Citizenship and race in second-language education

Fleming, Douglas

doi:10.1080/01434632.2014.892500

Cited by 11 publications

(7 citation statements)

References 18 publications

(14 reference statements)

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“…That the document does little to address grammatical form for complex structures implies that the anticipated learner should already have mastery over these structures. This reflects a similar finding to Fleming's (2015): only the most proficient learners can access pragmatics lessons.…”

Section: Genre: a How-to Guide For New Canadianssupporting

confidence: 78%

“…Similarly, Fleming's (2015) analysis of the LINC program's assessment tool, the Canadian Language Benchmarks (CLB), demonstrates that the CLB portrays the ideal Canadian citizen as a passive and obedient worker and consumer. Fleming notes there is only one reference to active citizenship (voting) at the highest level of the CLB, indicating that "opinions not expressed in English [have] little value in terms of Canadian citizenship" (p. 47).…”

Section: Discourses Of Immigration In Canadamentioning

confidence: 99%

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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners

Barker

2021

CJAL

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The Canadian government implemented the Language Instruction for Newcomers to Canada (LINC) program to help immigrants integrate into Canada. However, research indicates that the LINC program fails to achieve its integrative goals. Using Fairclough’s analytical concepts of genre, discourse and style, this article closely examines a unit of LINC lesson plans to understand how they advance an understanding integration among classroom stakeholders (Canadian teachers and immigrant students). The analysis reveals that the LINC curriculum proliferates inequality between Canadians and newcomers by fostering an assimilative orientation that subjugates immigrants as problematic Others. Immigrants are expected to conform to dominant Canadian ways of being and ways using language. This article calls for a rethinking of integration by identifying possibilities for resistance that could shift immigrants’ positioning and reduce discrimination. This could occur through better recognizing bias and dominance, and through acknowledging and validating newcomers’ ways of speaking and interacting.

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Section: Genre: a How-to Guide For New Canadianssupporting

confidence: 78%

Section: Discourses Of Immigration In Canadamentioning

confidence: 99%

Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners

Barker

2021

CJAL

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“…The scope of the study did not allow to examine other controversies that teachers observed in the CLB document, such as rigid separation into four traditional skills, insufficient attention to developing digital literacy and language accuracy, tensions between learner-centred and competency-based CLB principles, as well as the limitations of purely functional language learning, potentially leading to "an insular view of the world" (T47), which had been problematized by Canadian scholars (Clark et al 2012;Cray & Currie, 2004;Fleming, 2010Fleming, , 2015.…”

Section: Discussionmentioning

confidence: 99%

“…Remaining publications connected the CLB to language teaching and learning to varying degrees. Among other observations, Fleming (2010Fleming ( , 2015, pointed out the limited understanding of citizenship in the CLB. Similarly, analyzing a wider range of policy documents, Burkholder and Filion (2014) problematized linking citizenship rights to language ability as captured by the CLB 4, required for Canadian citizenship application.…”

Section: Introducing the Language Standardmentioning

confidence: 96%

Comments from the Chalkface Margins: Teachers’ Experiences with a Language Standard, Canadian Language Benchmarks

Desyatova

2020

CJAL

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While the Canadian Language Benchmarks (CLB) document has been a milestone in supporting the teaching of English as an additional language to adults in Canada, few studies examined practitioners’ experiences with the language standard. The expectation of ongoing use of the CLB by teachers in the Language Instruction for Newcomers to Canada (LINC) program became a rigid requirement with the implementation of portfolio-based language assessment (PBLA). However, the CLB-related literature has been mostly conceptual and aspirational, while practitioners’ voices have been on the margins of research and policy making. This article examines teacher comments on the CLB, as collected during a large mixed-methods exploratory project on PBLA implementation (Desyatova, 2018, 2020). While some practitioners appreciated the standard and its impact, the majority of comments reflected comprehensibility and interpretation challenges, experienced by both teachers and learners. These challenges were further aggravated by the pressures of PBLA as a mandatory assessment protocol.

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“…A "Canadian" identity was, is, and will always be, based on a colonial concept. As some scholars have demonstrated, the strong connections of the "Canadian" national identity with that of the settler-colonist has resulted from an inheritance of British and French imperialism (Fleming, 2015;Kymlicka, 2003;Stanley, 2016;Tupper, 2012). Embedded within a "Canadian" Cultural and Pedagogical Inquiry, Fall 2020, 12(2), pp.…”

Section: Making a Nation Out Of A Classroommentioning

confidence: 99%

I’m(migrant) Canadian: Renegotiating a “Canadian” National Imaginary in English as a Second Language (ESL) Classrooms

Mya

2021

Cult. and Ped. Inq.

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What does being “Canadian” mean to racialized students learning an additional language? What happens when such students do not fit in with dominant, idealized notions of being a Canadian? Drawing on Norton’s and Anderson’s concept of imagined communities, this article posits that Canada is an imagined nation. In responding to the two questions, I summarize the relevant literature and share some key personal and lived experiences in teaching English as a Second Language (ESL) and Language Instruction for Newcomers to Canada (LINC) students. To conclude, I suggest that in light of the significant demographic changes that negotiating and reconstructing the “Canadian” identity, is a learning process in which all societal members must participate in equitable ways.

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Citizenship and race in second-language education

Cited by 11 publications

References 18 publications

Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners

Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners

Comments from the Chalkface Margins: Teachers’ Experiences with a Language Standard, Canadian Language Benchmarks

I’m(migrant) Canadian: Renegotiating a “Canadian” National Imaginary in English as a Second Language (ESL) Classrooms

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