Shelley Taylor - Academia.edu (original) (raw)

Papers by Shelley Taylor

English users speak many different mother tongues (L1s) and a variety of “Englishes.” They use En... more English users speak many different mother tongues (L1s) and a variety of “Englishes.” They use English for different (cross-cultural and/or international) communicative purposes, depending on their contexts, needs, and their own unique “plurilingual” backgrounds (discussed in Part III). In many of today’s globalized societies, mobility and change are key features. Language planners, multi-national stakeholders, and transnational individuals affected by mobility and change view English as crucial to their interests, and frequently claim it as their own. English also has imperial and (post-) colonial legacies; hence, many localized forms of English have been developed and are used internationally, making English a context-specific, dynamic, international language. The term English as an international language (EIL) describes both the language (English/es), and its linguistic function in international contexts

In an article published in this journal 15 years ago, Vivian Cook argued that it was time to ques... more In an article published in this journal 15 years ago, Vivian Cook argued that it was time to question the time-honoured view that the native language (NL) should be avoided in the classroom by teachers and students. The justifications for this perspective hinged on a questionable compartmentalization of the two languages in the mind. The conventional wisdom has been that the NL has no place in the second language (SL) or foreign language (FL) classroom and that teachers should focus on getting students to think and interact exclusively in the target language (TL). In Linguistic Imperialism, Phillipson debunks five fallacies that are foundational in the field of applied linguistics, among them, the monolingual fallacy or the idea that a second or foreign language is best taught monolingually. Questioning monolingual pedagogies is at the heart of the investigations assembled in this Special Issue

The TESOL Encyclopedia of English Language Teaching, 2018

Canadian Journal of Applied Linguistics, 2017

This article proposes a research agenda for future inquiry into the use of the Common European Fr... more This article proposes a research agenda for future inquiry into the use of the Common European Framework of Reference (CEFR) in the plurilingual Canadian context. Drawing on data collected from a research forum hosted by the Canadian Association of Second Language Teachers in 2014, as well as a detailed analysis of Canadian empirical studies and practice-based projects to date, the authors examine three areas of emphasis related to CEFR use: (a) K-12 education, including uses with learners; (b) initial teacher education, where additional language teacher candidates are situated as both learners and future teachers; and (c) postsecondary language learning contexts. Future research directions are proposed in consideration of how policymaking, language teaching and language learning are articulated across each of these three contexts. To conclude, a call is made for ongoing conversations encouraging stakeholders to consider how they might take up pan-Canadian interests when introducing...

This study examines the teacher's perspective of the role that the Common European Framework ... more This study examines the teacher's perspective of the role that the Common European Framework of Reference for Languages (CEFR) might play in improving language learning outcomes in programs related to French as a second language (FSL) in Canada. Participants included teachers and students from nine school boards across the province of Ontario. Ninety-three teachers attended sessions in which they were introduced to the CEFR and CEFR-based resources. The resources included activity kits for the four initial proficiency levels of the CEFR. The teachers were asked to draw on the activities and incorporate «CEFR-based instruction» (instruction geared to CEFR levels and focused on language «use») into their regular teaching. Participating teachers completed pre- and post-study questionnaires that delved into their attitudes and perceptions of the CEFR's action-oriented approach. Findings revealed that FSL teachers were predominantly positive about the potential of communicative t...

Given global competitiveness for quality research articulated through scholarly publication, mini... more Given global competitiveness for quality research articulated through scholarly publication, minimal research addresses the practices of Anglophone doctoral students in writing for scholarly publication. This study examines (1) the challenges faced by Canadian Anglophone doctoral students in writing for scholarly publication in international English-medium academic journals; and (2) the ways in which these novice scholars are supported by faculty supervisors and expert members of their academic community in communicating their work through scholarly publication. Two overarching questions frame the study: what are the challenges faced by Canadian Anglophone doctoral students in writing for scholarly publication? and how do they acquire the skills and knowledge necessary for scholarly publication? The theoretical framework for this study draws on the social constructivist notions of Discourse Community (Swales, 1990) and Legitimate Peripheral Participation (Lave & Wenger, 1991). A qualitative case study approach frames the study methodologically. A questionnaire, semistructured interviews, and document analysis constitute the data collection methods. The participants include Anglophone doctoral students, faculty supervisors, and editors of academic journals from all across Canada. The theoretical framework for the study as well as the existing literature inform the data analysis and interpretation. The findings indicate that although Anglophone doctoral students enjoy Native-English-Speaker status and presumably a linguistic advantage, they too face genre-specific, disciplinespecific, and non-discursive challenges in the initiation phase of joining their target discourse community through writing for scholarly publication. They also struggle with the publication process. Moreover, the struggles they face in writing for scholarly publication are similar to their non-Anglophone peers. Furthermore, the findings also highlight a "sink or swim" model for acquiring academic literacy skills in Canadian Higher Education context. The findings underline that academia needs to be more accountable for emerging scholars' legitimate peripheral participation and visibility in global scholarship. This study has important implications for policy making and instructional planning in Higher Education.

Lessons for future research" / « Tirer des leçons des recherches empiriques sur la mise en oeuvre... more Lessons for future research" / « Tirer des leçons des recherches empiriques sur la mise en oeuvre du Cadre européen commun de référence pour les langues et du Portfolio européen des langues pour les recherches futures. » (Toronto: University of Toronto Press). [Bilingual journal].

The Canadian Modern Language Review, 1994

health sciences, history THE CANADIAN HISTORICAL REVIEW utpjournals.press/chr Offering a comprehe... more health sciences, history THE CANADIAN HISTORICAL REVIEW utpjournals.press/chr Offering a comprehensive analysis on the events that have shaped Canada, CHR publishes articles that examine Canadian history from both a multicultural and multidisciplinary perspective.

Canadian Modern Language Review, 1993

Résumé/Abstract In this paper existing empirical research on core French is reviewed and research... more Résumé/Abstract In this paper existing empirical research on core French is reviewed and research directions are proposed. The review is organized under four main headings: program design, program objectives and outcomes, curriculum issues, and teacher ...

Canadian Modern Language Review, 1992

Canadian Modern Language Review, 2016

Canadian Journal of Applied Linguistics Revue Canadienne De Linguistique Appliquee, 2011

This article reports on French as a second language (FSL) teachers' perceptions of using the Comm... more This article reports on French as a second language (FSL) teachers' perceptions of using the Common European Framework of Reference (CEFR)-informed instruction (action-oriented instruction focusing on language use) in FSL classrooms in Ontario. In particular, this paper focuses on teachers' perspectives of the strengths and challenges of providing CEFRinformed practice in FSL classrooms. FSL teachers (n=93) as well as elementary and secondary school students (n=943) participated in this province-wide study. Participating teachers were introduced to the CEFR and CEFR-informed activities and resources. Teachers then used the resources in their classrooms for approximately three months. At the end of this period, teachers participated in interviews and focus group sessions which focused on their perceptions' of CEFR's action-oriented approach. Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence in their learners, promoted authentic language use in the classroom and encouraged learner autonomy. These findings have implications for FSL programs in Canada and possibly other second language education programs worldwide. Résumé Cet article présente les résultats d'une recherche sur les perceptions des enseignant(e)s de FLS (Français Langue Seconde) en Ontario quant à l'utilisation du CECR (Cadre Européen Commun de Référence) dans leurs salles de classe (une approche actionnelle de l'enseignement des langues qui met l'emphase sur l'utilisation même de la langue). Cet article vise principalement à décrire les perspectives des enseignant(e)s quant à la

Language and Literacy, 2014

In order to succeed in French First Language (FFL) schools, students must have a working knowledg... more In order to succeed in French First Language (FFL) schools, students must have a working knowledge of French. For many Anglophone and Allophone students, the journey toward official bilingualism through FFL schooling begins in FFL child care centres. The programs offered in these centres were designed to foster the linguistic and literacy development of Franco-Ontarian children before they enter the FFL L-6 school system (CLR-Net, 2009; Government of Canada, 1982, 2008 & 2012; Ministère de l'éducation, 2004; Ontario MEO, 2005). This paper investigates whether éducatrices in FFL child care centres can meet all children’s French needs and, if so, how?

Tesol Quarterly a Journal For Teachers of English to Speakers of Other Languages and of Standard English As a Second Dialect, 2009

Canadian Modern Language Review/ La Revue canadienne des langues vivantes

Since its publication in 2001 the Common European Framework of Reference for Languages (CEFR; Cou... more Since its publication in 2001 the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001) has established itself as a key reference in international discussion of proficiency in second and foreign languages. The CEFR represents the culmination of three decades of collaborative research, and it unites two apparently opposed tendencies in the Council of Europe’s work on language teaching and learning. On the one hand, its definition of proficiency in terms of the individual user-learner’s capacity for communicative task performance goes back to its roots in the adult education projects of the 1970s. The Council’s first work in modern languages was carried out under the auspices of the Committee for Out-of-School Education, which was strongly in favour of learner autonomy and self-assessment and strongly opposed to formal exams; from the beginning, great emphasis was laid on language learning appropriate to the individual user-learner’s communicative purpos...

Writing & Pedagogy, 2011

Research indicates that when students’ identities are affirmed in micro-interactions between them... more Research indicates that when students’ identities are affirmed in micro-interactions between themselves and teachers, they are more likely to invest themselves academically (Cummins, 2001). Aboriginal students faced with pedagogical materials that negatively represent their culture are loath to invest themselves in their schooling. This reflection on practice describes the implementation of a dual language book project designed to produce positive identity texts to counter damaging representations of marginalized group members. The participant-authors were Aboriginal parents who wrote books intended for their preschool-aged children in their ancestral language and English. These parents created identity texts to reflect their children’s identities back to them in a positive light (Cummins, this volume) and, in so doing, they engaged in a form of “decolonized writing.”