Haiti—Where Theory Meets Reality (by Caroline Riches)

Haiti, it seems, is not a common destination, as people express an element of surprise and curiosity when I share that I have visited there. I have the privilege of being part of a project that involves research and professional development work with in-service English as a Foreign Language (EFL) teachers in Haiti. The story of how I got to be involved with this work in Haiti will have to be told another time, but suffice it to say that it has exposed me to a completely other world. Continue reading

Visiting playgrounds: blurring the boundary between private and public language practices (by Catherine Levasseur)

For a year now, my main weekend outing has been visiting playgrounds – in my Montreal neighborhood, mostly, but also in Toronto, England and Wales. What I find most interesting in playgrounds, aside from the smile it puts on my daughter’s face, are the complex family language choices and practices at play.

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Bildungsroman: Sturm und Chung (by Rhonda Chung)

While packing away the mounds of leftovers last night, I wondered why I hadn’t properly prepared my fridge for all this party food. And that’s when it dawned on me: I had never had a birthday party before.

I am now 40 years old. Officially middle aged. My youth is now behind me. And apparently, this is the perfect time to throw a party.

Bildungs (education) roman (novel) is a German compound word that has entered the English literary vernacular, describing a character’s coming of age tale. The child leaves herself behind and sets foot in a new direction.

And when has travel not been exciting?

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Language portraits: Drawing one’s identities (by Emmanouela Tisizi)

When BILD joined the CCERBAL conference, which was held in the University of Ottawa back in May of this year, we were all very excited. We (BILD members) had organized a workshop on activities that teachers can use to celebrate linguistic pluralism in the classroom and make all students feel that their linguistic repertoires are equally important and relevant. In the workshop, we prompted the audience members to try out the tools we introduced; we felt that the best way to advocate for an educational tool is none other than to offer people the time and place to use it and see for themselves whether it would be a good addition to their toolkit.

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Le retour de la flâneuse (par Caroline Dault)

L’intérêt de Caroline (nouvelle membre de BILD/LIDA) pour la sociolinguistique est né lors d’une année passée comme assistante de langue en Angleterre où elle était, après une vingtaine d’années passées en contexte monolingue, non seulement immergée dans une nouvelle langue, mais également confrontée à la perception d’autres francophones de sa propre langue. De retour au Québec, devenue enseignante de français langue seconde, elle a obtenu sa maitrise en linguistique appliquée à l’Université Concordia. Questionnant la vision unilingue qui prévaut encore dans certains milieux d’enseignement où l’on exige que les apprenants laissent leur langue maternelle à la porte de la classe, elle a exploré l’utilisation d’une approche de comparaisons interlangagières en enseignement du français langue seconde auprès d’adultes immigrants. Continue reading