An increasingly large number of courses in Canadian postsecondary institutions are taught by contingent instructors who hold full- or part-time positions for contractually limited time periods. Despite strong commitments to advancing teaching and learning, the labour and employment conditions for contingent instructors affect the incentives and possibilities for them to engage in the scholarship of teaching and learning (SoTL). Through a collaborative writing inquiry, the 9 authors examine the influences of three key conditions of contingency: institutional knowledge, status, and role; invisibility and isolation; and precarity. Four composite stories demonstrate the ways varied conditions of contingency may play out in contingent instructors’ lives and typically undermine the possibilities for them to pursue SoTL. Institutions present contingent instructors with a mixed message: research and SoTL are desirable and frequently encouraged, yet contingent instructors are often ineligible or hindered from engagement. Dans les établissements d’enseignement post-secondaires canadiens, un nombre de plus en plus élevé de cours sont enseignés par des instructeurs occasionnels ayant des contrats à temps plein ou à temps partiel pour des périodes contractuelles limitées. Malgré les solides engagements pour l’avancement de l’enseignement et de l’apprentissage, les conditions de travail et d’emploi des instructeurs occasionnels affectent les motivations et les possibilités qui pourraient leur permettre de s’engager dans l’avancement des connaissances en enseignement et en apprentissage (ACEA). Grâce à une enquête menée en collaboration, les 9 auteurs examinent les influences de trois conditions clés de ces emplois occasionnels : connaissance institutionnelle, statut et rôle; invisibilité et isolement; et précarité. Quatre témoignages composés montrent les manières dont les conditions variées de ces emplois occasionnels peuvent jouer un rôle dans la vie des instructeurs occasionnels et comment cela affaiblit les possibilités auxquelles ils ont accès afin de poursuivre des activités en ACEA. Les établissements présentent la situation des instructeurs occasionnels avec un message mixte : la recherche et l’ACEA sont des activités désirables et fréquemment encouragées, toutefois les instructeurs occasionnels sont souvent empêchés de s’y engager ou inéligibles.
Acoustic research on the prosody and intonation of Northwest Coast languages has until recently been under-researched. This paper joins the growing body of research on the subject and reports on the results of the first study of intonation in St’át'imcets (Lillooet Salish; Northern Interior Salish). It tests the generalization proposed by Davis (2007) that information structure is not correlated with prosody in Salish languages by comparing the intonation contours of declaratives and yes/no questions. Specifically, I ask two questions: is nuclear accent rightmost? And are yes/no questions associated with higher pitch, as predicted by the Universality of Intonational Meaning? Results are comparable to those reported for other Salish languages, namely Koch (2008, 2011) on Nɬeʔkepmxcín, Jacobs (2007) on Skwxwú7mesh and Benner (2004, 2006) and Leonard (2011) on SENĆOŦEN. Nuclear accent is associated with the rightmost stressed vowel, regardless of focus, and while no speaker signals yes/no questions with a final rise, each has higher pitch within typologically common parameters.
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