A “Complicated Conversation” with the Canadian Language Benchmarks

Authors

  • Douglas Fleming University of Ottawa

Abstract

This paper examines the Canadian Language Benchmarks within the context of national second language programming. Findings from a qualitative study of veteran ESL teachers describe how students and teachers can view documents such as these as “complicated conversations” in contrast to process models currently dominant, especially in regards to the determination of cultural content.

Author Biography

Douglas Fleming, University of Ottawa

Douglas Fleming is an Associate Professor in Education at the University of Ottawa whose research and teaching focus on ESL and critical notions of citizenship related to equity, multilingual communities and qualitative research methods. Prior to entering academia in 2007, Doug taught for 20 years for the Toronto (Ontario) and Surrey (British Columbia) School Districts. He has over 50 publications and invited contributions to date and has worked on numerous professional, curriculum and material development projects for government, school districts, teacher associations and NGO’s.

For more information go to

http://douglasfleming.weebly.com

Downloads

Published

2015-05-08

Issue

Section

Articles