SEFANIT ABACUS TECHNOLOGY PROFESSIONAL

Drawing on the Critical Language Testing framework, this session presents the results of a study exploring the experiences of international graduate students who have successfully met the language proficiency requirements of a Canadian university. Furthermore, Shohamy (2001) argues that language testing policies are undemocratic because power is allocated to a few individuals who have the authority to make high-stakes decisions affecting the lives of many students. Many students who pass these tests still struggle with the academic language demands of their program of study, and the differences in educational systems. However, research suggests that performance on proficiency tests does not predict or improve students’ success (Andrade, 2009). These language requirements are based on the assumption that if students attain a high level of proficiency prior to admission, they will succeed in their program of study. Paper presentation at the Canadian Association of Applied Linguistics, Brock University, St.Catherine’s, Ontario.Ĭoncerns about the English language proficiency of international students have given rise to the increased use of standardized English language proficiency tests as gatekeeping measures in university admission policies. Conceptualizations of affect in Canadian adult immigrant second language education. Merriam & Associates (Eds.), Qualitative research in practice: examples for discussion and analysis (p.399-416). Methodology in the fold and the irruption of transgressive data. “Problematizing qualitative research: Reading a data assemblage with rhizoanalysis.” Qualitative Inquiry, 22(8), 666-675. International Journal of Qualitative Studies in Education,26 (6), 658-667. Researching without representation? Language and materiality in post-qualitative methodology. Language policies and programs for adult immigrants in Canada: deconstructing discourses of immigration.

Minneapolis, MN: University of Minnesota Press. A thousand plateaus: capitalism and schizophrenia. Emotions and English language teaching: exploring teachers’ emotion labor. We discuss some implications of attending to affect and embodiment in research and practice.

Such data disrupt “the dichotomy between discourse and materiality” in applied linguistics research (Pennycook, 2018, p.32).

664), namely, teacher’s articulations of embodied reactions to vignettes (E.g.

SEFANIT ABACUS TECHNOLOGY PROFESSIONAL

Pierre, 2002) that blur boundaries between research and professional development activites and (2) “instances of bodily incursions into language that pose a challenge for qualitative method” (MacLure, 2013, p. We also unpack unexpected research-becomings: (1) the problem of “transgressive data” (St. They had the potential to influence teacher’s pedagogical choices moving forward, although teachers held divergent opinions about the place of emotion in the classroom. A rhizoanalysis of this qualitative data (Masny, 2016) suggested affectively-charged events are rarely occurring yet significant. Drawing on Deleuze and Guattari’s (1987) conceptualization of affect as embodied responses to relational encounters, the current study explores the research question: How do the affective dimensions of their classrooms influence teacher’s pedagogical choices? Ten FSL teachers from Quebec and 75 ESL teachers from Ontario responded to an online vignette-based questionnaire which solicited their reactions to four affectively-charged classroom situations. However, research indicates that these programs emphasize job preparation (Guo, 2015) and marginalize the affective aspects of integration (Waterhouse & Faulkner, 2014), even though language teachers engage in substantial “emotional labor” (Benesch, 2017). CO-PRESENTER: Christina Driedger ABSTRACT: Adult newcomer language programs have a multifaceted mandate to teach English or French as a second language (ESL or FSL) while simultaneously preparing students for the labor market and integration into Canadian society (Guo, 2015). Paper presented at the Association canadienne de linguistique appliquée / Canadian Association of Applied Linguistics (ACLA-CAAL), University of British Columbia, Vancouver, BC.

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