To facilitate the entry of members of "visible minority" and Aboriginal groups into the teaching profession, the Faculty of Education at the University of Ottawa implemented an "Access" admissions policy in 1994. This study examines how people of colour admitted through this preferential admissions policy are affected by the discursive formations of merit, deficit, and multiculturalism. Furthermore, this study explores the political and pedagogical practices utilized by Access -admitted student teachers of colour to manage their presence in the educational system. Interviews conducted with six people show that being admitted through "special measures" makes it difficult for them to establish their presence as legitimate participants. Their "questionable" presence is further exacerbated by the everyday reality of racism they feel they experience as members of "visible" minority groups. Their ambiguous positioning is negotiated through a number of strategies including challenging, resisting, and/or assimilating into the structures that marginalize them.

Au moyen d'une recherche à la fois qualitative et quantitative, la question de la représentation des groupes ethnocultures et de l'immigration dans les manuels scolaires francophones du Québec est abordée dans cette thèse. Plus précisément, on y présente les résultats d'une analyse de contenu d'un corpus de manuels de l'élève pour les aces scolaires 1976-1977 et 1998-1999 et on coffre les résultats de cette analyse pour les deux années scolaires retenues. L'analyse quantitative et qualitative des images dans les manuels de français et de mathématiques révèle une diminution des préjugés et une augmentation de la représentativité des groupes ethnoculturels depuis les vingt dernières années. D'autre part, l'analyse qualitative des textes dans les manuels d'histoire et d'économie permet de constater une légère amélioration du de l'immigration et de la réalité multiethnique au Québec pour l'année scolaire 1998-1999. Cependant, un biais ethnocentrique demeure évident lors de l'analyse des ces manuels.

Bilingualism is an important, if contentious, educational and socio-political issue, with implications for both society and individuals. This study considers several social psychological implications of developing second language (L2) competence by examining the links between ethnolinguistic identity, L2 self-confidence and efficiency, and psychological well-being. Participants included 368 Anglophone and 432 Francophone students attending a bilingual university. The results of confirmatory and exploratory fact or analyses showed that ethnic identity is multidimensional, and the number and types of factors depends upon the identity (L1-group vs. L2-group) and the language group (Anglophone vs. Francophone) considered. The extent of identification with each group differed according to the situation and the vitality of the group. In a similar manner, L2 self-confidence and L2-group contact varied as a function of group vitality, suggesting that contact and L2 competence mediate the link between vitality and identity. Indeed, correlational analyses confirmed the relations between contact, L2 self-confidence and identity in some situations. L2 self-confidence also mediated the connection between group contact, on the one hand, and proficiency and psychological well-being, on the other. These findings point to two major implications. First, future research should adopt a multidimensional, situational approach to the study of ethnic identity. Second, although developing L2 self-confidence may be associated with identity loss for some groups, it is also generally indicative of better mental health. Thus, whether bilingualism is an "additive" or a "subtractive" experience depends upon the outcome of interest.

Bilingual Arabic lexicography came into being at the end of the 9th century. Unlike monolingual lexicography, bilingual lexicography in the Arab world advanced little during the Muslim empire, and lay dormant under the Ottoman occupation. It was not until the beginning of the 19th century, when European interest in the Arab world coupled with communication needs arising out of its colonization and the growing realization among Arabs themselves that terminological development had been sadly neglected for centuries, that bilingual lexicography was spurred into activity. Thanks to this renewed interest, bilingual lexicography is today in a state of full expansion and is characterized by an evergrowing of number of dictionaries. Bilingual Arabic dictionaries produced since the Renaissance are not only numerous, but varied. Nonetheless, most of them share the trait of following traditional lexographic methods. An indepth study of four dictionaries reveals the most significant characteristics of modern French-Arabic lexicography. Although these dictionaries provide a great deal of generally valuable information, their presentation of this information is disorganized and hampers easy consultation. This organizational aspect needs to be improved in French-Arabic bilingual dictionaries. Such improvement may be brought about by the application of computerized methods in dictionary production.

La presente these a por objet de presenter la problematique entourant la confection d'un manuel de traduction administrative. Plus specifiquement, elle vise a decrire toutes les etapes prealables et necessaires a la redaction proprement dite du manuel, depuis la presentation materielle jusqu'a la confection des exercises. La these comporte trois parties. Le premier chapitre porte sur la place des manuels a l'universite. Sont examines leur utilite a ce niveau d'enseignement, les criteres qui s'appliquent a leur evaluation et a leur selection, ainsi que les divers types de manuels de traduction qui existent. Cette etape nous a permis d'etablir les criteres de confection de notre manuel et de choisir la formule qui convient a l'enseignement de la traduction administrative. Le deuxieme chapitre est consacre au manuel de traduction administrative a proprement parler. Nous y traitons de la delimitation de la matiere, des fondements theoriques de l'ouvrage et de l'approche pedagogique adoptee, en l'occurrence la methode par objectifs d'apprentissage. Enfin, le chapitre principal de la these, le Chapitre 3, consiste a presenter le contenu du manuel, c'est-a-dire ses objectifs generaux et specifiques. Ce chapitre se termine par une dizaine d'exemples d'exercises pratiques, qui viennent etayer ces objectifs.

The purpose of this study is to define traditional Native education for three Algonquian speaking nations using ethnographic skills of cognitive anthropology. An understanding of traditional Native education from a First Nations' perspective through dialogue using individual audio-taped interviews and an audio-taped group consensus-building dialogue is provided. The Algonquian elders involved are from the Algonquin, Cree and Ojibway Nations. Ten case studies and a group consensus-building conversation with elders constitutes this study. Each case study contains an individual audio-taped dialogue transcription with contextual remarks. The audio-taped dialogues and group consensus-building conversation are transcribed and analyzed using verbal protocol techniques. The emergent themes across the interviews and group consensus-building dialogue are analyzed and the findings tabulated. Six female elders and four male elders whose ages cover a fifty year age span, is the composition of the ten case studies. Nine elders, two women and seven men make up the membership of the group dialogue. Some of the participating elders conveyed their thoughts using the assistance of a translator. Consensus emerges across the individual dialogues and group interview. Elders tell of the existence of a different epistemology for Algonquian speakers that originates in the circle of life and is represented by the medicine wheel. In the cosmology of the circle each person is a whole world and a member of the larger circles of life; the family, the community, the world and the universe. According to the elders the concept of traditional Native education and the process of traditional Native education are embedded in the medicine wheel. Traditional Native education includes learning the Algonquian customs, traditions, values and beliefs and languages. Traditional Native education is the process of acquiring a First Nation identity. The importance of the land to all First Nations People is a recurring theme across all the dialogues. Elders disclose that the land holds knowledge and wisdom, and that it is capable of offering direction. They also iterate the interconnectivity of all of life in the recorded dialogues. No apparent difference in the thought patterns of the contributing Algonquian elders to this study is evident. This study has implications for First Nations' education in particular and for education in general. First, it gives direction to educators involved in educating First Nations children pointing out the need to provide traditional Native education and delineating the components of such an education. Second, it indicates that different epistemologies exist for First Nation Peoples and non-First Nations People and suggests ways of bridging the cultural differences to encourage understanding amongst all people. Third, it offers direction to educators involved in developing cross-cultural education programs.

La presente etude a vise a contribuer a l'avancement de la recherche sur les diplomes d'immersion francaise ainsi que dans le domaine de l'ecriture en langue maternelle (L1) et en langue seconde (L2). Elle a, de plus, offert une contribution sur les plans methodologiques et pedagogiques. Meme si un grand nombre de recherches ont porte sur l'immersion francaise, peu se sont interessees a l'ecriture des diplomes de ce type de programme. La presente etude a chereche essentiellement a jeter de la lumiere sur les prises de decision lors du processus d'ecriture en L1 et en L2 chez les diplomes d'immersion francaise. Une partie d'un projet de recherche anterieur portant sur lecriture d'apprenants d'anglais L2 (Cumming, 1989) a ete reprise, ce qui a permis d'evaluer la pertinence des interpretations de l'auteur avec un groupe d'apprenants de L2 avances diplomes d'un programme d'immersion francaise. A cette fin, un groupe de diplomeses d'immersion francais a ete choisi en fonction de certains criteres (la L1 anglaise, le genre de programme d'immersion, le nombre d'heures d'enseignement en L2, etc.). Les dix-sept participants ont ete regroupes en fonction du niveau de savoir-ecrire en L1 (deux niveaux) et de competence globale en L2 (deux niveaux). Les prises de decision lors du processus d'ecriture en L1 et en L2 chez les memes participants ont ete comparees a l'aide d'une approche directe. Ces derniers ont redige un texte argumentatif en L1 lors d'une premiere recontre et un text argumentatif en L2 au moment d'une deuxieme rencontre. Un protocole verbal a ete produit pendant la redaction des deux textes afin qu'il soit possible de cerner le type de decisions prises pendant l'activite redactionnelle. Quatre questions de rechereche ont ete posees afin de permettre l'etude de l'ecriture des diplomes d'immersion sous differents angles, a savoir leur production ecrite en L2, leurs processus d'ecriture en L1 et en L2, et enfin le lien entre leur processus d'ecriture et leur production ecrite en L2. (Abstract shortened by UMI.)

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Abstract not available.

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?