This article focuses on the experiences of Grade 12 students using a language portfolio based on the principles and guidelines of the European Language Portfolio (ELP) in their second language classes in a large urban high school. As part of a larger action-research project, focus group interviews were conducted to gather data related to experiences and perceptions regarding second language learning. In particular, the research questions focused on the learners' experiences with the language portfolio and its potential role in contributing to learner autonomy. Three overarching themes emerged from the data collected from learners who participated in this study. These themes related to general perceptions of learning, to language learning experiences, and to experiences with the language portfolio. The article concludes with a discussion of the pedagogical linkages to learner autonomy and suggests implications for educators who wish to promote learner autonomy.

This article describes an action research project conducted at two public schools in an urban center in the province of New Brunswick in eastern Canada. The project involved the development of and experimentation with a model for the instruction of writing (ÉCRI – écriture cohérente et raisonnée en immersion) at both the elementary and middle-school levels. Research questions focused on gaining insight into best practices for teaching writing through practitioner dialogue in professional learning communities (PLCs), classroom observation and videotaping, teacher reflections, and stimulated recall. The data gathered were analyzed to determine similarities and differences between the implementation of the model in elementary and middle school settings as well as second-language and first-language learning contexts. Results of the study demonstrate the applicability of this multi-phase model at both levels and in both learning environments and the adaptations necessary to meet the needs of learners in these contexts.

Institutions strive to offer programs that address both the needs of the educational system and incorporate current pedagogical research. Creating a program that is relevant, inspiring, and accessible to aspiring French as a Second Language (FSL) teachers, while also equipping them with the skills and knowledge deemed necessary by the education system, is a delicate balancing act. This study reviewed 44 FSL teacher education programs that lead to professional certification across Canada. Environmental scans drew information from the program websites related to admission requirements, program structure and content, practicum, and graduation criteria. Follow-up interviews with program stakeholders were conducted to verify or clarify the data. The results highlight the inconsistencies that exist among programs for developing FSL educators. We position the ways in which Canadian faculties of education might provide a more holistic “pathway” approach to recruiting, preparing, and retaining emerging FSL teachers.

Since its inception in the late 1960s in St. Lambert, Quebec, Canada, one-way immersion has become a globalized phenomenon taking many forms and focusing on many target languages. In this paper, we will take a brief historical look at one-way immersion with regard to its program design and variants. We will then describe how immersion has evolved by focusing on five particular one-way immersion contexts: French immersion in Canada, French immersion in Louisiana, French immersion in Australia, English immersion in Hong Kong, and Chinese immersion in the U.S. We explore each of these programs by examining demographic issues as these relate to design and intercultural elements. Through these explorations, we will describe the changing face of immersion programs and the changing faces of teachers and learners. We will conclude with a discussion of what can be learned from the various models and suggest directions for future one-way immersion research.

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