Canada\u27s Bilingual Dilemma: A Critical Discourse Analysis

While employing a qualitative, critical discourse analysis approach this thesis examined the discourses of official bilingualism and French as a second language (FSL) education in Canada as they appeared in stakeholder promotion efforts. The aim of the research was to gain insight into the underlying sources of tension contributing to the disconnect between the vision for official bilingualism and FSL education and the reality of it within Canadian society. Through a critical discourse analysis approach, it was found that there are two conflicting sets of discourses which paint very different pictures of the actual state of official bilingualism and FSL education in Canada. Based on these findings, the researcher calls for a renewed effort on behalf of stakeholders to bring the real issues facing official bilingualism and FSL education out from the shadows and into national dialogue so that the objectives for official bilingualism can be realized within Canadian society

Navigating the cumulative effects of family language policy during childhood for immigrant youth in Canada

One of the most influential decisions that immigrant parents must make for their children involves establishing a set of rules and norms governing what language(s) they will be raised with and how they will acquire proficiency in the dominant languages of the host society, a process known as family language policy. Such decisions can have long lasting effects for immigrant children into adulthood by influencing their integration into the host society and transition towards adult life. Using retrospective, in-depth interview data collected from young immigrant adults, this study explores the ways that parental decisions made throughout an immigrant child’s life course regarding language use and learning shape their multilingual identity and attitude towards the use of multiple languages in their everyday adult life. Findings suggest that the linguistic decisions parents make in the early years of an immigrant youths’ life have lasting impacts on them in terms of connecting to family members and culture in adulthood. We found that when parents created either a flexible or strict family language policy, such policies produced more positive experiences in the migration and early settlement process for immigrant youth compared to those whose parents did not form a family language policy

Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers

The use of makerspaces in education has exploded around the world over the past decade (Halverson & Sheridan, 2014); however, their employment in professional development for teachers has only recently emerged within the literature. Previous studies have found that makerspaces have the potential to radically transform how professional development is delivered to teachers by fostering nurturing opportunities to collaboratively engage in professional learning (see Girvan et al., 2016; Kjällander et al., 2017; Panganelli et al., 2017). Despite its emergence in the literature, the study of makerspaces in teacher professional development is limited to those studies inspired by STEAM education (science, technology, engineering, arts, and math). Consequently, little knowledge exists about their use in professional development for second language teachers. While presenting data gathered from reflective feedback questionnaires of teacher participants taking part in makerspace workshops, this paper contributes to the conversation in the literature by exploring the utility and application of makerspaces as professional development for second language teaching. The goal of the study was to explore in what ways this type of experiential professional development might enhance professional learning and reflective practice and contribute to professional growth and development among early career second language teachers. Findings strongly indicate that makerspace professional development sessions offer second language teachers a positive and supportive space in which to reflect and expand on their professional knowledge of best practices in second language teaching by directly engaging with learning activities meant to support students in their acquisition of the target language

Being and becoming multilingual within Canadian FSL education

While employing a critical narrative, multimodal approach this dissertation examines the identity construction and negotiation experiences of a diverse group of multilingual former FSL students. Particular attention is paid to how these students draw on, engage with, or resist dominant narratives of language, identity, and belonging in Canada while sharing stories about their experiences in Canadian FSL education. Major discoveries made include the participants viewing membership as a French and English speaker through a restrictive, narrow lens; associating knowledge of English and French with it means to be an academically, economically and social successful Canadian; and linking investment in English and French with what it means to be a Canadian. The internalization of such narratives by the participants resulted in: 1.) seeing themselves as multilingual speakers of English and French through a deficit narrative lens; 2.) heightened feelings of linguistic insecurity from pressure to live up to native speaker ideals of what it means to be a French speaker or officially bilingual Canadian; and 3.) development of feelings of in-betweenness when constructing/negotiating an identity for themselves across multiple social worlds. In some cases, within their narrative accounts, the participants chose to resist the dominance of such narratives to create space for the expression of their multilayered identities and rich linguistic and cultural knowledge. Points of resistance included challenging the deficit narrative lens through which their identities as multilinguals were viewed within the contexts of Canadian FSL education and official bilingualism; creating their own definitions of what it means to be a successful Canadian; and challenging the rigid binary image of Canadian identity. Inspired by the participant’s personal accounts, the study puts forth a reflexive framework which incorporates three layers of storied seeing. The significant contribution of this framework to the fields of language and literacy studies is that it not only provides FSL practitioners, administrators, policymakers, and students with practical tools to reflect on their beliefs and ways of seeing language, identity, and belonging in Canada, but it does so in a collaborative manner inspired by the real-life experiences of multilingual students

Addressing the Coming Radiology Crisis—The Society for Computer Applications in Radiology Transforming the Radiological Interpretation Process (TRIP™) Initiative

The Society for Computer Applications in Radiology (SCAR) Transforming the Radiological Interpretation Process (TRIP™) Initiative aims to spearhead research, education, and discovery of innovative solutions to address the problem of information and image data overload. The initiative will foster interdisciplinary research on technological, environmental and human factors to better manage and exploit the massive amounts of data. TRIP™ will focus on the following basic objectives: improving the efficiency of interpretation of large data sets, improving the timeliness and effectiveness of communication, and decreasing medical errors. The ultimate goal of the initiative is to improve the quality and safety of patient care. Interdisciplinary research into several broad areas will be necessary to make progress in managing the ever-increasing volume of data. The six concepts involved are human perception, image processing and computer-aided detection (CAD), visualization, navigation and usability, databases and integration, and evaluation and validation of methods and performance. The result of this transformation will affect several key processes in radiology, including image interpretation; communication of imaging results; workflow and efficiency within the health care enterprise; diagnostic accuracy and a reduction in medical errors; and, ultimately, the overall quality of care