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In 2001–2002, the authors of this article interviewed 31 ethno-culturally diverse doctoral students about their experiences in a sociology of education program at a Canadian university. Approximately 10 years later, in a second qualitative study, we had the chance to conduct semi-structured interviews with 13 of the former students to find out what had happened to them in the intervening years. Two of the 13 had become tenured academics, three were on the tenure track after years in temporary positions, and most of the others worked in the contingent sector of the academic labour market. Bourdieu’s concepts of “habitus” and “field” are particularly useful for our analysis, and we explore the tensions between these concepts for our participants.

This multi-voiced paper considers the role of language and linguistic heterogeneity in relation to larger discourses and processes of internationalization and globalization in Canadian higher education by examining two particular educational contexts in Ontario: newly arrived adult students participating in Immigrant language training programs; and Franco-Ontarian students transitioning to post-secondary schools and gaining access to higher education. The authors argue for a multidimensional conceptual approach to theorizing internationalization; one that takes into account the significance of language from the global, transnational and local levels of the social world whereby linguistic heterogeneity is viewed as the “norm” and one that allows for a broader and deeper engagement when considering what international education might mean for citizenship, integration, and linguistic minorities in Canada.

Objective: To evaluate the use of dabigatran versus warfarin on time to elective direct current cardioversion (DCCV). Methodology: This retrospective observational study was conducted at a single Veterans Affairs hospital in the Southwestern region of the U.S. Patients with atrial fibrillation or atrial flutter who were initiated on either warfarin or dabigatran prior to DCCV were reviewed. The time to cardioversion was compared between warfarin and dabigatran, as well as costs of therapy, rescheduling rates, and adverse events. Results: Out of 258 patients reviewed, a total of 68 patients were included in the study. All patients were male with an average age of 68 years (SD=8.6). A total of 38 patients (56%) received dabigatran and 30 patients (44%) received warfarin. Patients in both groups had a median CHADS 2 and HASBLED score of 2. The median number of days to cardioversion was 34.5 (range=22-148) for dabigatran compared to 66.5 (range=32-183) for warfarin (p<0.01). Total costs of anticoagulation for warfarin averaged $183.50 (SD=95.02) from initiation of anticoagulation to the end of the required four week period following cardioversion, whereas dabigatran costs averaged $193.20 (SD=59.38). Three patients (10%) in the warfarin group had DCCV rescheduled compared to none in the dabigatran group. There was one bleeding event in the warfarin group and no thromboembolic events in either group. Conclusion: The use of dabigatran prior to elective DCCV results in a significant decrease in number of days from initiation of anticoagulation to cardioversion as compared to warfarin, with a minor increase in total costs.

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In this paper, I will explore how links between migration, official language proficiency and labour market needs are being forged within the context of an increasing neoliberal agenda for immigration. Specifically, I will examine how the stated need for immigrant labour has made the official language proficiency of newcomers a site of increasing concern and regulation for the Canadian Government. Foucault's notion of governmentality as the conduct of conduct will frame my analysis as I examine how the immigrant language learner is subject not only to institutional processes of management but is also constituted as responsible immigrant language learners in terms of how they self-manage and control their own learning.

Teacher presence is crucial in the success of online English language learning. This presentation will share Canadian research findings highlighting strategies to use online teacher presence to engage learners and build cohesive learning communities. Implications for ELL and teacher education will be outlined to develop effective online ESOL teaching.

This paper will review a three-part pedagogical framework to effectively integrate online intercultural English language exchanges into classroom teaching. After reviewing the benefits and challenges of online intercultural exchanges, a framework developing identity investment, student exchange preparation and strategies to actively work with intercultural rich points will be highlighted.

In this paper I discuss the role of social presence in ESL/EAL technology- mediated language learning (TMLL), instructional design and pedagogy, and the crucial role that social presence plays in deepening learner engagement and learning experiences. Notions of social presence in online environments, including Garrison, Anderson and Archer’s (2000) Community of Inquiry, and strategies by Dörnyei (2007), are discussed to inform a motivating online learning environment. Key findings are summarized from an Ontario ESL e-learning feasibility study in which participants call for “the human feel” in TMLL environments. These findings include a strong preference for blended language program delivery. A range of TMLL program options that maximize social presence while leveraging individualized, flexible learning are summarized. Examples of effective ESL e-learning strategies conclude the paper.

This article shares pedagogical insights from a qualitative study examining the use of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines the beliefs and practices of 'Karelia Kondor,' an avatar-learner and teacher of languages with a decade of diverse experiences in Second Life (SL), one of the first widely used SVWs. Findings highlight the relevance of a hyperimmersive and emotionally engaging conceptual model informing language teaching approaches within these rapidly evolving environments. When supported pedagogically, the activities illustrated demonstrate the potential of these immersive approaches to create communities of practice and affinity spaces by fostering investment and autonomy in the language learning process through shared target language experiences. The article will conclude with a summary of pedagogical insights leveraging the affordances of these environments.

This article shares pedagogical insights from a qualitative study examining the use of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines the beliefs and practices of ‘Karelia Kondor,&#39; an avatar-learner and teacher of languages with a decade of diverse experiences in Second Life (SL), one of the first widely used SVWs. Findings highlight the relevance of a hyper-immersive and emotionally engaging conceptual model informing language teaching approaches within these rapidly evolving environments. When supported pedagogically, the activities illustrated demonstrate the potential of these immersive approaches to create communities of practice and affinity spaces by fostering investment and autonomy in the language learning process through shared target language experiences. The article will conclude with a summary of pedagogical insights leveraging the affor...

Technology use in English for Academic Purposes (EAP) programmes is seen as a strategy to support pedagogical innovation and intensifying growth in post-secondary international student enrolments. This article discusses government-funded research documenting the largely undefined use of technologies in post-secondary North American EAP programmes. This study surveyed EAP teachers and administrators in over 40 universities and colleges across North America using qualitative and quantitative approaches. Site visits involving classroom observations, interviews with teachers and administrators, student focus groups and student surveys were then conducted to deepen understanding of the affordances of technology-mediated EAP approaches from stakeholder perspectives in situated post-secondary contexts. Findings reveal widespread enthusiasm about emerging technologies to engage learners, develop autonomous learning, instructional pathways and transferable 21st century skills. However, despi...

This chapter examines the pedagogical potential of immersive social virtual worlds (SVWs) in language teaching and learning. Recognizing the language learning affordances of immersive virtual environments, this research examines a study analyzing the beliefs and practices of ‘Karelia Kondor&#39;, an avatar-learner and teacher of languages with a decade of diverse experiences in Second Life (SL), one of the first widely used SVWs. Findings highlight the relevance of a hyper-immersive and emotionally engaging conceptual model informing language teaching approaches within these rapidly evolving environments. When supported pedagogically, the activities illustrated demonstrate the potential of these immersive approaches to create communities of practice and affinity spaces by fostering investment and autonomy in the language learning process through shared target language experiences. The chapter concludes with a summary of pedagogical insights to inform the use of these hyper-immersive...

This research reports results from a survey of274 core French teachers across Canada to define teachers&#39; belief systems towards computer technology, teachers&#39; experiences with computers, and factors contributing to the use of computers in the core French classroom. Results revealed three principle constructs defining core French teacher belief systems towards computer technology, two representing affective perceptions towards computers and one representing a more cognitive perception of the educational utility of computers in core French teaching. A majority of teachers reported having used computers in their classes and felt computers enhanced their students&#39; learning. In spite of this, a sizeable number of teachers reported not having used computers in their teaching, primarily due to lack of access and knowledge about how to integrate computers into core French curriculum. RESUME: La presente recherche examine les resultats d&#39;un questionnaire rempli par 274 enseig...

Literary and cinenatic texts about Ccrlrm loft-wing tenorism have bed almost exclusively a part of a disti{ctly West Ceman culhral memory. This essay exdines two film lexls, both prcductioDs lor tclevision, whjch spproach lhe lopic &om m Eat Gemo peBpective. lt will be a.gued that bolh television pla)s, Heiner Carow\ l/aler, Mutter, Mdnlerkihd ( 993) md Andred DEseD's Rats aB der Haut (199'7) use the memory discouse otr the 'Rote Armee Flakiion' 4 a lns through which, otr the onc han4 they offer a reevaluanotr of the Cdnan Dcnocratic Rcpublic (GDR) md, on lhe other, simultarcoudy cortribute io the debate about polilical oppositiotr od state repr€ssion on a level nol reshicted to the discouBe on CDR history.

This article discusses German-language science fiction films and examines their narratives of generational conflict and their visions of the future within the context of contemporary European cultural discourses. In recent years, European narrative cinema has rediscovered the science fiction genre and exploited its potential for social critique in films that often project dystopian scenarios in which the future of society is threatened by the disappearance of the children. The two German productions Die Vermissten (2012) and Wir sind die Flut (2016) also employ the motif of the Pied Piper as a metaphor for the disorientation and uncertainties associated with complex and contradictory social changes. In different ways, both directors depict the precarious position of Europe's young generation and thus comment on public discourses on Europe's future. The article examines the films' representation of processes of political, social, and cultural transformation and their potential effect on the future of Europe and its young generation. In discussing pan-European and global phenomena while addressing a national audience, both films illuminate intercultural processes that reflect ambivalences and tensions between national and transnational constructions of identity.