This thesis examines translation in English Canadian music of the late 20th/early 21st century and the challenges unique to song translation. It first explores this increasingly apparent trend in the light of Canadian Radio-television and Telecommunications Commission (CRTC) regulations, and then studies the history and background of Canadian music. It then looks at song translation as a form of poetry translation, to study the challenges faced in the process and the solutions found, focussing specifically on the translation of various poetic devices used in the corpus. Further, it examines the intentions that generate these translations and seeks to analyze the finished products in the light of these motivations. Do musical groups translate their work in order to expand their horizons and explore another culture, or do they do so primarily to expand the fan base and generate more revenue? And what methods are used to deal with all the inherent restrictions of song translation? What does the finished product tell the listener about the intention of the translation?

La présente thèse s'inscrit dans un courant interdisciplinaire de recherche en langue seconde qui utilise les techniques et connaissances de la sociolinguistique variationniste, afin de tirer des conclusions quant à l'inclusion de la variation sociolinguistique dans les documents pédagogiques (DP) de français langue seconde (FLS). Des études telles que Mougeon, Nadasdi et Rehner (2002) montrent que les apprenants éprouvent des difficultés à acquérir la compétence sociolinguistique qui leur permet d'adapter leur langue au contexte socioculturel. Cette thèse s'interroge sur le rôle potentiel des DP et cherche à répondre à la question suivante: "dans quelle mesure les DP de FLS utilisés en contexte communicatif incluent-ils la variation sociolinguistique?". Une analyse systématique de quatre variables (le futur, la négation, les auxiliaires et les phrases hypothétiques) dans un corpus de 38 DP utilisés dans les classes de FLS de la 9eme à la 12eme dans la région d'Ottawa, permet de conclure que la variation sociolinguistique est généralement ignorée ou mal représentée. En effet, les variantes vernaculaires sont incluses en quantité insuffisante et les variantes standard, en quantité excessive. De plus, très peu de commentaires ou explications soulignent la variation sociolinguistique et lorsque de tels mentions explicites sont présentés, elles vont à l'encontre de ce que l'on observe dans la langue des locuteurs natifs. Les résultats montrent donc que les DP sont en effet une cause possible sinon probable des difficultés encourues par les apprenants de FLS.

La présente recherche a pour objectif de vérifier, auprès d'une population d'étudiants universitaires de niveau intermédiaire, s'il y a amélioration de l'acquisition et de la compétence grammaticale de l'imparfait et du passé composé par l'intégration d'extraits de littérature. Cette étude en apprentissage des langues secondes se fait dans l'optique d'une approche à la fois globale (whole language) et axée sur le contenu (content-based). Dans le passé, la méthode grammaire-traduction a amplement utilisé la littérature comme le pilier central du développement des habiletés de compréhension et de production écrites. Toutefois, la construction de théories et d'approches plus centrées sur la communication orale a déplac le "focus" d'enseignement vers des objectifs plus pragmatiques, ou le texte doit correspondre à des exigences plus utilitaires et instrumentales répondant aux besoins des apprenants. Le texte n'est plus la base de l'apprentissage, mais davantage le reflet des actes de communication, exprimant fonctions et notions diverses. L'évolution de l'enseignement des langues, où s'insèrent des formats et des modèles d'enseignement de plus en plus ciblés vers certains objectifs d'apprentissage, ainsi qu'en témoignent les cours d'immersion, approfondit et redéfinit la matière brute du contenu langagier. De plus, un retour aux textes et aux contextes d'apprentissage est formulé à partir de tâches et de besoins authentiques reliés à d'autres sujets habituellement étudiés en langue maternelle. Par ailleurs, le texte est à la base de l'approche globale qui reconstruit ce lien intéractif entre l'écriture et la lecture. Les éléments de base de l'interprétation et de l'expression écrite et orale dépassent la simple analyse fragmentaire des mots comme unités morphosyntaxiques, phonétiques ou sémantiques. La littérature retrouve une place dans cette approche globale, et cela se traduit par plusieurs directives de différents programmes cadres des ministères de l'Éducation au Canada et à l'étranger. Par une étude de cas, nous avons cherché à savoir si l'intervention avec des outils littéraires ciblés constituait une intervention pédagogique apté à déclencher une amélioration de l'acquisition et de la compétence grammaticale en langue, en particulier l'utilisation des temps du passé. Le genre de protocole envisagé était une étude de cas de nature exploratoire, de type pré-expérimental. Les résultats serviront à décrire une situation en contexte d'apprentissage du français langue seconde avec une population sélectionnée de façon non aléatoire. Un pré-test/post-test valide antérieurement par l'Institut des langues secondes de l'Université d'Ottawa a servi à mesurer les habiletés grammaticales relatives à l'utilisation de deux temps du passe. L'intervention, étalée sur une durée de neuf semaines, a été l'intégration d'activités d'enseignement axées sur l'utilisation d'extraits de littérature. Pendant cette période, cinq collectes de données ont été effectuées au moyen d'activités d'évaluation formative et par la suite analysées au moyen d'outils statistiques. Cette étude vise à stimuler une réflexion sur l'intégration de différentes méthodologies ou approches d'enseignement de la grammaire en langues secondes, une réflexion sur les outils littéraires et discursifs à privilégier dans cette intégration, ainsi qu'une invitation à la poursuite et au développement d'autres études sur les interactions ou la compatibilité, ou les deux, entre la littérature et la grammaire en enseignement des langues secondes.

This study investigated: (1) the effects of a process-based, self-regulatory approach to second language (L2) listening instruction on language learners' (a) metacognitive awareness, (b) self-regulatory abilities, (c) listening comprehension strategy use, and (d) overall success in listening comprehension, (2) the interrelationships between language learners' metacognitive awareness, self-regulatory abilities, listening comprehension strategy use, and their overall success in listening comprehension, and (3) language learners' perceptions and attitudes towards a self-regulatory approach to L2 listening comprehension development. The participants came from two small groups of native anglophone Canadian federal government employees enrolled in a mandatory French as a L2 learning program. One group, at the beginner-intermediate level, had been assessed by the learning institution as low-achievers; the other group, at the intermediate-advanced level, had been assessed as high-achievers. Six data collection instruments---questionnaires, stimulated recalls, think-alouds, interviews, listening note-books, and observation---were cyclically used to complement, explain, and verify the findings elicited by each instrument in the investigation of the research questions. In addition, at the end of the study, the students and their instructors completed individual summative reports of evaluation of the pedagogical method investigated in this research. All sources of data concur in indicating that low- and high-proficiency students responded positively to the pedagogical approach examined, and that this method exerted beneficial effects on low- and high-proficiency students' metacognitive awareness, strategy use, and on their confidence and interest in L2 listening. The beneficial effects of this approach are most evident in the case of the low-proficiency students, whose think-aloud protocols reveal a considerable improvement in listening comprehension success over the course of the nine week listening training. This study provides detailed insights into the components of metacognitive, self-regulatory, and strategic knowledge---as well as individual listener characteristics---which influence L2 listeners' comprehension, and into the intricate interrelationships among these factors. The study also provides detailed insights into the advantages and drawbacks of the various instruments which can be utilized in L2 listening research. These methodological findings underscore the necessity for rigorous data triangulation in the investigation of the covert processes underlying listening comprehension.

This study examined L2 listening as a skill and as a component of multiple literacies in an English Intensive Program (EIP) in a Canadian university, With the goal of establishing criteria for evaluating listening policy and practice guidelines based on Cadiero-Kaplan's (2004) Language Policy and Programming Conceptual Framework. The integrated mixed methods design consisted of two phases. Participants in the first phase included 96 international adult students from six EIP classes: intermediate (n=29), high intermediate (n=35), and advanced (n=32). Participants completed an L2 listening test, a metacognition and a motivation questionnaire. Results were juxtaposed with the listening policy and practice guidelines as stated in the EIP program documents. Participants in the second phase included the program leaders (n = 4; the coordinator and three teachers) and program participants (n=8). Program leaders were interviewed concerning their perceptions of literacy and its relation to the teaching of L2 listening. Program participants were observed and interviewed regarding the sense-making processes experienced in listening/literacy activities. Findings were, once again, juxtaposed with the listening policy and practice guidelines found in the program documents. Data collected during the first phase were used to generate a multi-dimensional model demonstrating that L2 listening performance was the effect of the interaction between linguistic, cognitive (L2 listening metacognitive strategies) and affective factors (learner motivation orientation). When juxtaposed with the program policy and practice guidelines for listening, this model suggests that listening performance expectations should be revised to simultaneously take account of learning strategies and learner motivation, in addition to the linguistic factors already present in the guidelines. In the second phase, the listening policies were again examined, this time in light of Masny's Multiple Literacies Theory (2005/06; 2009) in order to understand the policy maker's assumptions regarding L2 listening and literacy development. The findings from the program major stakeholders (i.e., leaders and program participants) provided criteria for judging the potentials and limitations of the program policy and practice guidelines in the area of L2 listening in capturing learners' sense-making processes. The results suggested that the skills-oriented conception of literacy underlying the current program policies risks focusing on the product of listening at the expense of the critical sense-making processes involved in L2 listening events. Overall, this study provides an in-depth and contextualized understanding of L2 listening both as a skill and as a component of multiple literacies, and underscores the relevance of stakeholder input for improving policy, curriculum and practice.

We have analyzed the spontaneous oral production of a group of adolescent and adult native French, English and bilingual students in the initial stages of contact with Spanish as a second language in classroom settings in order to determine what role age, learning context and previous linguistic experience, i.e. the mother tongue or other second languages, have on the acquisition of unstressed pronouns. Moreover, it has been our intention to determine the characteristics of these pronouns (or clitics) in the interlanguage (IL) of our subjects as well as to determine whether there is any difference between the non-native and native use of these pronouns. Specifically, we have analyzed the order of acquisition, the morphology, and the value of the reflexive, experiential, and object pronouns in the IL of our subjects. Our investigations confirm that (1) the subjects acquired some type of native-like system of clitics because native-like clitics were produced from the first interview; (2) as previous investigations have shown, it is the reflexive and experiential pronouns that are acquired first; (3) the subjects appear to value the clitics as affixes and not as nouns; (4) the differences between adolescent and adult acquisition cannot be clearly established; neither can (5) the correlation between the first and or other second language(s) and the acquisition of Spanish be determined at these initial stages. Further investigations at more advanced states of acquisition are required.

This study was developed because there is very little research covering the topic of bilingual teachers. Literature that describes how bilingual teachers view their role within the whole school environment, what makes their career unique from other teachers, their perspectives on bilingual education, their needs, and the issues most affecting them, was lacking. Therefore, this study attempts to fill that gap within the literature. Through qualitative in-depth interviewing, the participants in this study were encouraged to discuss the issues and topics most relevant to them from a set of interview guide questions. Two groups of participants, former bilingual teachers and teachers currently working in a bilingual program, were selected to add breadth and depth to the research findings. The literature review chapter sheds light on what little data is available that is relevant to the target group and brings forth gray areas which need to be studied. Further, this chapter provides an overview of multiple issues which affect the field of bilingual education, but which do not currently consider the perspectives of bilingual teachers. This section was incorporated in order to provide solid background information as well as to allow the participants to give their views on some of the topics. This study documents the following general findings about bilingual teachers at Westpoint School District: (1) Most people who pursue a career in bilingual education are native speakers of the language in which they teach and have previous teaching experience in their native land. (2) Political threats to bilingual education are causing former bilingual teachers to leave their program, seeking job security. (3) Bilingual teachers' workloads are greater than average because of the lack of resources, the absence of support personnel, dual language teaching, student-related issues, the lack of student academic support programs, and having to implement the goals of the program. (4) A bilingual teacher's role entails performing the duties customarily performed by support personnel as well as implementing the goals of bilingual programs and student academic support programs. (5) Participants in this study perceive a lack of professional equality between bilingual teachers and other educators.

This study investigates teacher attitudes about language and education. The purpose of the study is to help program designers develop professional development efforts that successfully address some of the major identified challenges teachers face when transitioning into Mother Tongue Based Multi-Lingual Education (MTBMLE), including negative attitudes. It also suggests protocols and issues that trainers should consider when designing professional development for MTBMLE teachers. The research question guiding this study is: (1) Do teachers' attitudes towards and knowledge about mother tongue-based instruction change after they participate in professional development that is consistent with good professional development practice? (a) What were teachers' knowledge and attitudes about MTBMLE before the professional development program? (b) Did teachers' knowledge and attitudes change after participating in the professional development program? (c) Why did teachers hold particular attitudes towards MTBMLE prior to professional development and what factors influenced their change? I conducted this research during a three-month MTBMLE professional development program with a group of indigenous first grade teachers and their school principals in Save the Children's outreach areas in rural Mindanao in the Philippines. I used a Q sort methodology for initial interviews conducted with a subset of five first grade teachers followed by a second interview after the professional development program. The interview data showed that teachers came into the trainings with two distinct viewpoints; mother tongue supporters and one mother tongue resister. After the professional development program, however, teachers were all more positive about using the mother tongue as the language of instruction. Interviews revealed that teachers were more positive and confident in teaching the mother tongue when they had the opportunity to: (1) spend time learning about their own language, (2) create mother tongue teaching and learning materials, and (3) reflect on their early learning experiences and experience what it is like to learn in a language that is not familiar. This paper will discuss the research findings in depth and will provide a clearer picture of how to train and support teachers who are transitioning into MTBMLE.

This cross-sectional, mixed-methods study investigated the development of children's perceptions of interethnic and interracial friendships by employing the Perceptions of Intergroup Friendships Questionnaire , a measure designed for this study. A total of 103 children (53 Kindergarten and first graders and 50 fourth and fifth graders) attending one, ethnically/racially-diverse, urban, elementary school in a middle-sized Northeastern city, were interviewed employing the questionnaire. In addition, a sub sample of 17 children (7 Kindergarten and first graders and 10 fourth and fifth graders) were interviewed employing a lengthier semi-structured interview format. Results indicate that K/1st and 4 th/5th graders' differ significantly in their perceptions of intergroup friendships with younger children holding more positive perceptions than older children. African American children demonstrated more positive perceptions of intergroup friendships than European American children. Younger children and girls also held more positive perceptions of intragroup friendships than older children and boys. Children involved in intergroup friendships attributed lower levels of these relationships in the higher grades to prejudice and incidents of racist behavior in the school, along with fewer opportunities to interact with children of different ethnicities/race both within and outside of the school context. Children involved in exclusively intragroup relationships attributed lower levels of intergroup friendships to a normative developmental pattern through which children become increasingly more selective and include only "similar" peers in friendships circles. These differing perspectives are based in children's own racial attitudes and experiences of prejudice. Lastly, children shared their perspectives on how intergroup friendships could be better-supported in schools.

This dissertation describes a qualitative research study about the educational experiences of Cambodian American students conducted in a community in the northeastern United States from January to November of 2003. The study investigated the experiences of fourteen Cambodian American young people, ages 16–23, in a small college community using both individual and group interviews as the primary source of data collection. The study examined how the participants' cultural identities and family expectations influenced their interaction with the school system and how teachers' practices and institutional policies affected the young people's striving for academic achievement. This study contributes to understanding why schools are not providing successful educational experiences for Cambodian American students as suggested by their disproportionate rates of dropping out and classification as learning disabled, and by views held by their teachers and sometimes themselves that they are low achieving students. The participants reflected the diversity among Cambodian American students: some were still in school; some had graduated; some had dropped out. They included males and females, those who had been born in Cambodia or in refugee camps and those who were born in the United States. They all presented their perspectives on both the supportive aspects of school and those aspects that had hindered their success. The study described in this dissertation explored the participants' experiences through the theoretical perspectives of multicultural education, culturally relevant pedagogy and critical race theory. An important aspect of this study was the centering of the young people's voices as the primary source of knowledge. This study generated a number of significant findings that emerged from the data. One finding illustrated the extensive influence their families and cultural teachings exerted on the students' lives, most relevantly in the school context. Another finding portrayed the dynamic nature of the students' identities in their lives as adolescents and bicultural border crossers. Other findings depicted the school experiences that supported the students in their educational journey as well as the obstacles that hindered their progress.