Academic literature on the topic 'Identity (Psychology) – Québec (Province) – Montréal'

As a result of its historical cleavage on the basis of language (English and French) and the continuing importance of a majoritarian Francophone province (Québec), Canada is proactive about protecting communal identity. This double context of a proactive Canadian commitment to identity and Québécois commitment to Francophonie inadvertently encourages the preservation of ethnolinguistic distinctions within the Jewish community. Diasporic Jewish experience in Canada is thus intrinsically different from what prevails in the United States, particularly as it relates to Francophone Jewry. In Montréal, the religious ideal of klal Yisrael—unity of the Jewish people— is significantly tempered by the bilingual host environment. Canadian multiculturalism serves as a buffer for the ethnic identity of Jews from North Africa, while Montréal bilingualism encourages Frenchspeaking Jews to preserve their identity as Francophones. Ideal notions thus operate in contradiction with social fact: the ethnoreligious ideal of a single Jewish people transcending all sub-group divergences versus the lived reality that Ashkenazim and Sephardim are distanced by divergent histories, traits, languages, and rites. This surrounding national (and, in Québec, sub-national) context fosters— indeed, encourages—the preservation of ethnolinguistic distinctions within the Jewish community. In this way, the Québec Jewish experience differs substantially from both Israel (where language is no longer a significant differentiator between Ashkenazim and Sephardim) and the United States. These conclusions remain salient fifty years after the Sephardic community first began its collective emigration to Québec.

07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.07–21Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.07–22Bent, Tessa (North Western U, USA; t-bent@northwestern.edu), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in speech and nonspeech sounds. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 97–103.07–23Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.07–24Christoffels, Ingrid K. (Maastricht U, the Netherlands), Annette M.B. de Groot & Judith F. Kroll, Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency. Journal of Memory and Language (Elsevier) 54. 3 (2006), 324–345.07–25Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.07–26Cushion, Steve (London Metropolitan U, UK), A software development approach for computer assisted language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 273–286.07–27Dodigovic, Marina (American U Sharjah, United Arab Emirates), Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 443–455.07–28Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar.Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.07–29Ewald, Jennifer (Saint Joseph's U, USA), Students' evaluations of dialogue journals: Perspectives on classroom themes. Applied Language Learning (Defense Language Institute) 16.1 (2006), 37–54.07–30Gearon, Margaret (U Monash, Australia; argaret.Gearon@Education.monash.edu.au), L'alternance codique chez les professeurs de francais langue etrangere pendant des lecons orientees vers le developpement des connaissances grammaticales [Code-switching in L2 French teachers in grammatical knowledge classes]. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 449–467.07–31Goldberg, Erin (U Alberta, Canada), Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 423–447.07–32Greidanus, Tine (Vrije U Faculteit der Letteren De Boelelaan, the Netherlands; dt.greidanus@let.vu.nl), Bianca Beks & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 509–532.07–33Howard, Martin (U Cork, Ireland), Variation in advanced French interlanguage: A comparison of three (socio)linguistic variables. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 379–400.07–34Hsieh, Shu-min (Yuanpei Institute of Science and Technology, Taiwan; floramouse@yahoo.com.tw), Problems in preparing for the English impromptu speech contest: The case of Yuanpei Institute of Science and Technology in Taiwan. RELC Journal (Sage) 37.2 (2006), 216–235.07–35Kaschak, Michael, P. (Florida State U., USA) & Jenny R. Saffran, Idiomatic syntactic constructions and language learning. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 30.1 (2006), 43–63.07–36Kissau, Scott (U Windsor, Canada), Gender differences in motivation to learn French. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 401–422.07–37Knutson, Elizabeth (U Pennsylvania, USA), Focus on the classroom. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 591–610.07–38Kobayashi, Yoko (Iwate U, Morioka, Japan), Interethnic relations between ESL students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 181–195.07–39Kuhl, Patricia, K. (U Washington, USA; pkkuhl@u.washington.edu), Erica Stevens, Akiko Hayashi, Toshisada Deguchi, Shigeru Kiritani & Paul Iverson, Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental Science (Blackwell) 9.2 (2006), F13.07–40Ladegaard, Hans. J (U Southern Denmark) & Itesh Sachdev, ‘I like the Americans… but I certainly don't aim for an American accent’: Language attitudes, vitality and foreign language learning in Denmark. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 91–108.07–41Lafontaine, Marc (U Laval, Canada; marc.lafontaine@lli.ulaval.ca), L'utilisation de stratégies d'apprentissage en fonction de la réussite chez des adolescents apprenant l'anglais langue second [Learning strategy use in relation to success with L2 English adolescents]. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 533–562.07–42Liao, Posen (National Taipei U, Taiwan; posen@mail.ntpu.edu.tw), EFL learners' beliefs about and strategy use of translation in English learning. RELC Journal (Sage) 37.2 (2006), 191–215.07–43Little, Deborah, M. (U Illinois & U Brandeis, USA; little@uic.edu), Lauren M. Mcgrath, Kristen J. Prentice & Arthur Wingfield, Semantic encoding of spoken sentences: Adult aging and the preservation of conceptual short-term memory. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 487–511.07–44Loucky, John Paul (Seinan Women's U, Japan), Combining the benefits of electronic and online dictionaries with CALL web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 389–416.07–45McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.07–46Milton, James (U Wales Swansea, UK; j.l.milton@swansea.ac.uk), Language lite? Learning French vocabulary in school. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 187–205.07–47Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.07–48O'Brien, Irena (U du Québec à Montréal & Centre for the Study of Learning and Performance, Canada; irena.obrien@gmail.com), Norman Segalowitz, Joe Collentine & Barbara Freed, Phonological memory and lexical, narrative and grammatical skills in second language oral production by adult learners. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 377–402.07–49Perry, Conrad, Man-Kit Kan, Stephen Matthews & Richard Kwok-Shing Wong (Hong Kong Institute of Education, China), Syntactic ambiguity resolution and the prosodic foot: Cross-language differences. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 301–333.07–50Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.07–51Polio, Charlene (Michigan State U, USA; polio@msu.edu), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.07–52Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.07–53Roessingh, Hetty (U Calgary, Canada), The teacher is the key: Building trust in ESL high school programs. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 563–590.07–54Rosell-Aguilar, Fernando (The Open U, UK), Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 417–442.07–55Saaristo-Helin, Katri (U Helsinki, Finland; Katri.Saaristo@helsinki.fi), Tuula Savinainen & Sari Kunnari, The phonological mean length of utterance: Methodological challenges from a crosslinguistic perspective. Journal of Child Language (Cambridge University Press) 33.1 (2006), 179–190.07–56Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006), 228–243.07–57Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.07–58Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.07–59Simpson, James (U Leeds, UK), Learning electronic literacy skills in an online language learning community. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 327–345.07–60Smith, Bruce, L. (U Utah, USA; bruce.smith@hsc.utah.edu),Karla K. McGregor & Darcy Demille, Phonological development in lexically precocious 2-year-olds. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 355–375.07–61Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.07–62Trautman, Carol Hamer (U Texas at Dallas/Callier Center, USA; carolt@utdallas.edu) & Pamela Rosenthal Rollins, Child-centred behaviours with 12-month-old infants: Associations with passive joint engagement and later language. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 447–463.07–63Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.07–64Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 232–254.07–65Vinagre, Margarita (U Antonio de Nebrija, Madrid, Spain), Fostering language learning via email: An English–Spanish exchange. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 369–388.07–66Vinther, Jane (U Southern Denmark, Denmark), Cognitive processes at work in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 251–271.

This qualitative inquiry describes the linguistic perspectives of eighteen grade six students at Ecole Duncan, a multiethnic primary school (grades K-6) located in Park Extension, an inner-city neighbourhood of Montreal. Employing standard tools of ethnographic enquiry, such as interviews and participant observation, I examined the childrens' perception of the interplay of language and identity, and rooted the inquiry within the theoretical framework of social constructivist learning. The key element of the lived experiences of these children that surface in the data is that their perceptions and experiences are largely determined by a sense of belonging and opportunities to participate in the life of their communities. I conceptualize students' language learning as a social practice, and identity as being socially constructed, contradictory, and subject to change over time. Rampton's concepts of expertise, affiliation and inheritance are used in the theoretical framework. The major assumption of this study is that social factors influence children's identities, which has a reciprocal effect upon their language learning. This inquiry has implications for policy makers, educators and families.

This thesis presents a study about the experience of becoming a nursing home resident as it affects the identity and self-esteem of very old persons.<br>In a qualitative study with six female residents of an English-speaking Centre d'Acceuil in Montreal, themes are explored in the light of theory about the effects of institutionalization. Consideration is given to the dynamics of relationships with family, friends, peers and staff. Loss of autonomy is singled out as the factor having the most impact on the individuals in the study.<br>As life draws to a close, each of the women interviewed struggles in her own way with conflict between the value of self-determination and the value of acceptance of dependence on others. The author suggests that the attempt to reconcile these two values may be a "life-task" for very old institutionalized persons. Questions are raised at the level of planning for institutional policy and a direction is indicated for the education of social workers planning to work with an elderly clientele.

This study explores the impact of racism on the identity construction of Black Nigerian youth in Montreal. Several themes, related to socialization, family, education, integration, employment, racism, marginalization and social exclusion emerged from phenomenological interviews of 10 Nigerian youth, 5 parents and 3 community leaders. These expressions of their lived experiences exposed the negative impact of racism and racist discourses of the Canadian society on minority groups. It simultaneously showed, through the acquisition of pro-social skills, the extent that marginalized groups, as depicted by Nigerian youth, formulate resiliency and strategies to resist and deconstruct their "othering," in order to construct a healthy identity.

Over time, the Italian community has become an integral part of Canada's ethnic mosaic. However, to what 'ethnic' cost has this integration occurred? This thesis looks at issues of ethnic retention among successive generations of Italian families living in Montreal. Focus is placed on three fundamental questions: (a) How did the Italian community change through generations? (b) Are the young generations displaying signs of symbolic ethnicity? and (c) How can the ethnic identity of Italians in Montreal be defined in 2005? Drawing on Herbert Gans' symbolic ethnicity approach, the initial hypothesis suggests that socio-economic upgrade spurs an ethnic consciousness founded on cultural symbols rather than on cultural values. Through ethnographic-based interviews, data was collected on 60 individuals grouped into 20 Italian families. Based on in-depth intergenerational comparisons between grandparents, parents and youth, results seem to confirm that young Italians reflect a pattern of symbolic ethnicity.

This study examines the meaning of home for 19 Hindu Gujarati immigrant women living in the Montreal suburban municipality of Dollard-des-Ormeaux. Adopting a qualitative approach, this study redefines home as a multiple and dynamic concept, referring not only to the house but also the homeland, neighbourhood, cultural community and even the abstract feeling of belonging or being 'at home.' While this study concentrates on the women's present homes and neighbourhoods, the idea of the home as being reinvented across a variety of spaces and social relationships is a central theme. Home-making is argued to be an evolving social process that begins in the childhood and marital homes in India and continues with the transition into new homes in Montreal. The house and home spaces (the neighbourhood and cultural community) are sites where multiple dimensions of the women's identities are given a voice and reinvented. The women define the character of the home spaces, and also negotiate culture, ethnicity and identity within them. Through the construction of hybrid cultural identities, the women are able to make themselves and their families 'at home' between cultures. This study points to complex and sometimes paradoxical meanings of home, and emphasizes the significance of the suburban, rather than inner city, quality of home-making and adaptation processes among immigrant women in Montreal.

This is a study of a Latin American community centre in Montreal based on two years of participant observation. The Centre is one of many locales where immigrants spend their time and come to understand a new city, its history, people, and institutional systems. As such, it is a place where social identity is actively negotiated and frequently reinvented, highlighting the constructed and dynamic qualities of ethnicity in contemporary Western society. The study dialectically considers small- and large-scale influences on the Centre and its members. While structural limits often foster social marginalization which must be recognized and addressed, cultural production and the negotiation of identity occur primarily through the subtle and minute lifeworld experiences that are found in the everyday lives at the Centre.

The purpose of this study was to investigate the development of the Greek day school Socrates in Montreal and its overall impact on its students vis-a-vis the variables of ethnic identity, socio-personal adjustment and academic achievement. Existing documentation, content analysis of the Greek community press, and participant observation were all used in unfolding the school's historical development. The dependent variables of Greekness, adjustment and achievement were examined via the interviewing of 549 Greek origin individuals, 118 of whom were adults, 255 Socrates students, 158 non-Socrates students, and the rest 18 were Socrates graduates. Although the results obtained did not provide conclusive evidence concerning an assumed differential impact of Socrates along the variables investigated, the ethnic identity influences of the community school were clearly delineated. At the same time, the results of the study have pointed to what has been coined here a "Socrates ethos" which is may be conducive to academic and socio-professional success. Accordingly, an overall long-term Socrates impact has tentatively been postulated.

This thesis examines the role of Christian idioms and practices in the self-fashioning of second generation Haitians of Protestant faith in Montreal. These members of Baptist and Pentecostal Haitian Churches encounter the particular challenges of combining multiple affiliations as they face racism and pressures to assimilate to the mainstream Quebecois society. Taking this context into account, I examine how young Protestants use and subvert religious symbols and practices in constructing their identity, and how they negotiate their position in their world defending themselves against denigrating stereotypes. My research explores how they undertake their personal as well as collective salvation through the work of memory, a self-righteous lifestyle, an intimate relationship with God as well as through the elaboration of their Christian mission.