La présente recherche se propose d'analyser la préparation au multiculturalisme offerte dans les programmes de formation initiale des maîtres à l'Université d'Ottawa. Limitée aux futurs professeurs de français langue seconde, cette recherche exploratoire de type qualitatif a évalué la formation multiculturelle offerte aux étudiants-maîtres par rapport aux exigences du système d'éducation en Ontario. Après avoir identifié les orientations du système, nous avons examiné les pratiques enseignantes privilegiées dans la formation multiculturelle des futurs professeurs de français langue seconde. Les résultats obtenus font émerger des incohérences entre les exigences du système et la formation au multiculturalisme offerte aux étudiants-maîtres à l'Université d'Ottawa, ainsi qu'un écart entre les programmes francophone et anglophone. À la lumière de ces conclusions, il apparaît comme nécessaire que la Faculté d'éducation prenne des mesures pour rajuster ses programmes de formation initiale des maîtres aux orientations du système et à la demande sociale.

This collective case study explores second language (L2) training experiences from the perspectives of six Canadian statutory civil servants and examines factors that may have influenced their L2 learning experience. Three instruments were used to collect data: a preliminary questionnaire, an in-depth questionnaire, and an interview protocol. Findings reveal that a language and culture connection, opportunities to use the L2, and a short-term intensive cultural and linguistic immersion experience in particular were all associated with more positive L2 learning experiences. Negative comments regarding L2 learning experiences revolved around the anxiety and stress surrounding the one-shot summative nature of the oral exam, and seemingly no link between instruction and evaluation. This research contributes to the growing literature on factors affecting the L2 learning processes and outcomes. Furthermore, it may be beneficial for future candidates, language teachers, L2 program planners and curriculum designers within the Public Service Commission (PSC) and similar contexts.

Taboo language (essentially 'bad' language) is a fixture of many aspects of contemporary English communication. Yet frank discussions regarding this topic are typically absent from ESL (English Second Language) classrooms. This ethnographic study, guided by a conceptual framework layering Bourdieu's Theory of Practice with insights from a multiple literacies perspective, seeks to understand something of the complex interplay of ESL learner/user identities and power relationships they experience as they relate to English taboo language. Findings indicate that taboo language literacy practices are taken up in hybrid and sometimes contradictory ways as ESL learners/users cross linguistic and cultural boundaries. Identities-in-transition become sites of tension and struggle, situated within the structures of symbolic domination, as ESL learners/users resist and appropriate different literacy practices in strategic struggles for legitimacy and symbolic power. By raising awareness of the social implications of taboo language, this research encourages ESL praxis more in tune with the identities and empowerment of ESL learners.

This documentary analysis study critically examines representations of a multicultural perspective in selected Ontario elementary school visual arts curriculum and support documents. The study focuses on five documents that were published between 1985 and 1998, a period that coincides with important curricular changes in art education. This period was also significant with regards to developments that occurred in this province relating to multicultural education. To complete this analysis, references to race, ethnicity and culture were examined in order to identify ways in which they were being utilized in the documents. Furthermore, these references were analyzed from the perspective of critical multiculturalism to determine how multicultural education was being represented in the resources. I argue that while certain efforts were made to include a multicultural perspective in art education during this time period, these were for the most part inadequate in that they tend to present information out of context, fail to include diverse perspectives, overemphasize certain groups to the detriment of others, and perpetuate false information and stereotypes. I also contend that these deficiencies in art education are closely related to the political context that influenced the role and place of art education within the educational system.

Cette thèse étudie le développement de l'enseignement secondaire bilingue en Ontario entre 1910 et 1968. Elle analyse les efforts deployés par les dirigeants francophones pour créer des écoles secondaires offrant un enseignement bilingue adapte aux besoins des francophones et ce, dès la création de l'Association canadienne-française d'éducation d'Ontario (ACFEO) en 1910. Entre 1927 et 1968, les dirigeants francophones sont divisés quant à la stratégie à adopter pour développer une école secondaire pouvant sauvegarder la langue française et la foi catholique. Les dirigeants catholiques francophones veulent obtenir le droit a l'école secondaire bilingue confessionnelle, ce que refusera toujours l'État. Mais la création d'un cours de français avancé en 1927, nécessaire pour former des candidats à la nouvelle École normale de l'Université d'Ottawa, crée une concurrence entre les High Schools "bilingues" publics et les institutions d'enseignement secondaire bilingue catholiques privées. De son côté, l'ACFEO cherche à développer un modèle permettant aux écoles primaires bilingues publiques catholiques, dites "séparées", de rattacher des 9e et 10e années (5 e Cours) et créer des 11e et 12 e années (6e Cours) privées pour garder les élèves francophones dans le réseau scolaire catholique. Cependant, plusieurs dirigeants francophones font la promotion des écoles secondaires publiques. À partir des années quarante, ils soutiennent que les francophones ne peuvent soutenir une expansion du réseau d'écoles secondaires catholiques et soulignent l'urgence de créer une élite économique. L'attrait pour l'école secondaire publique s'accroît dans l'après-guerre. Cette popularité soulève des craintes chez les dirigeants catholiques qui constatent une baisse de la foi chez les francophones. Sous la direction de l'ACFEO, ils entament une campagne de création d'écoles secondaires catholiques privées durant les années cinquante. En outre, ils espèrent y développer des vocations enseignantes chez les filles pour les écoles primaires bilingues séparées. Alors que le réseau catholique privé s'écroule financièrement durant les années soixante, l'ACFEO obtient du gouvernement ontarien la création d'un réseau d'écoles secondaires publiques de langue française en 1968. La thèse souligne le rôle important joué par les, enseignants francophones dans le développement des écoles secondaires bilingues; les hommes laïcs profitent du développement des écoles secondaires publiques; les femmes se retrouvent plutôt au sein des communautés religieuses dans les écoles secondaires catholiques privées. La pénurie en enseignants francophones qualifiés caractérise le développement du cours secondaire bilingue ontarien. Enfin, entre 1927 et 1968, il y a uniformisation de la formation des enseignants et des programmes d'études des institutions catholiques privées et des écoles secondaires publiques.

This research study examines second language learning and identity construction through a hybrid design of case study and autoethnography. It argues for an elaborated understanding of the way that second language learners of English participate in the learning process in multiple contexts, in multiple discourses. From this perspective it considers the interdependence of language and identity in order to understand the experiences and difficulties of many second language learners. This research focuses on the identity struggles of Japanese women learning English as a second language from the perspective of sociocultural theory and critical theory in a postmodern stance. This framework allows me to consider how social identities are created discursively, how our conceptual metaphors function in Japanese and English, and how the process of participating in a new language and a new culture results in our living in neither culture but in hybrid spaces. Using autoethnography, I draw on my experiences as a Japanese woman learning English as a second language to understand what it means for a Japanese woman to be an English language learner as well as how English affects the identities of Japanese women. At the same time, the study also involves additional participants, namely three female Japanese students learning English in a Canadian University in Ontario. This hybrid design allows for a broader understanding of our everyday lives, languages, metaphors, and known and un-known selves as they take shape and transform. Using diary research, interviews and conversational group meetings, I examine how our individual and collective stories emerge. To do this I turn to four different discourse genres; narrative, haiku, metaphor and academic discourse. I choose to write narrative discourse to express our stories poetically. My decision to create was inspired by haiku, a genre that expresses my changing values and never-ending painful transformations. The untranslatable nature of language and this journey of women inspire haiku that emerges in a third space of the said and the unsaid. Finally, I turn to academic discourse to compose the meta-story of what I am doing and why, and to situate my identity and my research in a theoretical framework. The stories from the four of us contribute to a portrait of the tremendous ideological transformations involved in learning a second language. From the language of the research participants, we see how our conceptual system varies across cultures, implying multiple realities. This suggests that to promote cross-cultural understanding, we need to engage deeply with our experiences as they evoke the curriculum as lived.

Dans un contexte de professionnalisation des enseignants, cette recherche examine le processus de construction de la compétence multiculturelle des étudiants-maitres1 en milieu de stage professionnel, en répondant à la question principale suivante: Comment des étudiants-maîtres perçoivent-ils le processus de construction de la compétence multiculturelle en milieu de stage professionnel? À l'instar de Toussaint et Fortier (2001), nous pensons que la compétence multiculturelle devrait occuper une place distincte parmi les autres compétences de l'enseignant. Le cadre de référence de cette étude repose sur une définition opérationnelle de la compétence multiculturelle de l'enseignant adaptée selon Banks (1989) et sur le modèle de compétence professionnelle propose par Le Boterf (2002, 2004). Étude de cas multiples (Yin, 2003) située d'emblée dans une perspective interprétative, la méthodologie observée a utilisé des données de nature qualitative, recueillies auprès de neuf étudiants-maîtres dans une université ontarienne. Des entrevues semi-dirigées ont été menées à plusieurs moments du parcours de formation des participants, soit avant le premier stage en milieu professionnel, après le deuxième ainsi que pendant les deux stages. Présentés sous la forme de portraits individuels, les résultats traitent des parcours de formation professionnalisante de chacun des participants à la recherche, en identifiant les apprentissages perçus et les facteurs qui semblent les avoir influencés. Les caractéristiques personnelles des participants et leurs représentations de l'éducation multiculturelle et du rôle de l'enseignant occupent une place importante dans la description. L'interprétation des résultats a permis de: (1) inscrire l'éducation multiculturelle dans une approche pédagogique différenciée; (2) proposer une définition de la compétence multiculturelle de l'enseignant; (3) préciser son statut parmi les autres compétences de l'enseignant; (4) décrire et analyser le processus de construction de la compétence multiculturelle tel que perçu par les participants et (5) faire émerger un modèle de formation professionnalisante des futurs enseignants, ancré dans le modèle de l'apprentissage expérientiel (Kolb, 1984). 1Le masculin est utilisé dans ce texte à valeur générique, afin d'alléger la lecture.

The purpose of this study was to explore and assess creative avenues that challenge racism in urban high schools. A project study was established at one racially and ethnically diverse high school through the development of an anti-racist peer education curriculum model that used perspectives from multicultural education, the arts and media. The school system, with a student population of 25,000, had been experiencing racial problems and welcomed the study. The project study approach was used in order to analyze student responses to creating an anti-racist/multicultural arts and media curriculum. The participants of the project created a problem-solving play entitled "Let's Stop Racism in Our Schools," and performed it three times during the course of the study. The major goal of this research was to discover, through the eyes of students, if their learning, attitudes and behavior were affected by racism. Another goal was to demonstrate the significance of using multicultural arts to address racism in schools. Data collection methods included student interviews, field notes, audience surveys, and production videotapes. In addition, quantitative surveys on race relations and multicultural arts were used as support data. As a result of this study, students were able to identify creative ways of addressing racism in school and share their perceptions of how racism has affected their learning. All of the participants agreed that utilizing their "voice" throughout the project made them feel empowered to reach out to others. The study found that students experienced feelings of discouragement, guilt, anger, and pressure to over-achieve because of racism. The implications of this study are relevant for grades K-12 and beyond because it brings the issue out in the open, thereby enabling a greater chance for reduction. It is important for educators nationwide to take a look at students' points of views and ability to take a stand and make a difference in school curricula. Administrators should consider allowing students to become more involved with curricular development. In addition, this study should encourage all school personnel to consider the arts and multicultural education as integral aspects of education in all basic subject areas.

The purpose of this study was to (1) investigate teachers' perceptions of their own ability to embrace diversity, and (2) to explore how their personal, professional and academic preparation influenced their perceptions. Three research questions guided this study: (1) What type of personal and professional experiences affect the perceptions and behaviors of practicing teachers toward embracing diversity? (2) How do practicing teachers perceive that their teacher preparation program has prepared them to teach from a multicultural perspective? (3) What recommendations do practicing teachers have for enhancing the preparation of teachers to educate a diverse population? This study consists of four components: (1) a pilot study of three in-depth phenomenological interviews each with two participants that served as a basis for the current study. (2) one additional study of a novice teacher, using three classrooms observations and three in-depth phenomenological interviews. (3) a qualitative questionnaire, used with practicing teachers who had recently graduated from a teacher preparation program, designed to determine if there was a need for investigation into the research questions. (4) a quantitative questionnaire, used with beginning teachers, which examined how they felt they were prepared to teach a diverse student body. The findings reveal that graduates from one teacher preparation program feel that they were exposed to little or no multicultural education in their course work, and had been inadequately prepared to teach a diverse population. Many of the graduates are employed in school districts which incorporate superficial approaches to multicultural education. Teachers expressed a desire to become a part of a network where they could learn how to incorporate multicultural education into the curriculum. It seemed that what prepared teachers best to work with diverse populations was actually living in the community among diverse people; it was there that people started to understand issues, events and people from a variety of perspectives.* ftn*Originally published in DAI Vol. 58, No. 9. Reprinted here with corrected title.

This qualitative ethnographic study explores how a group of Kindergarten students from different social, cultural, ethnic, and language backgrounds construct social relations, social identities and social meanings through discourse during their playing time at a dramatic play center. This study also analyzes, if and how issues of power at the situational level are related to broader societal discourses. The theoretical framework for this study views language as a social practice (Fairclough, 1998 and Lemke, 1995). Data collection included 130 days of observation that lasted 30 minutes per day, 4 hours of videotape and formal and informal interviews with the children and with eight of the parents of ESL children. Fifteen parents had also filled out questionnaires. This study combines a microanalysis of children's discourse (Bloom and Egan-Robertson, 1993 and Forbes, 1999) with a macro analysis (Fairclough, 1998). Findings indicate that: (1) Children organized their play according to the central themes of the play scenario, yet children used common rules and strategies across different scenarios. (2) Children constructed distinct social relations and identities by bringing different discourses into their play. The roles these players built were largely determined by their social status in society. (3) These Kindergarten players constructed meanings that were valid in this community. (4) A macro analysis indicated that the social context of the lives of these children influence the way they constructed social relations, identities and meanings.