Our guest blogger this week, Andrew Jackson, is an artist who engages with the challenges of representation and narration through the medium of photography. His interventions focus on migration, memory and notions of urbanism. Andrew is a recent recipient of the Light Works Residency in Syracuse (2018) and Arts Council England’s Artist International Development fund, which enabled him to develop a work exploring language, identity and the spaces of Montreal. He is working towards a major exhibition in Birmingham, UK in 2018 exploring the Jamaican Diaspora. A graduate of the MA Documentary program at Newport in Wales, Andrew has since undertaken both self-initiated and commissioned works in the UK and abroad.
This semester has been particularly hectic for me. I’ve been juggling two jobs while also being a full-time PhD student. I teach an undergraduate course on second language learning at McGill University, where I work with a group of 76 students, most of whom are perfectly bilingual (or multilingual!) and come from diverse ethnolinguistic backgrounds. At the same time, every Saturday I teach Greek language and culture to a small group of 16-year-old students of Greek heritage. Most of these students go to French immersion schools on the weekdays, so their opportunities to use the Greek language are limited to their interactions with their family and these Saturday classes, which are organized by the Hellenic Community of Greater Montreal.
As a new language-learning-crazy-mom who tries to expose her child to a maximum of languages, I made what would seem a bad decision: I chose a monolingual daycare for my baby. Yes I did. Even worse than that, I chose a monolingual day care in the majority language. Adios! Goodbye! Au revoir! plurilinguisme, le sort en est jeté, direz-vous. Well, I had my reasons and I haven’t lost hope in raising a wonderful multilingual child. Here is why. Continue reading
Rhonda Chung is a Ph.D. student in Education at Concordia University in Montreal and one of BILD’s newest members. Her research interests are in phonology and focusing on how learners perceive and process different dialects and accents of L2 French, in particular those novel to them. Born and raised in Toronto, Ontario, Rhonda moved to Montreal in 2006 in a bid to learn our country’s other official language: French. What started out as linguistic curiosity soon became a journey into understanding second language acquisition.
Dr. Caroline Riches is an Associate Professor in the Department of Integrated Studies at McGill University. She is the Director of Teacher Education Programs & Certificates and MA programs in the department. Her research interests are in teacher education & development (Collaboration in Haitian Teacher Development: Cultivating Inclusive Action Research Practices) and bilingualism (Toward Achieving Canadian Bilingualism: Investigating Pre-service ESL and FSL Teachers’ Linguistic and Professional Identities).