. approaches to incorporating their L2 texts. material from text into writing Similarly, several studies have (e.g., paraphrasing, quoting), shown that learners who feel compe- 4. perspectives on reader orienta- tent about writing are more motivated tion, attention-getting devices, to write, set higher writing goals for and estimates of reader knowl- themselves, expend more effort, and edge, persist longer when facing difficult 5. use of cohesion markers, and writing tasks, while students who do 6. use of overt linguistic features not feel as confident tend to avoid diffi- such as subordination and con- cult tasks, which they perceive as per- junction. sonal threats, and to have low aspirations and weak commitment to the (Continued on page 38) Page 38 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 37) in their L2 writing performance. Cum- ming (1989), for example, found that goals they choose to pursue (Dornyei, both L2 proficiency and L1 writing ex- 2001; Zimmerman and Bandura, 1994). pertise impact on L2 learners’ writing In a case study of two L2 learners, Selfe processes and texts. Cumming’s find- (1986) found that the less confident ings suggest that as L2 learners be- writer employed a very limited range come more proficient in the L2, the of writing and reading strategies and quality of their L2 writing tends to im- employed them less productively in prove and that learners with more L1 his writing than did the more confident writing expertise tend to write better writer. Similarly, Victori (1999), in a L2 texts than those with little writing study comparing the writing beliefs experience. Similarly, Roca De Larios, and knowledge of skilled and unskilled Murphy, and Marin (2002) summarize L2 writers, found that the skilled writ- research suggesting that unskilled L2 ers had a much broader view of their writers’ past learning experiences and own writing problems, the nature and received feedback may explain their requirements of the writing task, and narrow concern with surface consid- their own approach to writing. These erations when revising their texts, and views seemed to be advantageous to that the limited opportunities for writ- their organization of ideas. The less ing these writers have often had might effective writers, in contrast, appeared affect their L2 writing beliefs and per- to hold naïve beliefs that seemed to formance. More proficient writers, by “Learners goals and inhibit their performance. For instance, contrast, often have extensive experi- beliefs are shaped to a one of the skilled writers was con- ences as readers and writers in both L1 large extent by their vinced of the usefulness of outlines, so and L2. Porte (1996, 1997), examining personal, educational, she preferred to sketch her ideas in an the possible reasons for the poor revi- and cultural outline to guide her writing. One of the sion behaviors (e.g. focus on surface background.” less-skilled writers, in contrast, be- errors) of less-skilled L2 writers, found lieved that she should rely on inspira- that the revision strategies these writ- tion to define her topic, so she did not ers use may be initiated by their past use an outline, but rather followed her and present learning experiences and stream of consciousness in creating perceived teacher preferences in her essay. teaching methodology, feedback, and Learners’ goals and beliefs are assessment. Thus, the various teaching shaped to a large extent by their per- and assessment approaches that learn- sonal, educational, and cultural back- ers experience are likely to result in ground as well as previous learning more variability in terms of L2 writing and assessment experiences; for ex- processes and outcomes. ample, teaching methods, teaching Other learner factors, such as and testing materials, type of feedback gender, personality and age also affect (Horwitz 1999; Porte 1997; Roca De what and how L2 learners write. Car- Larios, Murphy, and Marin 2002; Silva rell (1995), for instance, in a study in- 1992a; Victori 1999). vestigating the effects of writer person- Learners’ previous learning ality types (introvert vs. extrovert) on and writing experiences have also essay holistic scores, found that intro- been found to contribute to variability (Continued on page 39) Contact volume 33, issue 3 Page 39

Sources of Variability in Second Language Writing

(Continued from page 38) the level of attention L2 learners paid to different aspects of writing (e.g. lan- verted students tended to write longer guage, gist, discourse) and the range narrative essays than the extroverts and type of problem-solving behaviors and that they obtained higher scores. they used while composing in the L2. As for age effects, Torras and Celaya The more cognitively demanding tasks (2001), in a study that examined the (an argumentative essay and a sum- effects on L2 writing achievement of mary of a popular science booklet) the age at which learners initiated their elicited greater attention to the differ- contact with the L2 (ages 8 and 11), ent aspects of writing and significantly found that the two groups differed in more heuristic search strategies than their rate and level of attainment. did the less demanding task (an infor- Analyses of students’ texts indicated mal descriptive letter). that both groups presented lower de- Task requirements have also velopment in complexity and accuracy been shown to affect the degree of L1 than in fluency, but that there were dif- switching and use in L2 writing as well ferences in their rate and attainment, as the degree of writer emotional in- possibly due to the effect of age. Older volvement. Krapels (1990), for in- learners were faster learners and pro- stance, argues that writing tasks that gressed further. are related to culture-bound topics elicit more L1 use when writing in the L2 than other tasks do. Woodall (2002) Variation Across L2 Writing Tasks showed that L1 switching is a function of task difficulty as well as writers’ L2 “Older learners were Writing tasks vary at several proficiency and the similarity between faster learners and levels: wording, genre (e.g., letter, L1 and L2. Clachar (1999) found that progressed further.” essay), rhetorical context (e.g., audi- emotional topics motivated L2 students ence, purpose), stimulus material (e.g., to focus on the lower, lexicomorpho- listening, reading, graphs), and dis- syntactic level of discourse processing course mode (e.g., argument, narra- in order to represent their intended tion). There is evidence that variability meaning accurately and faithfully, in the linguistic and rhetorical specifi- while non-emotional topics led stu- cations of the writing task affects the dents to focus on the elaboration of writing processes and texts of L2 learn- higher order goals and to allocate ers (Brossell 1986; Weigle 2002). For more attention to audience and text example, in comparing the writing structure. As a result, the essays on the processes of L2 students when writing emotional topics in her study had fewer in both a narrative and an argumenta- syntactic, morphological, and lexical tive task, Raimes (1987) found that the errors than did the non-emotional top- narrative task led to more planning, ics. rehearsing, revising, and editing. The Several studies have examined argumentative task, in contrast, elic- the effects of task factors, such as dis- ited more rescanning and rereading of course mode, content, rhetorical speci- the assignment. Cumming (1989) also fication, and genre on the characteris- reported a significant effect of task tics of L2 learners’ texts. The findings mode and rhetorical requirements on (Continued on page 40) Page 40 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 39) sessed the effects of the age of the intended addressee on L2 texts, Porter of these studies are mixed, but they and O'Sullivan (1999) asked Japanese generally suggest that task require- university students to write letters to ments affect the linguistic and rhetori- readers older, younger, and the same cal characteristics of L2 learners’ texts. age as themselves. Analysis of the re- To illustrate how task charac- sulting letters revealed systematic teristics can affect learners’ L2 texts, I variability in their orthography, con- will highlight empirical findings content, and linguistic features. The letters cerning the effects of five major task written to older readers were longer factors: discourse mode, audience, and received significantly higher wording, content, and input material. scores. There was a clear trend to- In terms of discourse mode, Reid wards a systematic simplification of the (1990) found that a task that asked L2 text (in terms of content, vocabulary, students to describe and interpret a and language use), depending on the graph/chart elicited language features perceived age of the intended reader. that are characteristic of highly ab- Also, there was a tendency to personal- stract, formal academic prose (e.g., ize parts of the body of the text written longer words, more pronouns), while a to a similar-aged reader. As Grabe and task that asked them to compare/ Kaplan (1996) have argued, audience contrast and take a position elicited parameters (e.g., the extent to which more informal and concrete discourse readers are known or unknown, and (e.g., more content words). Park the status of the reader in relation to “...text quality is (1988), comparing the same tasks, the writer) play an important role in determined by the found that the comparison/contrast textual variation. grammar and task resulted in longer elaborations Task wording, content, and vocabulary of the task than the graph task. Park attributed input material have also been found to itself...” these findings, however, to the fact that affect L2 learners’ texts. Hinkel (2002), the first task provided general informa- comparing essays by NSE and L2 stu- tion while the graph task provided dents on six tasks that differed in terms more specific information. Way et al. of wording and content (parents, (2000) found significant differences in grades, wealth, manners, opinions, and L2 texts written in response to narra- major college subject), found that L2 tive, expository, and descriptive tasks text quality is determined by the gram- in terms of length, fluency, accuracy, mar and vocabulary of the task itself, syntactic complexity, and overall qual- as students tended to insert the lexis ity. The descriptive task resulted in and grammatical constructions of the significantly higher holistic scores and task into their own texts, and that more longer, syntactically more accurate personal topics resulted in more per- essays. The expository essays, in con- sonal style, while topics that were trast, showed high syntactic complex- more distant from the students’ per- ity but extremely low grammatical ac- sonal experiences led to L2 essays curacy. closer to NSE uses of language fea- Another task dimension that tures. Contrary to common belief, has been found to affect students’ L2 Hinkel concludes that “the greater a texts is audience. In a study that as- (Continued on page 41) Contact volume 33, issue 3 Page 41

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(Continued from page 40) ing is done individually or in a group, and so on. For example, Chastain writer’s familiarity and experience with (1990) reported that students tended to a topic is and the easier it is to write write more and to produce longer and about, the simpler the text can more complex sentences when their be” (241). papers were to be graded than when Tedick (1990) also investigated no grades were expected. The effect of the extent to which L2 students’ writing anticipating a grade was not significant performance is affected by their on essay content and organization and knowledge of the subject matter of the the number and type of errors, how- topic. Students from different levels of ever. Kroll (1990), comparing papers L2 proficiency responded to two top- produced by the same students in class ics, one general and one specific to under time pressure and at home over their field of study. The results showed a 10-14 day period, found that the that, in general, students performed home papers were better organized better when they were expected to use although, overall, there were no sig- their prior knowledge. The field- nificant differences between the two specific topic resulted in higher holis- sets of papers in terms of scores and tic scores, longer essays for the begin- text features (e.g., type, range, and ning and intermediate students, and frequency of grammatical errors). more syntactic complexity for the ad- Finally, several recent studies vanced students. As for task input ma- have shown that the use of the com- “The effects of the use of terials, Cumming et al. (2005) found puter as a writing tool can affect the the computer on L2 significant differences in terms of lexi- writing performance of L2 writers. For writing processes and cal and syntactic complexity, argument instance, in a study that compared the texts may depend structure, orientation to evidence, and composing processes and written on...writer L2 use of source texts when comparing products of six Korean students of Eng- proficiency, writing essays produced by L2 students in re- lish across composition modes expertise, time sponse to integrated (i.e., reading- and (handwritten and word processed), constraints, and so on.” listening-based) and independent writ- Lee (2002) found that the students pro- ing tasks. Campbell (1990) found that duced longer essays and engaged in the paraphrases, near copies, quota- different processes when using the tions, and exact copies of L2 students in computer than when handwriting their a reading-based writing task produced essays although there was no signifi- momentary elaborative discourse cant difference in essay scores across within the context of their otherwise modes. In particular, the students spent simpler language. less time on pre-writing on the com- Learners’ L2 writing perform- puter, but needed more time to think ance is also likely to vary depending during text production. In addition, on why (e.g., test, classroom activity), planning and text production on the where and when the writing is done computer were more interwoven than (e.g., classroom, home), time con- they were on paper. Li (2006) also re- straints, medium of writing (pen-and- ported that the 21 adult Chinese ad- paper vs. computer), whether the vanced students of English in her study writer has access to resources (e.g., paid more attention to higher order dictionaries, references), whether writ- (Continued on page 42) Page 42 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 41) ous contextual and learner factors such as students’ level of motivation, current thinking activities while evaluating L2 proficiency, cognitive style, learn- their written texts, revised significantly ing experiences, and attitudes to more at most levels, and obtained teacher and class, as well as the clarity higher scores in argumentation when of the feedback itself (cf. Hyland 1998; they word processed their essays. The Hyland and Hyland 2001). effects of the use of the computer on L2 Second, it is essential, as Ferris writing processes and texts may de- and Hedgcock (1998) have argued, pend on other writer and task factors, that teachers take the different back- such as writer L2 proficiency, writing grounds, experiences, and expecta- expertise, time constraints, and so on. tions that students bring to the L2 writing classroom into account when planning L2 writing courses, selecting or Implications developing teaching materials and approaches, designing reading and writ- The primary goal of this paper is to ing assignments, constructing assess- draw teachers’ attention to how indi- ment instruments, evaluating students’ vidual differences and task variation L2 writing performance and develop- affect learners’ engagement, perform- ment, and providing feedback to L2 ance and development in the L2 writ- writers. Being aware of and sensitive to ing classroom. In this regard, teachers learners’ diverse experiences, back- should be aware that variability across grounds and needs is more likely to “Teachers need to keep learners affects not only their L2 writ- enhance students’ motivation, engage- in mind the purpose(s) ing processes and texts, but also how ment, performance, and development for which the task will be they read, interpret and respond to in the L2 writing classroom (Dornyei used...” writing tasks and teacher feedback. 2001; Hyland 2002). Students from different backgrounds Third, great care should be have been found to have different rep- exercised when designing or selecting resentations, goals, and reactions to tasks to elicit writing performance for the same writing task (Bloor and Bloor teaching or assessment purposes. 1991; Brossell 1986; Connor and Teachers need to keep in mind the Kramer 1995). For instance, Connor purpose(s) for which the task will be and Kramer (1995) found that the task used and to make sure that the charac- representation of L2 students in a read- teristics of the task (e.g., wording, ad- ing-to-write task differed from that of dressee, discourse mode, content) will NSE students and that students’ prior teach or elicit the desired writing as- knowledge, personal experiences, pect or competency (see Reid and cultural and educational background, Kroll 1995 and Ruth and Murphy 1988 and L2 proficiency might affect the way for guidelines on how to design writing they interpret tasks, what and how tasks for learning and assessment pur- much to write, and what constitutes a poses). successful completion of a task. As for Finally, teachers should sup- feedback, Myles (2002) cautions that port their diverse students by (a) care- the effectiveness of teacher response fully structuring and contextualizing to student writing may depend on vari- (Continued on page 43) Contact volume 33, issue 3 Page 43

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(Continued from page 42) References

Bloor, M., and T. Bloor. 1991. Cultural ex- the writing tasks and activities they use pectations and socio-pragmatic failure (e.g., provide clear and specific audi- in academic writing. In Sociocultural ence and purpose); (b) making the issues in English for academic pur- goals of these tasks explicit (e.g., poses: BALEAP 1989 Conference Pa- through discussion); (c) being specific pers. ed. P. Adams, B. Heaton, and P. Howarth, 1-12. London: Modern Eng- and explicit about the writing aspects lish Publications in association with and competencies they are teaching or The British Council. assessing; (d) presenting teaching and Brossell, G. 1986. Current research and assessment materials clearly; (e) offer- unanswered questions in writing as- ing opportunities for multiple drafts, sessment. In Writing assessment: Issues peer responses, revisions, and explicit, and strategies. ed K. L., Greenberg, H. focused feedback; (f) teaching students S. Weiner and R. S. Donovan, 168-182. how to interpret and respond to writing NY: Longman. tasks and feedback; and (g) explaining Campbell, C. 1990. Writing with others’ the expectations for the writing tasks words: Using background reading text they assign. Teachers need also to be in academic compositions. In Second language writing: Research insights for aware of the contextual factors that can the classroom. ed. B. Kroll, 211-230. influence the writing performance and Cambridge: Cambridge University development of students, such as time Press. constraints, writing mode, and access Carrell, P. L. 1995. The effect of writers’ to resources. Such practices can only personalities and raters’ personalities enhance students’ engagement, learn- on the holistic evaluation of writing. ing, and development in the L2 writing Assessing Writing, 2, 153-l 90. References classroom. ◊ Casanave, C. P. 2004. Controversies in second language writing: Dilemmas and decisions in research and instruction. Acknowledgment: The author wishes to Ann Arbor, MI: The University of Michigan Press. thank Alister Cumming and Ibtissem Knouzi for their comments and sugges- Chastain, K. 1990. Characteristics of tions on an earlier version of this manu- graded and ungraded compositions. The Modern Language Journal, 74, 10- script. 14. Clachar, A. 1999. It's not just cognition: The Khaled Barkaoui is a effect of emotion on multiple-level Ph.D. candidate in discourse processing in second- Second Language Edu- language writing. Language Sciences, cation at the Univer- 21, 31-60. sity of Toronto. He has Connor, U. M., and M. G. Kramer. 1995. taught EFL reading Writing from sources: Case studies of and writing to univer- graduate students in business manage- sity students in Tuni- ment. In Academic writing in a second sia for three years. language: Essays on research and His research interests pedagogy. ed. D. Belcher and G. include second lan- Braine, 155-82. Norwood, NJ: Ablex. guage writing, second language assess- (Continued on page 44) ment and English for Academic Purposes. Page 44 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 43) Krapels, A. H. 1990. An overview of second language writing process research. In Cumming, A. 1989. Writing expertise and Second language writing: Research language proficiency. Language insights for the classroom. ed. B. Kroll, Learning, 39, 81-141. 37-56. Cambridge: Cambridge Uni- Cumming, A., ed. 2006. Goals for academic versity Press. writing: ESL students and their instruc- Kroll, B. 1990. What does time buy? ESL tors. Amsterdam: John Benjamins. student performance on home versus Cumming, A., R. Kantor, K. Baba, U. Er- class compositions. In Second lan- dosy, K. Eouanzoui, and M. James. guage writing: Research insights for the 2005. Differences in written discourse classroom. ed. B. Kroll, 140-54. Cam- in independent and integrated proto- bridge, UK: Cambridge University type tasks for next generation TOEFL. Press. Assessing Writing 10, 5-43. Lee, Y. 2002. A comparison of composing Dornyei, Z. 2001. Teaching and researching processes and written products in motivation. NY: Longman. timed-essay tests across paper-and- pencil and computer modes. Assessing Ferris, D., and J. S. Hedgcock. 1998. Teach- Writing, 8, 135–157. ing ESL composition: Purpose, process, and practice. Mahwah, NJ: Lawrence Li, J. 2006. The mediation of technology in Erlbaum. ESL writing and its implications for writing assessment. Assessing Writing Frase, L. T., J. Faletti, A. Ginther, and L. 11, 5-21. Grant. 1999. Computer analysis of the TOEFL test of written English (TOEFL Myles, J. 2002. Second language writing Research Report N 64). Princeton, NJ: and research: The writing process and Educational Testing Service. error analysis in student texts. TESL-EJ, 6 (2, September). http://www- Grabe, W., and R. B. Kaplan. 1996. Theory writing.berkeley.edu/TESL-EJ/ej22/ References and practice of writing: An applied lin- a1.html (accessed March 13, 2005). guistics perspective. NY: Longman. Park, Y. M. 1988. Academic and ethnic Hinkel, E. 2002. Second language writers’ background as factors affecting writ- text: Linguistic and rhetorical features. ing performance. In Writing across Mahwah, NJ: Lawrence Erlbaum. languages and cultures. ed. A. C. Horwitz, E. K. 1999. Cultural and situational Purves, 261-72. Beverly Hills, CA: influences on foreign language learn- Sage. ers’ beliefs about language learning: Porte, G. 1996. When writing fails: How A review of BALLI studies. System, 27 academic context and past learning (4), 557-576. experiences shape revision. System, Hyland, F. 1998. The impact of teacher 24, 107-116. written feedback on individual writers. Porte, G. 1997. The etiology of poor second Journal of Second Language Writing, 7, language writing: The influence of 255-286. perceived teacher preferences on Hyland, F. and K. Hyland. 2001. Sugaring second language revision strategies. the pill: Praise and criticism in written Journal of Second Language Writing, 6, feedback. Journal of Second Language 61-78. Writing, 10, 185-212. Porter, D., and B. O'Sullivan. 1999. The ef- Hyland, K. 2002. Teaching and researching fect of audience age on measured writ- writing. Toronto: Longman. ten performance. System, 27, 65-77.

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(Continued from page 44) Tedick, D. J. 1990. ESL writing assessment: Subject-matter knowledge and its im- Raimes, A. 1987. Language proficiency, pact on performance. English for Spe- writing ability, and composing strate- cific Purposes, 9, 123-143. gies: A study of ESL student writers. Language Learning, 37, 439-69. Torras, M. R., and M. L. Celaya. 2001. Age- related differences in the development Reid, J. 1990. Responding to different topic of written production: An empirical types: A quantitative analysis from a study of EFL school learners. Interna- contrastive rhetoric perspective. In tional Journal of English Studies, 1, 103- Second language writing: Research 126. insights for the classroom. ed. B. Kroll, 191-210. Cambridge, UK: Cambridge Victori, M. 1999. An analysis of writing University Press. knowledge in EFL composing: A case Reid, J., and B. Kroll. 1995. Designing and study of two effective and two less ef- assessing effective classroom writing fective writers. System, 27, 537-555. assignments for NES and ESL students. Way, D., E. Joiner, and M. Seaman. 2000. Journal of Second Language Writing, 4, Writing in the secondary foreign lan- 17-41. guage classroom: The effects of Roca De Larios, J., L. Murphy, and J. Marin. prompts and tasks on novice learners 2002. A critical examination of L2 writ- of French. Modern Language Journal, ing process research. In New direc- 84, 171-184. tions for research in L2 writing. ed. S. Weigle, S. C. 2002. Assessing writing. Cam- Ransdell, and M. L. Barbier, 11-47. bridge, UK: Cambridge University Dordrecht Netherlands: Kluwer Aca- Press. demic Publishers. Woodall, B. 2002. Language-switching: Ruth, L., and S. Murphy. 1988. Designing Using the first language while writing writing tasks for the assessment of writ- in a second language. Journal of Sec- ing. Norwood, NJ: Ablex. ond Language Writing, 11, 7-28. Scarcella, R. C. 1984. How writers orient Zimmerman, B. J., and A. Bandura. 1994. References their readers in expository essays: A Impact of self-regulatory influences on comparative study of native and non- writing course attainment. American native English writers. TESOL Quar- terly, 18, 671-88. Educational Research Journal, 31, 845- 862 Selfe, C. L. 1986. Reading as a writing strategy: Two case studies. In Conver- gences: Transactions in reading and writing. ed. B. T. Petersen, 46-63. Ur- bana, IL: National Council of Teachers of English. Silva, T. 1992a. L1 vs L2 writing: ESL graduate students' perceptions. TESL Canada Journal, 10(1), 27-46. Silva, T. 1992b. Research agendas for ESL writing: Differences in ESL and NES writing. Paper presented at the 27th international convention of Teachers of English to Speakers of Other Lan- guages, Vancouver, Canada.

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Teaching Religion in the Schools: Models to Inform the Canadian Context By Robert Courchêne University of Ottawa

he events of Sept. 11, 2001 diversification and cultural pluralism focused the attention of the of many countries have helped to de- T world on how religion and cul- stabilize once homogeneous societies ture can lead individuals to commit (e.g., France, Germany, U.S.). Such acts of violence that people find ab- phenomena have led people to chal- horrent. This act should not be seen as lenge laws, traditions, values and be- an isolated incident but rather as the liefs in the name of religion and cul- expression of a hegemonic frustration ture (See Appendix 1 for a list devel- that has been fomenting for a long pe- oped by Thomas (2006))1 riod of time. The dimming of Islamic One arena in which these chal- influence and lenges have ap- Muslim culture peared is in public (in much of the Few things have done more harm education.2 We are world) with the than the belief on the part of indi- all familiar with par- arrival of Western viduals and groups (or tribes or ents who object to European ideas, states or nations or churches) that their children hav- the inability of he or she or they are in sole posses- ing to attend classes successive lead- sion of the truth… It is a terrible on sex education ers in Muslim and dangerous arrogance to believe because what is states to renew that you are right, have a magical presented in class “In history class, their societies eye which sees the truth, and that contradicts their objections are raised from within, and others cannot be right if they dis- religious beliefs. when the subject of the absence in agree. The same argu- genocide is discussed, many Muslim ments are used for countries of a Jonathan Sacks (2002, p.345) with certain groups withdrawing stu- voice for the peo- claiming that such dents from class for ple have contrib- events never took Valentine’s Day or uted to the birth of radical movements place.” Hallowe’en celebrations. In history as a response to the domination and class, objections are raised when the politics of the Western world. In addi- subject of genocide is discussed, with tion, the rise of fundamentalist move- certain groups claiming that such ments with religious overtones around events never took place. In science, the world, the displacement of tradi- pressure is being put on school boards tional Christian churches by evangeli- and governments to teach creationism cal ones, the blurring of the separation and intelligent design alongside evo- of church and state in countries such as lution as possible explanations for the the U.S. (Shalet, 2006), the affirmation of individual rights, and changing im- (Continued on page 47) migration patterns leading to a rapid

1. Thomas’s book arrived at our library at the time I was completing this article. He discusses in detail religious controversies in fourteen different countries around the world, providing context, origins of the conflicts, conflicting positions and possible solutions. An excellent, highly readable overview of these issues. 2. Recent research on religion in prisons in Great Britain and France (Beckford, Joly and Khosrokhavar. 2005; Beckford, 1999; Beckford and Gilliat, 1998) has shown that similar issues exist in prisons in these countries regarding access to religious services and the role they should play. Contact volume 33, issue 3 Page 47

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(Continued from page 46) always a practice, of a strict separation of church and state called,laïcité origin of the human species. While (secularity). According to this princi- some of these phenomena are cer- ple, state-school systems should be tainly more significant than others, “religion neutral”. Adherents of this they are all symptomatic of our rapidly principle assert that there should be changing world. The pace and impact no religious symbols or manifestation of these changes is strengthened by of religions in state-supported schools. the new technologies (Friedman, 2006) As a consequence, teachers are not that provide instant access to events allowed use their religious beliefs to around the world and enable even the influence what and how they teach, weakest of people to have a “voice” if and students cannot wear any form of they have access to this technology. religious symbol that might impact on For some, religion and culture have the religious freedom of other students become the new tools used to achieve in the school. their objectives, even if in so doing The Loi de Séparation des they trample the rights of others (see Églises et de l’État passed in 1905 has the Supreme Court of Canada’s deci- remained in effect except for the pe- sion in the Malcolm Ross case, Su- riod during World War II (1940-1944) preme Court Reports, 1996). when France was under the régime led In the fields of multicultural by Marshal Pétain. The main points of and antiracism education, religion has that law were as follows: not received the same focussed attention as other factors (e.g., race, gender, class, ethnicity) but develop- 1. No religion can be supported ments, such as those mentioned above by the state, either by financial “...religion has not are forcing all stakeholders to examine aid or political support. received the same focussed attention as what role, if any, religion should play 2. Everyone has the right to fol- within schools and classrooms. In what low a religion, but no one has other factors...” follows, I will first review some differ- an obligation to do so. ent models for dealing with religion in the schools in a sampling of western 3. Religious education at school is countries with large immigrant popu- strictly forbidden. lations. I will specifically consider the 4. No new religious symbols are model of laïcité, as implemented in to be placed in public places, France, the model of explicitly faith- including cemeteries. based schools, as well as a number of (www.bbc.co.uk/dna/h2g2/ paradigms which fall under the gen- A2903663) eral rubric of “accommodation models.” I will then consider how such models can be used to formulate a co- In the post-war years, the arri- herent approach to teaching religion val in France of a large number of im- in the schools. migrants who were followers of Islam put pressure on the French govern-

ment to modify its position on the pres- Laïcité ence of religious symbols in the schools. In 1992, the Conseil d’état judged that the law forbidding the Since the French Revolution, France has had as a policy, though not (Continued on page 48) Page 48 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 47) 5. the creation of a set of guidelines (Chartre de laïcité) de- wearing of religious symbols in state fining the rights and respon- schools was illegal. As a result of a sibilities of all citizens; it is to subsequent judgment, students were have the status of a set of allowed to wear “discreet but not os- guidelines as opposed to a tentatious” religious symbols such as law; the veil, the Star of David, or the cruci- 6. the creation of an agency that fix. This decision, however, did not would have as its aim the end the debate. Race-related tensions elimination of the social and have been periodically aggravated by physical ghettoization of cer- other developments in French society, tain groups; most notably the rise of anti-Semitism, increased levels of discrimination, and 7. the guarantee of state- the discriminatory treatment of young supported schools for all citi- immigrant women. zens of the country; To deal with these problems, 8. the creation of support or- Jacques Chirac, then President of ganizations that foster the France, set up La commission Stasi in mixing of different groups as 2003 to conduct an in-depth study of opposed to those that set up the stakeholders in schools, prisons, activities that focus on their hospitals, schools and businesses re- community alone. (Stasi, 2003) “The principal objective garding the principle of laïcité. The Commission’s final report included in reaffirming the four key recommendations with direct principle of laïcité, implications for the school system The principal objective in reaf- especially within the (numbers 1 to 4 below) and four others firming the principle of laïcité, espe- school system, was to with broader social implications cially within the school system, was to ensure neutrality as (numbers 5 to 8): ensure neutrality as concerns the treat- concerns the treatment ment of all faiths. One of the ways they hoped to achieve this objective was of all faiths...” 1. the prohibition of ostenta- through the banning of all tious forms of religious sym- “ostentatious” or “conspicuous” symbols in lycées (public secon- bols of religious adherence within the dary schools) and colleges; lycées and colleges. In their conclud- ing remarks, La commission Stasi 2. the development of new in- states: terdisciplinary/interfaith approaches to the teaching of religious ideas as they relate It is a question of reconciling to the teaching of French and national unity with respect for history; diversity. As the principle of 3. respect for the dietary re- laïcité creates the possibility of strictions dictated by reli- a common existence (une vie gious beliefs in schools, pris- ensemble), it takes on a new ons, hospitals, etc.; reality. Living together in harmony has become a national 4. recognition of the most im- priority. (Stasi, 2003, 66)3 portant religious holidays of other major religions; (Continued on page 49) Contact volume 33, issue 3 Page 49

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(Continued from page 48) sors adhere strictly to the beliefs and practices espoused by the school and The principle of laïcité has not those that one hardly recognizes as met with the approval of all citizens in being faith-based at all. While the net- France. Many Christian, Jewish and work of faith-based colleges is not as Muslim leaders see the ban on the extensive in Canada as in the U.S., we wearing of religious symbols as being do have a long tradition of private cosmetic - attacking the superficial to schools having a religious focus. Cur- avoid having to deal with the substan- rently, or in the past, Canada has had tial. Muslim leaders see it as an indi- Islamic, Jewish, Catholic, Protestant, rect attack against their presence in Sikh, Christian, Pentecostal, Seventh France, reflecting the negative atti- Day Adventist, Salvation Army, Men- tudes that many French harbour nonite, and Hutterite schools, to name against them. There is also opposition a few. While some of these schools to the policy of laïcité, arguing that it have had constitutional guarantees for promotes secularism, an ideology that funding, others have always been pri- denies any role to religion in society, vately funded. including the school system. In Ontario and throughout In our context, the question Canada the private school system, arises: Is laïcité a possible option for both religious and secular, has grown the Ontario school system? Would rapidly in the last two decades. There adopting such a policy level the play- are a number of reasons for this ing field in terms of accommodating growth, the principal one being par- “While the network of different faiths? Would designated ar- ents’ insistence that it is their right un- faith-based colleges is eas for prayer have to be removed der Canada’s Charter of Rights and from the schools? Would any mention Freedoms to be able to decide the not as extensive in of God or religion at school ceremo- type of religious education that their Canada as in the U.S., nies be banned? Would the adoption children should receive. Sweet (1996) we do have a long of such a policy promote more harmo- lists other reasons given by propo- tradition of private nious communities within our schools? nents of faith- based schools that ex- schools having a These are only of a few of the ques- plain their rapid growth: religious focus.” tions that would have to be addressed in the Ontario/Canadian context. • Secular schools are not them-

selves value-neutral, be- Faith-based Schools cause secularism is based on a set of values.

The term “faith-based school” • Public schools do not allow is somewhat elusive, difficult to cir- for the presentation of a wide cumscribe in a precise way. As Naomi variety of religious beliefs. Schaffer-Riley (2005) pointed out in • Teachers of religious educa- her book God on the Quad, it is very tion are not deeply informed difficult to speak in general terms in the content of the different about faith-based schools, as they in- faiths; moreover, their pres- clude within their purview both those that require that students and profes- (Continued on page 50)

3. My translation of the French text. Page 50 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 49) In her study, Schaefer (2005) found that employers were often anx- entations are knowledge- ious to hire graduates of faith-based based as opposed to experi- colleges because they had a better enced-based – the latter rep- sense of who they were and a more resenting the lived faith that acute sense of what was right and equips students to cope with wrong. As well, she noted that such the wide variety of beliefs students did not have a problem inte- they will encounter in the grating into the larger society and fre- society at large; quently made a decision to work in secular contexts. • Faith-based schools enable religious communities to Manjit Singh, a community ac- preserve, strengthen and tivist and advocate for the public transmit their faith; (e.g., school system, offers a less positive readers may wish to view the opinion of religious schools: film Bonjour Shalom as an example) I understand why a private • Offering educational choice school is so appealing… A big is a way of respecting human plus is the absence of cultural and cultural dignity; and racial tensions, which is • Children should not be ex- the norm in public school. This posed to controversial ideas is an obvious bonus for the and beliefs (sex education, parents because children evolution, reproductive tech- won’t bring cultural and racial “I understand why a nologies) before they have a problems into the home, for which the parents will then private school is so solid grasp of the tenets of have to find solutions…But this appealing...” their faith on these matters, as this may lead them to is only a temporary advan- question the very basis of tage…In the long run, as new their faith. (Sweet, 1996) Canadians, children have to get into the mainstream for economic survival. In her study, The Fourth ‘R’: (Sweet: 15) Religion in the Classroom, Sweet

quotes students of religious schools: Amartya Sen, the Nobel Prize laureate, in his book Identity and Vio- I know that my teacher wants lence (2006) argues strongly against what’s best for me. (Grade 5 the financing of faith-based schools in Sikh girl) Great Britain, as he feels they offer a narrow view of the world and restrict I can talk to my teacher about the freedom of students to think for my problems and she listens themselves about critical issues, in- and prays with me (Grade 6 cluding their personal identity. He be- girl in a Christian school). lieves that schooling students based (Sweet: 20) on their faith promotes what he calls “plural monoculturalism” and a fed- eration of groups, rather than a multi- (Continued on page 51) Contact volume 33, issue 3 Page 51

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(Continued from page 50) to the fact that the groups that receive funding must follow the curriculum, culturalism based on freedom of hire qualified teachers and teach choice and equal participation of all about a number of contentious topics people in the common cultural iden- such as AIDS, sex education, and evo- tity. He promotes an education for citi- lution. This, however, does not prevent zenship as opposed to an education for them from also offering their own take cultural survival (but he is certainly not on beliefs about such topics. Under the against fostering and maintaining indi- Dutch system, the different religious vidual cultures). Sen believes that schools are often grouped together in commitment to the common culture the same building to enable students and values should take precedence from the different religious communi- over commitment to one’s own culture. ties to have contact with one another. He argues that rather than reducing While the experiment remains contro- existing state-financed faith-based versial, it has worked well and is often schools, but actually adding others (for cited as a model for Canada (Sweet, example, Muslim schools, Hindu and 1996). Sikh schools) to pre-existing Christian In Belgium, another approach ones, can have the unfortunate effect of has been adopted, as outlined in a re- reducing the role of intellectual rea- port published in 2003. The Belgian soning which children need the oppor- government officially recognized cer- tunity to cultivate and use. And this is tain religions as having a special happening at a time when there is a status. This recognition allowed these great need for broadening the horizon religions to provide teachers to the of understanding of other people and public schools, at taxpayers’ expense, other groups, and when the ability to so that schools could include religious undertake reasoned decision-making “The limitations instruction in the curriculum. In addi- is of particular importance. The limita- imposed on children are tion, the Belgian government agreed especially acute...” tions imposed on children are espe- to pay the salaries and benefits to min- cially acute when the new religious isters and to subsidize the construction schools give children little opportunity costs of houses of worship for these to cultivate reasoned choice in deter- recognized religions. (see Interna- mining the priorities of their lives. Also tional Religious Freedom Report 2003, they fail to alert students to the need to www.state.gov/g/drl/rls/ decide for themselves how the various irf/2003/24346.htm) components of their identities (related to nationality, language, literature, re- Would such a system work in ligion, ethnicity, cultural history, scien- Canada? Could the provinces afford to tific interests, etc.) should receive at- fund such a system? Does educating tention. (Sen: 117-18). people in faith-based schools promote integration? Will it foster the creation Within Canada, the provinces of unity out of diversity and promote of Alberta, Saskatchewan, Manitoba, harmony among all groups in society Quebec, Newfoundland and British in a more effective way than the public Columbia provide some form of fund- school system (assuming it is doing ing for independent schools whether this)? Little research has been con- within or outside of the public system. ducted on the effectiveness of faith- In Holland, publicly-funded faith- based schools in transmitting their sys- based schools have existed within the tem of values to their students and, as public system since 1917. They are considered to be a success due mainly (Continued on page 52) Page 52 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 51) The first is that people belonging to different faiths and sec- a result, shaping their behaviour. In tions of society are equal be- her book, Schaefer-Riley reports, as fore the law, the Constitution previously noted, that American com- and government policy. The panies were eager to hire graduates of second requirement is that faith-based colleges as these people there can be no mixing up of have a better developed system of religion and politics. It follows moral values and could be trusted to therefore that there can be no make ethical decisions. On the other discrimination against anyone hand, other research (Christian Cen- on the basis of religion or faith, tury, 2006) has shown that faith-based nor is there room for the he- schools have not been able to influ- gemony of one religion or ma- ence student’s behaviour in a signifi- joritarian religious sentiments cant way. and aspirations. (http:// www.imsc.res.in/~jayaram/

Articles/lfrontline/node1.html)

Accommodating religion in secular schools Another source defines secularism as:

The separation of church and state in either theory or practice is an "…that which seeks the devel- integral part of many constitutions of opment of the physical, moral, western democracies. While a review and intellectual nature of man “...these people have a of all instances would be informative, to the highest possible point, better developed system we have chosen to focus on the USA, as the immediate duty of life - of moral values and the UK, Quebec and Canada (there is which inculcates the practical could be trusted to make no separation of church and state un- sufficiency of natural morality der Canadian law.) ethical decisions.” apart from Atheism, Theism or the Bible - which selects as its method of procedure the Secularism promotion of human improvement by material means, and proposes these positive Many parents feel justified in demanding that they should control agreements as the common the religious training of their children, bond of union to all who as they believe that the reigning phi- would regulate life by reason and ennoble it by ser- losophy in public school is secularism, vice" (Principles of Secular- a philosophy they are convinced ex- ism, 17). (www.newadvent. cludes a role for religion in the public org/cathen/13676a.htm) schools. It is also, as mentioned above, possibly the principal reason for sending their children to faith-based The first definition is an elabo- schools. What is secularism? One defi- ration of the introduction to the First nition specifies that secularism in- amendment [of the Constitution of the volves two propositions: U.S.] cited above. Secularists claim that what they are proposing is relig-

(Continued on page 53) Contact volume 33, issue 3 Page 53

(Continued from page 52) religion, or prohibiting the free exercise thereof. ion-neutral: everyone is treated in the

same fair-handed manner. They are not opposed to talking about religion As Nash and Bishop (2006) or examining the role that religion has point out, educators have taken this to played in different disciplines through mean that only academic subjects be- history. What they do oppose is en- long in the schools and that religious dorsing and promoting a specific re- material falls into the domain of reli- ligion with the aim to proselytize. gious institutions such as churches: Where the opponents of secularism They continue, however, to point out may be right is in their claim that as an that “ism”, secularism is based on a series of beliefs and values in the same way that faiths are, and as such it too has a … in the post-9/11 era, we con- “proselytizing” effect, even if this is tend that educators in public not explicitly claimed or stated. Stu- schools need to re-examine the dents in secular schools are constantly very core of what, and how, exposed to a specific view of the world they teach students in order to with its underlying principles, beliefs help them become more glob- and system of values. ally aware, religiously literate citizens. (p. 33)

The U.S. The separation of church and “The separation of state does not mean that teachers and church and state does Religion and politics are two students cannot talk about religion in not mean that teachers zones of influence in the exercise of the schools; in fact, division is strongly and students cannot talk power that are essentially independ- supported by a considerable body of ent of each other, but in reality have research in the United States about religion in the certain areas of interdependence4. In (Greenawalt, 2006, Proceedings of the schools...” the U.S., where on paper5 church and Couchiching Summer Conference, state are separate under the law, the 2004 “God’s back- with a vengeance”; first 16 words of the First Amendment Nord, 1995; Nord and Haynes, 1998; of the Constitution state: Nash and Bishop, 2006; Noonan, 1998; Del Fattore, 2004). While most jurisdic-

tions in the U.S. have passed laws for- Congress shall make no law bidding the saying of the Christian respecting an establishment of (Continued on page 54)

4. In his article, Sharlet (2006) points out that many Christian fundamentalists believe “that the nation was conceived of as Christian, that the separation of church and state is either a “myth” altogether (Christian David Barton’s position, endorsed by a number of Congressmen) or meant only to prevent a single denomination from prevailing, a position that fundamentalists consider a fair compromise to accommodate the anxie- ties of unbelievers (p. 38)

5. “On paper” implies that religion is brought into the political forum on a regular basis and certainly influences the election of adherents to different levels of government, to membership on the Supreme Court and the writing and enactment of laws; as well, the word “God” is constantly used in political speeches. Page 54 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 53) of the public school system? 5. How should one select mate- Lord’s Prayer at the beginning of the rial that relates to religion? school day, the saying of a religious- based grace at functions or the public 6. How much of an effort should celebration of religious holidays, be made to get students to these proscriptions do not prevent see things from a religious teachers from talking about the role of perspective? religion in different disciplines such as 7. How far should teachers go history, education, law, biology and in undertaking a close criti- culture. In many states, schools offer cal analysis of religious per- some form of world religions course as spectives? an option. These courses are knowledge-based, with any form of prosely- 8. How free should teachers tizing forbidden. Teachers, individual feel to introduce their own schools or school boards cannot pro- convictions and practices? mote any given faith. (p. 87) Greenawalt (2005), a Professor of Law at Columbia University and a A careful examination of these former Deputy Solicitor General of the questions will immediately reveal that United States, has formulated a num- they are at the heart of many of the ber of important questions concerning ongoing debates in our schools. Ques- the teaching of religion in public tion 3, for example, is closely tied to schools. While formulated for the the debate on evolution. Should sci- “These courses are American context, they are certainly ence teachers be required to present knowledge-based, with relevant to both the Canadian and, Creationism and Intelligent Design as any form of more specifically, the Ontario context. possible explanations for evolution on proselytizing the same basis as the theory of evolu- forbidden.” tion derived from scientific enquiry, if 1. How far should texts and the two former explanations have no teachers go in talking about currency in the field of science? Would religious perspectives when it also be the case when talking about it is not part of the subject the creation of the world – for exam- matter as it has come to be ple, the Big Bang Theory? Can school defined? boards, as is the case in certain coun- 2. Should texts and teachers ties in the U.S., mandate that Creation- cover religious perspectives ism and Intelligent Design be taught, when they do not fall rea- without contravening the First Amend- sonably within a subject mat- ment? In the spirit of accommodation, ter? should one present contending positions that have no basis in a given dis- 3. Should text and teachers cipline? Should parents be allowed to cover religious perspectives withdraw their students from science that provide answers that are class if the teacher presents a theory of implausible from the stand- evolution based on Darwin and recent point of secular disciplines? scientific research? 4. Should courses in religion itself be offered to combat At a more practical level, the implicit secular message should schools have to provide a room (Continued on page 55) Contact volume 33, issue 3 Page 55

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(Continued from page 54) vices at times that do not in- terfere with their attending where students can pray on a regular class; basis? If so, should they be able to monitor what goes on in these rooms? 2. Courses are offered on the If a majority of students in a school are major World Religions; of a given faith, should the timetable 3. Students can wear symbols of be modified to accommodate them? their faith; The very act of asking such questions indicates that the boundaries between 4. Students can form clubs that church and state have become in- have a religious focus; creasingly blurred, that parents are 5. Schools take into considera- insisting that policies within schools tion different religious obser- take into consideration the religious vances; beliefs of the students. 6. Schools provide a variety of food choices in the cafeteria The Canadian/Ontario Context to respond to the dietary needs of different groups of students; Given the different areas of influence of church and state in Can- 7. Schools provide space for out- ada and the claims that public schools of-school-hours religious in- are founded on a philosophy of secu- struction; larism, can such schools meet the 8. The scheduling of exams/test/ “...religion is not taught, needs of their students in terms of reli- activities takes into considera- as was the case at gious and moral education? At present tion the religious back- certain times in the past, in public schools of Ontario, the Chris- grounds of the students; tian Lord’s Prayer is no longer said at no single religion is the beginning of the day, religion is 9. Schools with a majority of stu- promoted...” not taught, as was the case at certain dents from a given faith make times in the past, no single religion is scheduling accommodations promoted (even if there may be an to better meet the needs of underlying Judeo-Christian leitmotif), these students. religious holidays are celebrated, though detached from their religious origin (e.g., Easter Bunny and Easter While these initiatives have 6 eggs) , religious symbols are not dis- certainly created a more inclusive cul- played in the hallways or classrooms ture within the school, one can legiti- and teachers and students are not al- mately ask if more could be done or if lowed to proselytize on school prop- we have already gone too far and need erty or in the classroom. However, to formulate a new policy of some schools have made accommoda- “multiculturalism within defined lim- tions such as the following: its” as is being proposed in Denmark 1. Rooms are set aside for stu- (Gardner, 2006). dents to hold religious ser- (Continued on page 56)

6. The origin of the rabbit bringing eggs dates back to pre-Christian times when eggs were seen as a sign of fertility. Page 56 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 55) • develop an understanding of the influence of beliefs, val- Two constituencies have de- ues and traditions on indi- veloped more comprehensive pro- viduals, communities, socie- grams with the long-term goal of help- ties and cultures, ing students not only learn about other religions but develop empathetic atti- • develop the ability to make tudes towards them and at the same reasoned and informed time examine issues from a number of judgements about religious different religious and moral points of and moral issues, with refer- view. These jurisdictions are the ence to the teachings of the United Kingdom and Québec. They principal religions repre- are examined in the next two sections. sented in Great Britain, • enhance their spiritual, moral, cultural and social The United Kingdom Model development by developing awareness of the fundamen-

tal questions of life raised by The Qualifications and Cur- human experiences, and of riculum Authority in the U.K. has out- how religious teachings can lined an ambitious plan for religious relate to them, education within the equivalent of our public schools. They have developed • respond to such questions “This curriculum is optional curricula for two different with reference to the teachings and practices of relig- certainly more groups of students: ages five to 14 and ages 14 to 19, with different goals for ions, and to their own under- comprehensive in scope standing and experience, and focus than the world students within these groups. The curricular objectives are divided into religions course at the • reflect on their own beliefs, Learning about religion and Learning high school level in values and experiences in from religion. In their analysis of the the light of their study, Ontario...” U.K. curriculum, Rosenblith and Bailey (2006) clarify that “Learning about Re- • develop a positive attitude ligion” essentially involves gaining towards other people, re- knowledge and understanding of reli- specting their right to hold gious beliefs, practices, and expres- beliefs different from their sions. The curricular thread of own, and towards living in a “Learning from Religion” aims to help society of diverse religions. students make sense of who they are,

of the meaning of life, and of right and wrong. According to the plan of the syllabus, Christianity, in addition to The overall aims of the Reli- one of the following religions must be gious Education curriculum are to help taught: Buddhism, Hinduism, Islam, pupils to: Judaism and Sikhism, with flexibility in • acquire and develop knowl- terms of teaching other faiths. This cur- edge and understanding of riculum is certainly more comprehen- Christianity and the other sive in scope and focus than the world principal religions repre- religions course at the high school sented in Great Britain, level in Ontario. It is an innovation in (Continued on page 57) Contact volume 33, issue 3 Page 57

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(Continued from page 56) 2005, until they could undertake more in-depth province-wide consultation curriculum design that offers a number on what Quebeckers wanted. Invoking of positive features. First, no such the clause meant that the conditions of course presently exists at the primary the Canadian Charter of Human Rights level. Second, it is designed to take and Freedoms along with Quebec’s the student beyond simple knowledge own Charter did not apply as concerns of the facts and into the realm of expe- discrimination in terms of religion. riential knowledge. Third, it also has The Proulx Report (1999) based on the students grappling with religious and first series of consultations made a moral issues examined from the differ- number of important recommenda- ent religious viewpoints. Finally, stu- tions which are summarized below. dents are required to take the religions education course on a yearly ba- They suggested that : sis. The teachers who offer these courses receive specialized training in 1. The Government of Québec the same way as those who teach his- and the National Assembly tory or biology. confirm the primacy of the right to equality and freedom of conscience and religion guaranteed in the Québec The Quebec Model Charter of Human Rights and Freedoms and the Canadian Prior to the passing of the Que- Charter of Rights and Free- bec Education Act in 1988, schools in doms and, consequently, that “Children at the primary Québec were organized along they repeal or not renew the level continue to receive current notwithstanding “confessional” lines, Catholic and religious instruction as Protestant, a system that was created clauses in education legisla- part of their regular in 1867 through The British North Amer- tion which override the ap- ica Act. This system remained in plication of the Charters. school day from placed until Quebec deconfessional- teachers...” ized its school system in 1988 and be- 2. Legislation be enacted to gan organizing it along linguistic lines, establish a secular system of a process that is still ongoing. Decon- public schools dispensing fessionalization did not immediately preschool, elementary and remove the right of Catholic and Prot- secondary education. estant parents requiring that schools 3. The current denominational offer their children religious education statuses held by public (catechism). Children at the primary schools be revoked. level continue to receive religious instruction as part of their regular school 4. The Education Act be day from teachers trained in the disci- amended to stipulate that the pline. However, to maintain the rights values and beliefs of reli- of these parents, Quebec had to again gious groups cannot be used invoke the Canadian charter’s Notwith- 7 as criteria to set up a public standing Clause in 2000 for a period school for the purposes of a of five years, ending in February of (Continued on page 58)

7. Invoking the clause enabled Quebec to opt out of clauses of the Charter that it would ordinarily have to follow. Page 58 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 57) programs of activities in keeping with these general objectives; that the school specific project. boards set the criteria for hiring religious support spe- 5. The basic school regulations cialists in keeping with these for elementary and secon- same objectives and without dary education provide for discrimination. the study of religions from a cultural perspective in place 10. These recommendations of Catholic or Protestant reli- should be adopted, then im- gious instruction, and that plemented gradually. (Proulx the study of religions be Report: Conclusions and Rec- compulsory for all students. ommendations, p.2-3)

6. Programs for the study of religions from a cultural per- The recommendations pro- spective be developed and posed in the Proulx Report are not implemented in keeping without controversy. To begin with, with the guidelines and the government must decide if it will: framework proposed by the Commission des programmes d’études of the Ministère de l’Éducation, and with the 1. maintain the status quo which relevant provisions of the will involve invoking the Not- Education Act. withstanding Clause of the “...the government must Canadian Charter of Rights respond to the critics of 7. The Ministère de l’Éducation and Freedoms for a third the report.” encourage flexible measures time, for teacher in-service training for the study of religions 2. Provide denominational reli- from a cultural perspective gious instruction for all, or, and allocate the necessary financial resources for such 3. Offer a program based on a measures. cultural approach to the teaching of religion. 8. The Education Act authorize schools to provide common religious and spiritual sup- As well, the government port services for students of must respond to the critics of the all faiths and that these ser- report. Many Catholic and Protes- vices be publicly funded. tant parents want to keep the status 9. The Government define the quo, many parents of children of general objectives of reli- other faiths would like to have the gious and spiritual support same privileges as Catholics and services in the basic school Protestants, and many parents of regulations, just as it defines children with no religious affiliation those of other student ser- want no rights or privileges for any vices; that the local school religions. Faced with the recom- governing boards draw up (Continued on page 59) Contact volume 33, issue 3 Page 59

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(Continued from page 58) and during Secondary Cycle One, mendations of the Proulx Report, the government undertook another se- 2. Create a new religious edu- ries of consultations. The quotes cation program based on the reproduced below, extracted from principles outlined in this the committee’s report, provide a brief and distinct from both description of the new orientation confessional teaching and being proposed. from the teaching of religion as a cultural phenomenon, 3. Set up a single educational The religious education we are path for all students from the advocating thus promotes a start of elementary school to positive view of otherness and the end of secondary school, diversity (p. 13). devoting equal time to religion and ethics, ...knowledge of beliefs and practices associated with vari- 4. Teach these two subjects in ous religions must be oriented elementary school as sepa- toward the acknowledgment of rate modules within one and others. (p. 16) the same program, Anchoring religious education 5. Teach each subject in secon- in the students’ experience of dary school as a different religion requires developing a program, style of pedagogy that stresses 6. Ensure that future elemen- their autonomy and acceptance “...many parents of tary-school homeroom teach- of responsibility for what they children with no learn. (p. 22) ers - who are generally en- trusted with religious and religious affiliation want The training they (teachers) re- moral education programs - no rights or privileges ceive not only familiarizes receive suitable initial train- for any religions.” teachers with their subject con- ing in these fields of knowl- tent (beliefs, figures, works, edge and that a good etc.) but also gives them an un- grounding in ethics and reli- derstanding of its meaning, gious culture be an integral symbolic depth and impact on part of training for all ele- civilization (p. 24). mentary and secondary school teachers. (p.32-33)

Based on its research, the Committee in its list included recom- To decide how to deal with mendations to: these recommendations, the Quebec government has set up a committee (created in October 2006) to study how 1. Abolish the current system it can accommodate students from dif- where students choose ferent religious backgrounds within among moral education, the existing school system. Catholic religious and moral

instruction and Protestant moral and religious education in elementary school (Continued on page 60) Page 60 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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Private Faith-Based Private Nonsectarian Rank Character Value Scores Character Value Scores

1 Honest 6.82 Honest 6.73

2 Responsible 6.52 Responsible 6.43

3 Trustworthy 6.48 Fair 6.24

4 Caring 6.47 Civic-minded 6.22

5 Just 6.43 Committed 6.22

6 Compassionate 6.42 Trustworthy 6.21

7 Fair 6.33 Tolerant 6.12

8 Respectful 6.32 Open-minded 6.05

9 Civic-minded 6.21 Cooperative 5.96

10 Committed 6.61 Just 5.95

Table 1

(Continued from page 59) reproduced in Table 1. From the results, it is evident Table 1 that faith-based and non-sectarian Education and Moral Values schools promote a large number of similar values related to moral character. In commenting on the results of Before formulating a proposal their study, however, the authors for the teaching of religion in the stressed the differences between the school, I would like to report on a rele- two types of schools vant study by Chen, Dalton and Crosby (2006). One focus of their re- … it was not surprising to search was to determine what moral or learn that colleges and univer- ethical values were promoted in faith- sities do differ significantly in based and non-sectarian colleges in some of the moral values they the U.S. The Character Education Val- promote and these differences ues8 and Practices Inventory devel- give a distinctive moral orien- oped by the authors was sent to 1063 tation to the ways in which chief student-affairs leaders (e.g., faith-oriented and non- Deans of Student Affairs). Respondents sectarian colleges and univer- were asked to rank order 44 values in sities seek to promote moral order of importance using a seven- and ethical development as an point Likert-type scale. The ten most aspect of undergraduate edu- important moral values for faith-based cation. They differ significantly and non-sectarian institutions along also in educational activities with the overall average have been (Continued on page 61) Contact volume 33, issue 3 Page 61

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(Continued from page 60) (in many cases a feeling of isolation or exclusion is cited as the cause for their and strategies they utilize to actions), it is essential that public encourage moral growth schools develop in their students a among their students. Faith- sense of belonging to a global commu- oriented colleges promote nity. One of the important ways of do- such values as compassion, ing this is through the teaching of sys- faithfulness, love, humility, be- tems of religious beliefs and values cause of their close connection within the school system. Students who to the moral qualities extolled are better informed and who have dis- by their religious roots… cussed issues and problems with peo- These moral qualities and re- ple of different belief systems have a lated support activities are greater chance of being more open to clearly less important in non- new ideas and of being able to com- sectarian colleges and univer- promise in conflict situations. sities since these institutions have no formal ties to religious Education plays a critical role organizations and operate in a in the socialization process of future more secular environment. citizens. To prepare all students to par- (Chen, Dalton, and Crosby ticipate fully and on an equal basis in p.61) Canadian society, school boards need to be proactive. Freedom is never without limits; the same goes for accommodation. We need to be sensitive While the authors point out that to different cultural and spiritual tradi- the two types of schools differ signifi- tions and help the representatives fos- cantly also in educational activities and ter their culture but not at the expense “Freedom is never strategies they utilize to encourage of also fostering a sense of belonging moral growth among their students, to the common culture. Public school without limits...” they highlight the fact that faith-based boards need to rethink their approach and non-sectarian schools agree on to religious and value education within the importance of fostering a number the school system. of key moral values and beliefs. The study shows that values can be nour- Based on the review of the dif- ished in both contexts ferent options presented above, what are the lessons that one can draw for the Ontario and Canadian context? I A plan of action for public schools would propose that the following elements be part of the discussion about programs for religion in the class- Given recent events involving room. people who were born and raised in Western countries, notably France and Great Britain, being engaged in acts of (Continued on page 62) terrorism against their home country

8. On Oct. 16, 2006, Ontario Premier Dalton McGuinty announced that the teaching of character education will become an integral part of all subjects in the Ontario curriculum. For a detailed description see “News Release on Character Education,” Oct. 16, 2006, Office of the Premier at www.ontario.ca/premier Page 62 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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(Continued from page 61) different faiths to make students aware of how different 1. The approach to religion in belief systems conceptualize the classroom in France, and resolve problems. The namely, laïcité, would not be study of religion, to be valid, acceptable within the Cana- must deal with real-lived ex- dian framework; to adopt it periences. To help students would be a step backwards become more open to peo- in our attempts to be open ple of other faiths/belief sys- and accommodating to the tems, they need to discuss large number of new Cana- issues with other students, dians from a variety of religions backgrounds that we 5. Curricula for the different accept each year into our courses must take into con- community, sideration the input of all the stakeholders and not only 2. The program should begin at the appointed representa- the elementary level with an tives of a given faith commu- emphasis on important moral nity. The diverse nature of values such as those identi- many faiths makes such par- fied in the study by Chen, ticipation essential if one is to Dalton and Crosby (2006). have a representative view of While at an early age stu- the different belief systems, dents are not prepared to understand the more com- 6. Teachers responsible for of- plex teachings of different fering these courses must “...they can be taught religious traditions, they can receive specialized training in the same way that science values such as honesty be taught values such as hon- or history teachers do. Such and responsibility...” esty and responsibility (cf. program from the United courses must be mandated Kingdom), and receive the same level of funding as other discipline- 3. At the junior high and high based courses, school levels, there should be study of the main reli- 7. Participation in such courses gious faiths along with ag- should be compulsory. To nosticism, atheism and hu- prepare learners to live in an manism (henceforth, all re- increasingly multicultural ferred to as faiths), and not world, school systems need only the monotheistic ones, to ensure that they learn how as is often the case. Such a to live with people who do study should also allow for not believe in the same examining religious that are things they do or act in the particular to specific groups same ways, (e.g. Mennonites, Hutterites, 8. There needs to be accommo- Amish), dation at the level of dress, 4. The curriculum should in- religious symbols, food, holi clude examination of impor- (y)days, etc.,

tant ethical and moral issues (Continued on page 63) within the framework of the Contact volume 33, issue 3 Page 63

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(Continued from page 62) pluralism; yet both are not lim- itless in their acceptance of a 9. A set of guidelines should be wide range of perspectives. developed for faith groups Both notions are bounded by who use rooms set aside for the understanding of the basic meetings within the school. democratic principles of equal- It is not a question of “faith ity and liberty and the way police” but rather ensuring they should interplay in mak- that groups cannot use such ing democratic institutions. meetings to preach hatred of Both endorse pluralism as a other groups within the required social manifestation school. of democracy- citizenship as shared fate is based on a con- 10. In the discussion of issues in cept of legitimacy that arises other discipline areas, religion from mutual justification, which should be introduced when it has in turn is the result of civic a legitimate role to play; for ex- equality and reciprocal re- ample, in discussions about the spect. Expansive education is condition of aboriginal people in fundamentally aimed at culti- Canada today: the role that relig- vating a commitment to civic ion played in residential schools engagement in the process of needs to be considered, as well such mutual justification and at as the role of the missionaries in endorsing a host of views that previous centuries. Similarly, it maintain both democratic and is difficult to talk about the legal national commitments. Under- “I strongly believe that system and the different charters standing and experiencing the the aim of teaching in Canada without considering importance of exposure to a religion in the schools the influence of Judeo-Christian plural environment of perspec- values. Religious explanations shares the same purpose tives, affiliations and interpre- as expansive should be introduced where tations are necessary steps to- education...” they have a legitimate role to ward engaging in the mutual play and excluded when they do process of justification that le- not. gitimizes a democratic community of shared fate. (p.121). ◊ I would like to conclude with a quote from Ben-Porath (2006) on expansive education, as I strongly believe that the aim of teaching religion Robert Courchêne, in the schools shares the same pur- Acting Director of pose as expansive education and, in the Second Lan- essence, is a major component of such guage Institute, is a vision of education. a teacher/teacher trainer at the Uni-

versity of Ottawa. The concept of expansive edu- His research inter- cation shares with the notion of ests include testing, curriculum de- citizenship as shared fate the sign and multicultural and antiracism open-mindedness that is the education. benchmark of inclusion and Page 64 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

Teaching Religion in the Schools

Controversial Religions Topics Compiled by R. Murray Thomas

1. Teaching religious doctrine that conflicts with the government’s political philosophy or state religion. 2. Displaying religious symbols or writings in schools that are financed by tax monies. 3. Allowing students and teachers to wear adornments that identify their religious affiliation. 4. Celebrating religious holidays in schools. 5. Using public tax funds to finance – wholly or in part – schools operated by religious groups. 6. Offering religious-education classes in state-financed schools. 7. Including the study of humanism, agnosticism, and atheism in religious-education classes. 8. In state-funded schools, portraying one religion as truer than - or supe- Appendix 1 rior to - other religions. 9. Conducting ceremonies or assemblies during which students and teachers sing religious hymns and repeat religious maxims. 10. Offering prayers at schools functions. 11. Including religious beliefs in pledges of allegiance to the nation. 12. Promoting religious beliefs in textbooks, especially in the fields of history and science. 13. Accounting for the universe’s origin by the big bang theory instead of - or in addition to – religious versions of the creation of the universe. 14. Teaching Darwin’s theory of evolution instead of - or in addition to - teaching religious interpretations of human beings. 15. Teaching that personified, invisible spirits are the causes of human diseases and deformity, earthquakes, volcanic eruptions, deluges, meteor showers and the like.

(Religion in the Schools , p. ix-x)

Appendix 1 Contact volume 33, issue 3 Page 65

Teaching Religion in the Schools

References France 5 (2006) Dossiers-Débat Pub- lic : La laïcité (Définition de la laïcité, La Commission Stasi et Les BBC (2003) French Secularism – Laïcité. grandes dates). (www.france5.fr/ www.bbc.co.uk/dna/h2g2/ actu_société/W00137/9/ A2903663. Date Accessed: 102193.cfm) Date Accessed : 5/ 2, 5/2/2006. 2006). Beckford, J. (1999). Social justice and Friedman, Thomas (2006). The World is religion in prisons: the case of Eng- Fla : A Brief History of the Twenty- land and Wales. Social Justice Re- First Century (Updated and Ex- search. 12(4):315-322. panded). New York: Farrar, Straus Beckford, J., Danièle, J. and Khosrokha- and Giroux, Inc. var, F. (2005). Muslims in Gardner, Dan (2006). The butterfly and Prison.Challenge and change in Brit- the Tornado. Ottawa Citizen, Octo- ain and France. New York: Palgrave ber 16, B6-B8. Macmillan. Greenawalt, Kent (1995). Does God Be- Beckford, J. and Gilliat, S. (1998). Relig- long in Public Schools? Princeton: ion in Prison. Equal Rights in a Multi- Princeton University Press. Faith Society. Cambridge: Cam- bridge Univerity Press. International Religious Freedom Report 2003,www.state.gov/g/drl/rls/ Ben-Porath, Sigal (2006). Citizenship irf/2003/24346.htm. Date accessed: under Fire: Democratic Education in 20/10/2006. Times of Conflict. Princeton: Prince- ton University Press. Lickona, T. (1991). Educating for Char- acter: How our Schools Can Teach Chen, Pu-Shih, Dalton, John and Respect and Responsibility. New Crosby, Pamela (2006). How Col- York: Bantam Books. References leges Differ in their Efforts to Pro- mote Moral and Ethical Develop- Nash, Robert and Bishop, Penny (2006). ment in College. Religion and Edu- Teaching Adolescents about Reli- cation. 33:2:47-63. gious Pluralism in a Post-9/11 Era. Religious Education. 33:1:26-48. Christian Century (2006). Faith-based colleges court older students - sur- Noonan, J.T. Jr. (1998). The Lustre of Our vey indicates that faith-based col- Country: The American Experience leges are attracting more adult stu- of Religions Freedom. Berkeley, CA: dents, but that the students' reli- University of California Press. gious behavior is not usually Nord, Warren (1995). Religion and changed- Brief article. February 2. American Education: Rethinking a Féderation des comités de parents du National Dilemma. Chapel Hill: Uni- Québec (2005). Denominational reli- versity of North Carolina Press. gious instruction in public schools in Nord, Warren and Haynes, Charles Québec: Briefing Document. Choices (1998). Taking Religion Seriously further to expiry of the notwithstand- Across the Curriculum. Nashville: ing clause in June 2005. First American Center. DelFattore, J. (2004). The Fourth R: Con- Ockrent, Christine (2006). Le livre noir flicts over Religion in America’s Pub- de la condition des femmes (dirigé lic Schools. New Haven, CT: Yale par Christine Ockrent). Paris : édi- University Press. tions XO.

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(Continued from page 65) Schaefer Riley, Naomi (2005). God on the Quad: How Religious Colleges and Proceedings of the Couchiching Sum- the Missionary Generation Are mer Conference (2004). God’s back Changing America. New York: St. - with a vengeance. (In press). Marin’s Press. Proulx, Jean-Pierre (1999). Rapport du Secularism Defined http://www.imsc. group de travail sur la place de la res.in/~jayaram/Articles/lfrontline/ religion à l’école. Laïcité et religions. node1.html. Date Accessed: Perspective nouvelle pour l’école 5/2/2006. québécoise. Quebec : Ministère de Secularism The Catholic Encyclopedia l’éducation du Québec. http:// on CD-ROM www.newadvent.org/ www.meq.gouv.qc.ca/REFORME/ cathen/13676a.htm. Date Accessed: religion/html-fr/fr/index.htm. Date 5/2/2006. accessed: 15/4/2006. Sen, Amartya (2006). Identity and Vio- Proulx, Jean-Pierre (1999). Religion in lence: The Illusion of Destiny. New Secular Schools. A New Perspective York, N.Y.: W.W. Norton and Com- for Québec. Quebec: Ministry of pany, Inc. Education. http:// www.meq. gouv.qc.ca/REFORME/religion/ Sharlet, Jeff (2006). Through a Glass, html-ang/ang/index.htm. Darkly. Harper’s Magazine. 313 (1879) 33-43. Qualifications and Curriculum Authority about Religious Education (2004). Stasi, Bernard (2003), Commission de Religious Education: The non- reflexion sur l’application du prin- statutory National Framework. Lon- cipe de laïcite dans la Republique: don: QCA. http:// Rapport au President de la Répub- qcq.org.uk/7823.html. Date Ac- lique Paris: www.lesrapports. References cessed: 3/4/2006. ladocumentationfrancaise.fr/ BRP/034000725/ 0000.pdf. Date Ac- Quebec Ministry of Education/Minstère cessed: 3/3/2006. de l’éducation du Québec (2004). A New Approach to Religious Educa- Sweet, Lois (1996). The Fourth ‘R’: Relig- tion in School. A choice regarding ion in the Classroom. Toronto: The Todays’s Challenges. Brief to the Atkinson Foundation. Minister of Education, (March 2004). Supreme Court of Canada (1996). Ross Quebec: Ministry of Education. v. School District No. 15. Supreme Rosenblith, Suzanne and Bailey, Bea Court Reports. 1: 825-887. (2005). Grappling with Diversity: Thomas, R. Murray (2006). Religion in Finding a Place for Religious Stud- Schools: Controversies around the ies in Public Education. Teachers World. Westport, CT: Praeger Pub- College Record. http:// lishers. www.tcrecord.org ID Number: 12372, Date Accessed: 16/5/2006 Zam, Gerard and Stone, Gregory (2006). Social Studies Teacher Educators: A Sacks, Jonathan, (2002). The Dignity of Survey of Attitudes Toward Religion Difference: How to Avoid the Clash of in the Curriculum. Religion and Edu- Civilizations. London and New York: cation. 33:1:90-105. Continuum.

Contact volume 33, issue 3 Page 67

BOOK REVIEW: Assessing Vocabulary Review by Maria Claudia Petrescu

ssessing Vocabulary by John Read (2000) is a book that every A researcher, test designer or graduate student with a special interest in vocabulary assessment should get acquainted with. If you assume, as I did, that vocabulary assessment is one of the most straightforward, clear, and easy-to- manage areas of language testing, this book may help to change your mind, and consequently your teaching and assessment practices. Indeed, there is much more than meets the eye when it comes to vocabulary assessment. One of the first things Read stresses is how important it is to define the purpose of a lexical test before tackling its design, usage or validation. Specifying the purpose of the as- “...construct definition sessment is critical in that it helps to Assessing Vocabulary by John Read, plays a central part in guide test developers as they select or Cambridge University Press. the validation of a compose appropriate features for the (Cambridge Language Assessment Se- language test.” test. ries) 297 pages Read differentiates, for example, three distinct types of tests: how the content and the objectives of

classroom tests are different from those 1. Those prepared for research of tests for research purposes. purposes. Read also points out that con- 2. Those used to make decisions struct definition plays a central part in about learners. the validation of a language test be- 3. Tests whose purpose is to make cause if it is not clear what we are test- decisions about language pro- ing there is a real danger of making grams. faulty interpretations from the results. The definition of vocabulary knowledge, for example, should not be made In Chapter 6 he details some of simply in terms of knowing individual the constraints on each type of assess- words unless this is necessary for spe- ment (p.151). Since most of my profes- cific research purposes on certain as- sional life I have been a teacher and not pects of lexical acquisition. a researcher and have viewed vocabulary test design from a teacher’s stand, Read also reveals how much is I welcomed this classification of test involved in knowing individual words types, as it seemed to clarify why and (Continued on page 68) Page 68 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

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“a more macro-level perspective on the overall state of the learners’ vocabulary knowledge” (p.248). In addition to deciding on what it is that we want to test, Read draws attention to the importance of setting the characteristics of the test input, in other words the design of actual test tasks. The way we choose the words we test and the way we present the words in a test are relevant concerns in test design. I found particularly interesting his notions about the importance of context in a vocabulary test. The ongoing debate about whether to present test words in context or not reminds me of another famous debate in the vocabulary field regarding the teaching of vocabulary directly or indirectly. I know that the John Read is Head of the Applied Language general belief is that vocabulary should Studies and Linguistics department at the always be presented in context but I University of Auckland, New Zealand. now think that this decision should be based on the purpose of the test. “The way we choose the For example, if we want to test the facilitative role of cognates in the words we test and the (Continued from page 67) way we present the lexical acquisition of Romanian- speaking learners of English, a word words in a test are and how difficult it is to satisfactorily recognition task where there is no con- relevant concerns in test measure the acquisition of such knowl- text involved seems to be the natural design.” edge. He cites a useful and interesting choice. distinction made by Meara (p.28) “between testing how well individual On the other hand, in a class- words are known and making an over- room situation a teacher might choose all assessment of the state of a learner’s to assess his or her learners on the ap- vocabulary.” propriateness of their vocabulary use in relation to an actual writing or speak- As a teacher, I have to admit ing task. This way, the vocabulary that I am guilty of not always making measures are embedded in the writing this distinction. For example, I used to or speaking task and are context de- give students discrete, selective, con- pendent. text-independent tests for the purpose of assessing their proficiency or pro- The section of the book in gress throughout the course; I then which Read discusses the importance of quite unintentionally - and unfortu- deciding on the characteristics of the nately as it turns out - correlated the expected response produced a pleas- students’ results, or lack of them, with ant surprise for me as a teacher. It was the overall state of the learner’s vo- reassuring to see that my practice of cabulary to arrive at some assessment. allowing low-proficiency-level learners Thus, I was particularly struck by to respond in their L1 whenever possi-

Read’s call for complementing a focus (Continued on page 69) on knowledge of individual words with Contact volume 33, issue 3 Page 69

Assessing Vocabulary

Flavour of the Text

Chapter 1 The place of vocabulary in language assessment …Today’s language proficiency tests do not set out to determine whether learners know the meaning of magazine or put on or approximate; whether they can get the sequence of tenses right in conditional sentences; or whether they can distinguish ship and sheep. Instead, the tests are based on tasks simulating communication activities that the learners are likely to be engaged in outside of the classroom. Learners may be asked to write a letter of complaint to a hotel manager, to show that they understand the main idea of a university lecture or to discuss in an interview how they hope to achieve their career ambitions. Presumably, good vocabulary knowledge and skills will help test-takers to perform these tasks better than if they lack such competence, but neither vocabulary nor any other structural component of the language is the primary focus of the assessment. The test-takers are judged on how adequately they meet the overall language demands of the task.

Recent books on language testing by leading scholars such as Bachman and Palmer (1996) and McNamara (1996) demonstrate how the task has become the basic element in contemporary test design. This is consistent with broader trends in western education systems away from formal standardised tests made up of multiple items to measure students’ knowledge of a content “...the question of area, towards what is variously known as alternative, performance-based or whether bilingual tests standards-based assessment (see, for example, Baker, O’Neil and Linn, 1993; should be used has Taylor, 1994; O’Malley and Valdez Pierce, 1996), which includes judging stu- much in common with dents’ ability to perform more open-ended, holistic and ‘real-world’ tasks the debate over the within their normal learning environment. appropriate role of L1 in Is there a place, then, for vocabulary assessment within task-based language teaching ESL/EFL.” testing?

(Continued from page 68) aware of my students’ L1 and cannot but applaud Read’s conclusion that ble (especially in an EFL context) is a “there is certainly a case for using the valid and effective approach. first language when it is practicable Of course, this practice is not and when L1 provides a better means as easily achieved in an ESL context for the test-takers to express their un- where teachers often work with derstanding of the target vocabu- classes of learners who speak various lary” (p. 170). Readers may be as first languages. grateful as I was for the wealth of new information in Chapter 7 - It seems to me that the ques- “Comprehensive measures of vocabu- tion of whether bilingual tests should lary.” be used has much in common with the debate over the appropriate role of L1 in teaching ESL/EFL. As a (Continued on page 70) teacher, I personally prefer to be Page 70 TEACHERS OF ENGLISH AS A SECOND LANGUAGE OF ONTARIO

Assessing Vocabulary

Assessing Vocabulary by John Read. pect of learner performance in writing Cambridge University Press (2000) tasks. This chapter once again made (Cambridge Language Assessment Series) me realize that although lexical statis- Chapter Contents: tics seem on the surface rather objec- tively dry and straightforward, and list- 1. The place of vocabulary in lan- ing and counting of words is now easily guage assessment done with the help of a computer analy- 2. The nature of vocabulary sis, there is still a considerable amount of subjective rating involved in defin- 3. Research on vocabulary acqui- ing the lexical categories and classify- sition and use ing the individual lexical items that make vocabulary assessment a com- 4. Research on vocabulary assess- plex domain. ment To conclude, John Read’s As- 5. Vocabulary tests: four case sessing Vocabulary provided me with a studies comprehensive overview of both theory and practice in the field of vocabu- 6. The design of discrete vocabulary assessment, helping me to reflect lary tests not only on my own assessment prac- 7. Comprehensive measures of tices but also on the elements of test vocabulary design. Read’s work has enlivened my interest in research in the field of lexi- 8. Further developments in vo- cal acquisition and encouraged me to cabulary assessment ◊ “...a comprehensive explore more deeply. overview of both theory and practice in the field of vocabulary (Continued from page 69) assessment...” I appreciated (and for the most part understood) the statistical measures and analyses provided by Read, related to test input and test-taker responses. I found particularly interesting the section on quantitative measures of learners’ writing. Although I was somewhat familiar with the ESL Composition Profile and have periodically used ana- lytic rating systems when evaluating my students’ writing, I had never before viewed this type of evaluation as a form of vocabulary assessment. Also, the lexical density statis- Maria Claudia Petrescu is a PhD candi- tics that Read provided were similarly date at OISE/University of Toronto in the enlightening, in the sense that they Curriculum, Teaching and Learning De- helped not only to identify the lexical partment, Second Language Education, features embedded in what is consid- and ESL instructor with the Toronto Dis- ered ‘good writing’ but also explained trict School Board. how raters might judge the lexical as- Contact volume 33, issue 3 Page 71

Internet Corner By Karen Thomson

s a companion resource to The Hockey Sweater CD-ROM, go to A the Canadian Museum of Civili- zation site where you’ll find a treasury of supporting material on author Roch Carrier, his famous story, and related topics. The website is especially good for listening, as it contains extended interviews with the famous Quebec writer. Complete texts of the audio scripts are presented, so students can listen and read. Just point and click your way to: www.civilization.ca/cpm/catalog/ cat2208e.html The focus at the Museum of Civilization site is a history of mail order catalogues in Canada, so go to the section titled: Before e-commerce – Roch Carrier and The Hockey Sweater.

In that section, Roch “The website is Carrier reflects on the experi- especially good for ences of his boyhood, growing listening...” up in the rural Quebec village of Sainte-Justine in the 1940s. The site also explores hockey as a source of cultural identity and details the life and times of the folk hero, Maurice ‘The Rocket’ Richard. Students will laugh when they hear Carrier’s story about using mail-order catalogues as hockey shin pads. He also explains the significance of the Eaton’s catalogue in Que- bec households, and shares the surprising background story about how he came to write his famous story. The site is rich in historic photographs, audio resources, and especially the personal recollections of Carrier.

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Internet Corner

(Continued from page 71)

ESLvideo.com provides free ESL video quizzes and resources for ESL. There are four difficulty levels in each Quiz: beginning, low intermediate, intermediate and high intermediate. The first quiz contains video clips of many different people inter- viewed on the street, telling what they can do. It contains both subtitles and closed captions; for example, “Can you cook?” and “What’s your best dish?” Excellent for authentic speaking sam- ples. More advanced video clips ask questions such as “How does acupunc- “...Hi! What’s your ture work?” or “Why do you Tube name?” [watch YouTube videos]?” or “What can you do with Google Street View?”

The site contains links to Pod- casts, Lesson Plans on the videos, and Making Your Own Videos. ◊ Other YouTube ‘streeter’ video clips record on the street interviewees as they answer such questions as

• “What do you hope to ac- complish before you die?” • “Hi! What’s your name?” • “What have you got in the [shopping] bag?”

Contact volume 33, issue 3 Page 73

Calling all Reviewers

ontact is looking for people to scribe illustrative material, comment on read and review books and learn- the author/s’ writing style, the layout and C ing materials related to ESL. design, and evaluate the usefulness to other ESL professionals. Extract a para- These include classroom text- graph or two that you think would give our books, academic works, multi-media mate- readers ‘the flavour of the text’. Be as posi- rials and books of general tive as you can. Enjoy interest with some con- the experience. nection to ESL. Your review If you may be gently are such a per- edited for son and you like length and other to write, then con- normal copy edit- sider being a re- ing procedures. viewer for Contact.

For our next issues in the Fall of 2007 and winter of Submission Deadlines: 2008, we are looking for reviewers for the following titles: • for October issue – Sept. 15, 2007

• for February issue – December 31, 2007 • Connecting Speaking & Writing in Second Language Instruction, by Robert Weissberg. (2006) The University of Michigan The Facts: Press. 172 pages Word length: 1000 words maximum • Teacher Man – A Memoir, by Submit by: e-mail, CD, or hard copy. Frank McCourt. (2005) Scribner. 258 pages Format: straightforward word processing. “Calling all Do not design or lay out the review. reviewers...” • How to Teach English with Tech- nology – with CD-ROM, by Illustrations or photos: If you include these, Gavin Dudeney and Nicky do so as separate attachments. Hockly. (2007) Pearson Long- How to Get the Books and Materials man. 192 pages • Bad Language - Are Some Words Contact TESL Ontario at: Better than Others? by Edwin L. www.teslontario.org or administra- Battistella. (2005) Oxford Uni- [email protected] versity Press. 240 pages

• How to make People Like you in 90 Seconds or Less, by Nicholas Phone: 416.593.4243 Ext. 3 or Boothman. (2000) Workman 1.800.327.4827 Ext. 3 (for Ontario callers Publishing. 180 pages only)

All about You Tips for Reviewers:

Provide your name, your professional affiliation/experience, e-mail address and Summarize the content, identify telephone number/s where you can nor- the audience/s, note organizational ele- mally be reached. ◊ ments such as glossaries, indexes and cita- tions of other works, if applicable. De-