THE HEART AND SOUL OF LANGUAGE TEACHING: MAKING INTER-CONNECTIONS BETWEEN HOLISTIC AND SECOND LANGUAGE EDUCATION IN THE POST- SECONDARY CONTEXT by Merlin Charles A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Merlin Charles 2012 THE HEART AND SOUL OF LANGUAGE TEACHING: MAKING INTER- CONNECTIONS BETWEEN HOLISTIC AND SECOND LANGUAGE EDUCATION IN THE POST-SECONDARY CONTEXT Doctor of Philosophy, 2012 Merlin Charles Graduate Department of Curriculum, Teaching and Learning University of Toronto Abstract While much research has been conducted on the cognitive and methodological aspects of language pedagogy, there has been little research on the other essential aspects of teaching and learning, such as teacher presence. The aim of this doctoral research study was to discover, describe and document the various ways in which holistic education is operationalized in the Canadian post-secondary language teaching-learning context. Using French as a second language (FSL) instruction as a concrete example, the study was further aimed at developing a comprehensive understanding of what teachers do to facilitate holistic engagement in learning a second, foreign or additional language in the post-secondary classroom and beyond. Particular attention was paid to the various holistic interconnections and relationships involved in language teaching and the ways in which these helped to foster a spirit of inclusiveness, balance and connectedness in the language teaching-learning environment. This qualitative research inquiry utilized a blend of narrative and case study methodologies, and included a variety of data sources such as face-to-face (individual and focus group) interviews, classroom observations, and surveys. The research has been primarily informed by a core group of participants comprising of six FSL university instructors as well as a peripheral group of five other language instructors from both the college and university contexts. Students of the core participant group also lent their voices to this endeavor, thus providing a rich understanding of how they perceive their experiences of post-secondary language teaching. ii On the one hand, beliefs and assumptions underlying teachers‟ approaches as well as the methods and strategies that they employ, constituted an important aspect of the investigation. However, on the other hand, significant emphasis was placed on the participants‟ perspectives on teaching presence and how they seek to engage the whole student -- body, mind and spirit. The findings highlight the centrality of teaching presence as a fundamental element for maintaining flow and connectedness within and beyond the classroom. Implications include rethinking the relevance of teaching presence in the post-secondary language classroom and its potential for enhancing the teaching and learning experience, fostering positive emotions, building relationships and encouraging lifelong learning. iii Acknowledgements This doctoral research process can best be described by using the metaphor of a journey. Like all journeys undertaken for the sake of authentic inquiry, mine had its joys and challenges, interwoven within the threads of creativity, and heightened by the awe and wonder of enlightenment. I have met wonderful people, been to interesting places, and participated in many exciting events which have all influenced me along the intertwining pathways and passages. As I meandered through the flow of the thesis journey, there were others there, to offer a helping hand and to facilitate the process of: Navigating through the complex fields of notes, climbing the undulating mountains of data, peering through lenses of theory, exercising choice, structuring and formatting of the text, contemplating, reflecting, writing, processing... I relish this moment to express my sincere gratitude to a number of people who, through their aid, guidance, training and support have helped me to successfully arrive at my destination. To All My Participants: Instructors and Students Thank you for sharing glimpses of your lived experiences, for welcoming me into your classrooms, opening your minds, your heart and soul... and most of all, thank you for your valuable contribution in helping illuminate new paths of knowledge and wisdom in education. My Thesis Committee: My supervisor, Professor Antoinette Gagné, thank you for your brilliant leadership, patience and commitment to helping me develop my ideas, grow new roots and bring to fruition the complex interconnections between holistic and second-language education. Professor Jack Miller, thank you for your presence, wisdom and humility, which have been a shining example of what it means to embody wholeness; your remarkable scholarship on holistic education has been both a topic and source of inspiration. Professor Enrica Piccardo, thank you for your guidance, keen attention to detail and commitment to quality research. Professor Katherine Rehner, thank you for your valuable feedback in the early stages of my research. Professor David Booth, thank you for “being there” and for your commitment to student success, research, and transforming lives through education. Your presence will always be cherished. Professor Aostre Johnson, thank you for your valuable feedback, for helping me to strike the right balance between flow and structure and for opening my eyes to the true purpose of this research. I would also like to thank all iv professors at OISE - notably Professors Jim Cummins, John Myers, John Wallace, Njoki Wane, Michael Connelly - and other Departments at the University of Toronto, whose works in the area of curriculum, teaching and learning have directly or indirectly informed this thesis. All my teachers and mentors past and present, whom I have had the privilege of conversing with and learning from... Professors Frederick Case and Alain Favrod: mentor, guide, friend. Thank you for showing me the way and illuminating my path with your wisdom and compassion. Henry George, my first teacher, thanks for your kind words of praise and encouragement, for believing in me and for igniting that spark, that joy of learning. Alick Lazare, mentor and friend, thank you for your support and foresight; your brilliance as a writer has been a true inspiration to me and other Dominicans at home and in the diaspora. All Administrative staff at OISE, and the wider community at the University of Toronto Special thanks to the following people for their help and support throughout the journey: Belinda Grayburn, Janice Abdul-Jabbar, Cheryl Clarke, Danny Cavanagh, Marilyn Fraser, Lisa Rupchand, Terry Louisy, Linda Pereira, Tony Galinas. Friends, Peers, Colleagues Mikhael Missakabo, Allan Paul, Maureen Grant, Howard Benjamin, thank you for your friendship, for your support and encouragement and for helping me keep my eyes on the prize. Family My parents, Marie-Gabriel and Eugenia Charles: Mygene and Daddy, thank you for always being there for me throughout my life and for providing much needed encouragement across the miles. Thank you for your unconditional love, care, kindness, wisdom and strong faith in Yahweh. All my brothers: Roy, Clem, Wilmoth, Jeff, Kirwin and Ronald (Bing) Charles, thanks for your love, support and encouragement. Peter Charles, and family/friends in beautiful British Columbia. Thank you for your generosity, warmth and kindness. Uncle Peter, a true pioneer in the quest for a better life, thank you for helping me build trust in the understanding that hard work always pays off. v Dedication My sons, Jamaal and Gabriel whose love, encouragement and understanding went a long way in helping me progress through along this long journey, never losing sight of the light at the end of the tunnel. This work is dedicated to you, the future generation to whom I hand over the torch! Thank you all, for your generosity, your presence and your love! vi Table of Contents Abstract.........................................................................................................................................................ii Acknowledgements......................................................................................................................................iv Table of Contents........................................................................................................................................vii List of Tables .......................................................................................................................................... xii List of Figures .........................................................................................................................................xiii List of Appendices .................................................................................................................................. xiv List of Acronyms ...................................................................................................................................... xv CHAPTER 1.................................................................................................................................................1 IN THE BEGINNING WAS THE WORD..................................................................................................1 Emergence of the Research ................................................................................................................