# bib

id: bctj-282
author: Kang, Phoebe
title: Review of Medgyes, P. (2017). The Non-Native Teacher, 3rd Ed. Scotland, UK: Swan Communication
date: 2018
pages: 2
extension: .pdf
mime: application/pdf
words: 773
sentence: 35
flesch: 54
cache: cache/bctj-282.pdf
txt: txt/bctj-282.txt
summary:
  For example, as Laura Brass (2017) notes in her article “A ‘non-native speaker’ in a ‘native speaker’ world,” non-native English speaking teachers (non-NESTs) continue to struggle in English language teaching (ELT) contexts in British Columbia. Pre-service teacher educators will likely find the articles presented form interesting debates on issues in EAL and ELT.


id: bctj-284
author: Douglas, Scott Roy
date: 2017
pages: 2
extension: .pdf
mime: application/pdf
words: 1007
sentence: 50
flesch: 47
cache: cache/bctj-284.pdf
txt: txt/bctj-284.txt
title:
  Free and Open Access: How English Language Teaching Associations Can Foster the Dissemination of Knowledge Through Scholarly Journals

summary:
  With its successful publication, another year of scholarly articles related to teaching and learning English as an additional language in British Columbia and beyond have been made freely available to the public. Suber (2012) has defined Open Access as scholarly work available on the internet without charge, with people able to “read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself” (p. 7).


id: bctj-320
author: Douglas, Scott Roy
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 1193
sentence: 61
flesch: 42
cache: cache/bctj-320.pdf
txt: txt/bctj-320.txt
title:
  Contributing to Open Access Journals with Peer Review: A Meaningful Opportunity for Engaged Continuing Professional Development

summary:
  In effect, knowledge creation in the field of EAL teaching and learning becomes a shared endeavour in which BC TEAL Journal reviewers and authors bi-directionally benefit from each other’s scholarship and professional knowledge. https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/287 https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/287 Douglas iii BC TEAL Journal Volume 3 Number 1 (2018): i–iii Drew, R., & Mudzingwa, C. (2018).


id: bctj-292
author: Naismith, Ben
title: Review of Coney, M. 2017. The Lazy Teacher Trainer’s Handbook. ?(n.p.): the round.
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 1168
sentence: 46
flesch: 44
cache: cache/bctj-292.pdf
txt: txt/bctj-292.txt
summary:
  However, at least to me, there were a number of session ideas I had not previously considered, for example tasks for increasing lesson planning speed, creating evidence-based review activities, or having teachers create tips for teacher trainers. Based on both the wide variety of session types as well as my own experience in testing one in the classroom, I would recommend teacher trainers to investigate LTTH for themselves, regardless of whether for in-service or pre-service training contexts.


id: bctj-281
author: James, Connie Lam
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 1230
sentence: 47
flesch: 35
cache: cache/bctj-281.pdf
txt: txt/bctj-281.txt
title:
  Review of García, O. & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. New York, NY: Palgrave Macmillan.

summary:
  With translanguaging, language practices are not seen as separate autonomous systems but as one linguistic repertoire, better addressing the complex linguistic practices of diverse and multilingual students and therefore potentially enacting change in societal and educational structures. The authors examine definitions of bilingualism, multilingualism, and plurilingualism and critique more traditional notions of bilingualism and multilingualism that take an additive approach to language education, framing languages as discrete and autonomous systems that must be kept separated, especially in learning contexts.


id: bctj-258
author: Douglas, Scott Roy
title: A Journal for Teaching English as an Additional Language in British Columbia
date: 2017
pages: 2
extension: .pdf
mime: application/pdf
words: 795
sentence: 35
flesch: 34
cache: cache/bctj-258.pdf
txt: txt/bctj-258.txt
summary:
  The launching of this journal aligns with BC TEAL’s commitment to creating a space for its members “to share their knowledge and experience, challenge theories and assumptions, and engage with others who share similar goals” (BC TEAL, 2016a). It further aligns with BC TEAL’s mission statement and commitment to support research and encourage professional development throughout the province (BC TEAL 2016b).


id: bctj-240
author: Khatri, Raj
title: Supporting Adult Learners with Refugee Experiences through English Language Instruction
date: 2016
pages: 9
extension: .pdf
mime: application/pdf
words: 4655
sentence: 229
flesch: 53
cache: cache/bctj-240.pdf
txt: txt/bctj-240.txt
summary:
  Adult refugee learners with limited literacy: Needs and effective responses. Classroom management strategies to address the needs of Sudanese refugee learners.


id: bctj-268
author: Tweedie, M. Gregory; Belanger, Carla; Rezazadeh, Kimberley; Vogel, Karen
date: 2017
pages: 10
extension: .pdf
mime: application/pdf
words: 4669
sentence: 236
flesch: 51
cache: cache/bctj-268.pdf
txt: txt/bctj-268.txt
title:
  Trauma-informed Teaching Practice and Refugee Children: A Hopeful Reflection on Welcoming Our New Neighbours to Canadian Schools

summary:
  Supporting schools to create an inclusive environment for refugee students. Giving refugee students a strong head start: The LEAD program.


id: bctj-264
author: Mudzingwa, Calisto
title: The Portfolio-Based Language Assessment (PBLA): Suitable for Adult Learners?
date: 2017
pages: 11
extension: .pdf
mime: application/pdf
words: 4899
sentence: 296
flesch: 52
cache: cache/bctj-264.pdf
txt: txt/bctj-264.txt
summary:
  An underlying assumption is that it is also suitable for adult learners. Andragogy was chosen as the yardstick because it created a portrait of adult learners and adult learning that is still considered a cornerstone of the best practices in adult education (Merriam, 2001).


id: bctj-316
author: Landry, Michael Henry
title: The Efficacy of Teaching Independent Study Skills Within English for Academic Purposes Programs
date: 2019
pages: 12
extension: .pdf
mime: application/pdf
words: 5208
sentence: 289
flesch: 48
cache: cache/bctj-316.pdf
txt: txt/bctj-316.txt
summary:
  Discussion and Conclusion While the sample size was small, the two cohorts of students in this study lend voice to the notion that such courses do help EAP students take ownership over their learning. This positive evaluation is also important given that EAP students may come from a different “culture of learning” than the one they face during their studies abroad (Jin & Cortazzi, 2006, p. 8).


id: bctj-273
author: Finley, Angela M.
title: Fostering Success: Belongingness Pedagogy for English Language Learners
date: 2018
pages: 12
extension: .pdf
mime: application/pdf
words: 4860
sentence: 273
flesch: 40
cache: cache/bctj-273.pdf
txt: txt/bctj-273.txt
summary:
  Learner Identity and Academic Success Thomas (2012) suggested that supporting student academic success also means providing experiences that build confidence, support relevant future goals, and increase feelings of belongingness. As other researchers have written, when instructors “focus on the needs of the individual” (Egbo, 2009, p. 209) and “familiarize themselves with evolving content classroom formats and teaching methods” (Kim, 2006, p. 487), they provide two of the key elements for student success and belongingness (Engstrom & Tinto, 2008).


id: bctj-293
author: McDonough, Kim; Neumann, Heike; Hubert-Smith, Nicolas
title: How Accurately do English for Academic Purposes Students use Academic Word List Words?
date: 2018
pages: 13
extension: .pdf
mime: application/pdf
words: 6121
sentence: 316
flesch: 49
cache: cache/bctj-293.pdf
txt: txt/bctj-293.txt
summary:
  Therefore, the current study investigated how accurately and appropriately EAP writers (N = 409) use AWL words in their argumentative essays. To our knowledge, corpus research has not examined whether AWL words are used accurately or appropriately.


id: bctj-235
author: Roessingh, Hetty
title: Academic Language in K-12: What Is It, How Is It Learned, and How Can We Measure It?
date: 2016
pages: 15
extension: .pdf
mime: application/pdf
words: 6004
sentence: 334
flesch: 49
cache: cache/bctj-235.pdf
txt: txt/bctj-235.txt
summary:
  However, many of these words are not particularly difficult, and appear in the corpus of academic words young students in Grade 3 use in their writing in response to an expository prompt (Roessingh, Douglas & Wojtalewicz, 2016). Growth of academic words from Grade 3 to Grade 4 Tier 3 words are discipline or content area specific words such as mitosis and habitat.


id: bctj-230
author: Simpson, Alexandra M; Waye, Laurie
date: 2016
pages: 13
extension: .pdf
mime: application/pdf
words: 6027
sentence: 312
flesch: 55
cache: cache/bctj-230.pdf
txt: txt/bctj-230.txt
title:
  “You Actually Learn Something”: Gathering Student Feedback Through Focus Group Research to Enhance Needs-Based Programming

summary:
  As well, the CAC point of view is that a tutorial is for helping support students strategically, instead of fully, while the participants’ comments demonstrated a different perspective. Like most institutions, the University of Victoria has a broad base of student support with lines indicating where the help of one department ends and another starts.


id: bctj-243
author: Wisla, Heather; Krauza, Wendy; Hu, Jim
title: Service-Learning: Boldly Going Where EAL Students Have Not Gone Before
date: 2017
pages: 13
extension: .pdf
mime: application/pdf
words: 6085
sentence: 354
flesch: 59
cache: cache/bctj-243.pdf
txt: txt/bctj-243.txt
summary:
  According to Duncan and Kopperud (2008), service-learning is “a teaching and learning method that upholds a commitment to appreciating the assets of and serving the needs of a community partner while enhancing student learning and academic rigor through the practice of intentional reflective thinking and responsible civic action” (p. 4). However, most of the researchers have studied EAL students within the United States; far fewer have examined EAL students in the Canadian context.


id: bctj-238
author: Ranson, Samantha
title: Growth: The Relationship Between Metanoia and Additional Language Learning in EAP
date: 2016
pages: 16
extension: .pdf
mime: application/pdf
words: 8017
sentence: 420
flesch: 56
cache: cache/bctj-238.pdf
txt: txt/bctj-238.txt
summary:
  Until now, the connection between metanoia and additional language learning has not been fully examined, particularly in higher education contexts. As international students learn English, there are specific moments of achievement which occur within additional language learning, and these moments of sudden transformation can be referred to as moments of metanoia.


id: bctj-303
author: Li, Guofang
title: From Stigma to Strength: A Case of ESL Program Transformation in a Greater Vancouver High School
date: 2018
pages: 14
extension: .pdf
mime: application/pdf
words: 7379
sentence: 337
flesch: 50
cache: cache/bctj-303.pdf
txt: txt/bctj-303.txt
summary:
  The teacher is the key: Building trust in ESL high school programs. Effective high school ESL programs: A synthesis and meta-analysis.


id: bctj-220
author: Payant, Caroline; Hardy, Jack A.
title: The Dynamic Rhetorical Structures of TESOL Conference Abstracts
date: 2016
pages: 17
extension: .pdf
mime: application/pdf
words: 8034
sentence: 394
flesch: 50
cache: cache/bctj-220.pdf
txt: txt/bctj-220.txt
summary:
  Rhetorical moves in TESOL conference proposals. Perhaps because of the lack of available models, or maybe because there is a desire to keep the genre occluded, novice writers do not often receive explicit instruction on how to write conference proposals.


id: bctj-287
author: Chang, Daniel H.
title: Academic Dishonesty in a Post-Secondary Multilingual Institution
date: 2018
pages: 14
extension: .pdf
mime: application/pdf
words: 6494
sentence: 313
flesch: 53
cache: cache/bctj-287.pdf
txt: txt/bctj-287.txt
summary:
  Chang 50 BC TEAL Journal Volume 3 Number 1 (2018): 49–62 The present research paper reports on parts of selected findings collected from a large- scale, university-funded project that explores learning resources for multilingual students and examines factors that contribute to multilingual students’ successful learning. The reasons for plagiarism might vary individually, but, for multilingual students, research has often attributed multilingual students’ plagiarism to cultural differences (Hayes & Introna, 2005), or to the fact that they have encountered difficulties in learning or writing academic essays (Devlin & Gray, 2007;


id: bctj-371
author: Landry, Michael Henry
date: 2020
pages: 2
extension: .pdf
mime: application/pdf
words: 1026
sentence: 40
flesch: 46
cache: cache/bctj-371.pdf
txt: txt/bctj-371.txt
title:
  Review of Paltridge, B. & Phakiti, A. (2015). Research Methods in Applied Linguistics: A Practical Guide, 2nd Ed. London, UK: Bloomsbury.

summary:
  The novice researcher would be well-served by reading these first four chapters followed by Chapter 14 on ethics and Chapter 15 on developing research projects. The more experienced researcher might find greater value in exploring the more specialized research approaches such as case studies (Chapter 7), critical research (Chapter 9), and research synthesis (Chapter 13).


id: bctj-271
author: Burri, Michael
title: Making Sense of Theory: A Doctoral Student’s Narrative of Conceptualizing a Theoretical Framework
date: 2017
pages: 11
extension: .pdf
mime: application/pdf
words: 5750
sentence: 302
flesch: 53
cache: cache/bctj-271.pdf
txt: txt/bctj-271.txt
summary:
  Thus, the following day I began to explore activity theory (AT) (phase 7). Thorne (2004) suggested that “[t]he goal of activity theory is to define and analyse a given activity system, to diagnose possible problems, and to provide a framework for implementing innovations” (p. 65).


id: bctj-225
author: Binfet, John-Tyler; Trotman, Megan L.; Henstock, Heinrich D.; Silas, Haley J.
date: 2016
pages: 20
extension: .pdf
mime: application/pdf
words: 8779
sentence: 507
flesch: 52
cache: cache/bctj-225.pdf
txt: txt/bctj-225.txt
title:
  Reducing the Affective Filter: Using Canine Assisted Therapy to Support International University Students’ English Language Development

summary:
  PAWSing student stress: A pilot study of the St. John Ambulance Therapy Dog program on three Canadian campuses. The degree to which university students integrate themselves socially, to become members of their immediate campus community, appears to most strongly influence the extent to which they persist with post-secondary education (Finnie & Qui, 2008).


id: bctj-346
author: Douglas, Scott Roy
date: 2019
pages: 3
extension: .pdf
mime: application/pdf
words: 1149
sentence: 58
flesch: 35
summary: BC TEAL Journal, 4(1), 33–52. BC TEAL Journal, 4(1), 53–83.
cache: cache/bctj-346.pdf
txt: txt/bctj-346.txt
title:
  Scholar-Practitioners Contributing to the English as an Additional Language Teaching and Learning Community’s Knowledge Resources


id: bctj-392
author: Douglas, Scott Roy
title: Local Milestones in Scholarly Publishing: Five Years of the BC TEAL Journal
date: 2020
pages: 3
extension: .pdf
mime: application/pdf
words: 1552
sentence: 82
flesch: 46
cache: cache/bctj-392.pdf
txt: txt/bctj-392.txt
summary:
  Just the list of BC TEAL Journal peer reviewers alone contains 45 names, many of whom have given their time and expertise to more than one article submission. BC TEAL Journal, 5(1), 32–43. https://doi.org/10.14288/bctj.v5i1.344 Gerald, J. (2020).


id: bctj-314
author: Balyasnikova, Natalia
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 7725
sentence: 429
flesch: 50
cache: cache/bctj-314.pdf
txt: txt/bctj-314.txt
title:
  An Insider View: Understanding Volunteers’ Experiences Within a Peer-to-Peer Language Learning Program in Vancouver’s Downtown Eastside

summary:
  Introduction Focusing on one program offered at the UBC Learning Exchange—the English Conversation— this research had a goal to understand the experiences of former learners who feel empowered to begin leading classes within language learning programs. Volunteer facilitators were interviewed on a range of topics related to their role in the program, peer-to-peer interaction, and the impacts of volunteering in their lives.


id: bctj-267
author: Drew, Ryan; Mudzingwa, Calisto
date: 2018
pages: 21
extension: .pdf
mime: application/pdf
words: 7695
sentence: 473
flesch: 60
cache: cache/bctj-267.pdf
txt: txt/bctj-267.txt
title:
  The Portfolio-based Language Assessment Model: Perceptions of Adult Immigrant English Language Learners

summary:
  Teacher Assessment Regarding the question whether participants had any prior experience with teacher assessments, 65.7% responded in the affirmative, 25.7% indicated that they had no previous experience with teacher assessment, and 8.6% did not answer the question. Teacher assessments garnered the most significant amount of positive perceptions, with 82.9% of the participants indicating that teacher assessments were “helpful” or “very helpful” for their language learning.


id: bctj-276
author: Roessingh, Hetty
title: Unmasking the Early Language and Literacy Needs of ELLs: What K–3 Practitioners Need to Know and Do
date: 2018
pages: 15
extension: .pdf
mime: application/pdf
words: 5762
sentence: 339
flesch: 47
cache: cache/bctj-276.pdf
txt: txt/bctj-276.txt
summary:
  Only more recently has the scholarly community turned its attention to early language learning, specifically vocabulary learning (August, Carlo, Dressler & Snow, 2005; Biemiller, 2003; Geva & Verhoeven, 2000; Uccelli & Paez, 2007). . From thought, to words, to print: Early literacy development in Grade 2.


id: bctj-344
author: Freimuth, Hilda
title: Are Academic English Words Learned Incidentally? A Canadian Case Study
date: 2020
pages: 12
extension: .pdf
mime: application/pdf
words: 5012
sentence: 354
flesch: 58
cache: cache/bctj-344.pdf
txt: txt/bctj-344.txt
summary:
  In the case of academic vocabulary, however, words are often multi-syllabic and abstract in meaning—possibly making incidental acquisition of academic words more difficult than non-academic ones. In some cases, no lists of academic words appear in the syllabi of these courses, leaving instructors to determine which https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/344 Freimuth 33 BC TEAL Journal Volume 5 Number 1 (2020): 32–43 Retrieved from https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/344 words, if any, to teach explicitly.


id: bctj-339
author: Stigger, Elizabeth
date: 2019
pages: 11
extension: .pdf
mime: application/pdf
words: 5186
sentence: 266
flesch: 39
cache: cache/bctj-339.pdf
txt: txt/bctj-339.txt
title:
  The Correlation between IELTS Scores and International Students’ Academic Success: A Literature Review

summary:
  Recently, studies focusing on international student academic learning success while studying at EMI institutions have been increasing. The Third Theme: The Social Dimension Recent research has explored more unique approaches to addressing the issue of language proficiency and international student academic learning success.


id: bctj-341
author: Maatouk, Zeina; Payant, Caroline
title: Moving Beyond Individual Peer Review Tasks: A Collaborative Written Corrective Feedback Framework
date: 2020
pages: 13
extension: .pdf
mime: application/pdf
words: 5437
sentence: 323
flesch: 52
cache: cache/bctj-341.pdf
txt: txt/bctj-341.txt
summary:
  Research has demonstrated the importance of providing peer feedback training to learners in order to improve the efficacy of peer revision (Rahimi, 2013). In order to mitigate these negative perceptions and maximize the benefits of WCF, practitioners have emphasized the necessity of implementing peer feedback training and of creating greater opportunities for collaboration at the various stages of the process.


id: bctj-334
author: Anderson, Tim; Okuda, Tomoyo
title: Writing a Manuscript-Style Dissertation in TESOL/Applied Linguistics
date: 2019
pages: 20
extension: .pdf
mime: application/pdf
words: 8324
sentence: 379
flesch: 33
cache: cache/bctj-334.pdf
txt: txt/bctj-334.txt
summary:
  In addition, the article format reduces the time for publication if dissertation chapters can be submitted directly for journal publication, without requiring extensive pruning and reformatting; therefore, it meets the need for timely knowledge dissemination and it starts to accumulate credits for the student’s professional career. The use of metatextual resources will also need attention during the transition of dissertation chapters to stand-alone articles.


id: bctj-375
author: Hernberg, Stacey
title: Metacognition and Language Learning: Creating Effective K–12 Learners
date: 2020
pages: 14
extension: .pdf
mime: application/pdf
words: 6002
sentence: 344
flesch: 46
cache: cache/bctj-375.pdf
txt: txt/bctj-375.txt
summary:
  What we still need to learn about language learning strategies instruction: Research directions and designs. A comparative study of language learning strategy use in an EFL context: Monolingual Korean and bilingual Korean-Chinese university students.


id: bctj-336
author: Wu, Ziwei Vera
title: Factors Contributing to TESOL Employment: A Graduate Perspective
date: 2019
pages: 20
extension: .pdf
mime: application/pdf
words: 8433
sentence: 368
flesch: 44
cache: cache/bctj-336.pdf
txt: txt/bctj-336.txt
summary:
  While TESOL students and early career TESOL professionals need to be more prepared for the complexity and unpredictability of TESOL careers by continuously improving their forms of capital, TESOL teacher educators, TESOL program administrators, and TESOL professional organizations should take the diverse needs of students with different backgrounds into consideration and provide long-term career support to build a robust TESOL community. Applying the same Likert scale, the responses also reflected a gap between participants’ sense of preparedness for TESOL careers and their satisfaction levels with their TESOL careers (see Figure 9).


id: bctj-373
author: Derichsweiler, Sina
title: Gender-Oriented Topics in Teaching English as an Additional Language
date: 2021
pages: 10
extension: .pdf
mime: application/pdf
words: 5063
sentence: 293
flesch: 52
cache: cache/bctj-373.pdf
txt: txt/bctj-373.txt
summary:
  In doing so, the role of the school as an agent of socialization and education in connection to topics of gender identity is explained, followed by an introduction to the field of gender studies in order to point out the main aspects to consider when planning a lesson for EAL. In their different ways, both scholars pointed to the benefits and the need of gender topics for TEAL and identifed three important subject areas—language learning, inter and transcultural learning, and discourse competence—that benefit from gender-oriented topics.


id: bctj-389
author: Dobson, Joe; Freimuth, Hilda; Rodriques, Ishka
date: 2021
pages: 19
extension: .pdf
mime: application/pdf
words: 8914
sentence: 500
flesch: 51
cache: cache/bctj-389.pdf
txt: txt/bctj-389.txt
title:
  Student Volunteer Motivations in a Student Support Centre for English for Academic Purposes Students 

summary:
  This paper presents research on the motivations of student volunteers who provided support for English for Academic Purposes (EAP) students in a Language Learning Centre (LLC) at a public university in British Columbia. The LLC’s evolution was rapid, and this study, which highlights the perspectives of student volunteers, may not only help shape the LLC in the future, but may also provide useful insight for other institutions that are seeking new approaches to support students and provide meaningful volunteer opportunities.


id: bctj-447
author: Khatri, Raj
date: 2021
pages: 12
extension: .pdf
mime: application/pdf
words: 5799
sentence: 289
flesch: 45
cache: cache/bctj-447.pdf
txt: txt/bctj-447.txt
title:
  Universal Design for Learning: Its Application to English for Academic Purposes Classrooms in Canada

summary:
  In an additional language (L2) context, there is considerable learner variability among EAP learners when it comes to their personal experience and background, individuality, including their “shyness versus gregariousness,” as well as their exceptionalities or disabilities https://doi.org/10.14288/bctj.v6i1.447 Khatri 96 BC TEAL Journal Volume 6 Number 1 (2021): 94–105 https://doi.org/10.14288/bctj.v6i1.447 (Rao & Torres, 2016, p. 461). They can also be used in designing curriculum and lessons when working with EAP learners in an academic language context (Rao & Torres, 2016).


id: bctj-345
author: Gerald, JPB
title: Worth the Risk: Towards Decentring Whiteness in English Language Teaching
date: 2020
pages: 11
extension: .pdf
mime: application/pdf
words: 5439
sentence: 251
flesch: 48
cache: cache/bctj-345.pdf
txt: txt/bctj-345.txt
summary:
  In its worst manifestations, white ELT professionals can fall victim to the white saviour complex (Straubhaar, 2015), seeking to “save” their inherently deficient racialized students. The Impact on Racialized Students A system in which racialized teachers are marginalized and unsupported is a system in which white teachers and administrators are centred and prioritized, and this can have deleterious results.


id: bctj-337
author: Jabeen, Rubaiyat; Wang, Peiyu; Cheng, Liying
date: 2019
pages: 13
extension: .pdf
mime: application/pdf
words: 6081
sentence: 314
flesch: 27
cache: cache/bctj-337.pdf
txt: txt/bctj-337.txt
title:
  Academic Engagement, Social Integration, and Academic Socialization: English as an Additional Language in Higher Education

summary:
  International students in this study tended to gain social-emotional satisfaction when interacting with international students from other nationalities rather than domestic students, perhaps due to them sharing a common empathy for outsiders. Determinants of international students’ academic performance: A comparison between Chinese and other international students.


id: bctj-387
author: Bhowmik, Subrata; Chaudhuri, Anita
title: “I Need My Instructor to Like Sit with Me”: Addressing Culture in L2 Writing Instruction
date: 2021
pages: 18
extension: .pdf
mime: application/pdf
words: 8876
sentence: 448
flesch: 52
cache: cache/bctj-387.pdf
txt: txt/bctj-387.txt
summary:
  Instructors, thus, need to offer culturally responsive support in student writing, much like what Lillis and Curry (2010) recommend for literacy development. Kaplan’s (1966) analysis of English as an additional language (EAL) texts was a pioneering endeavour in this regard, although due to ensuing controversy surrounding his claims, the desired goals of his effort were never achieved, leaving a gap in culture studies of L2 writing (Abasi, 2012; Belcher, 2014).


id: bctj-449
author: Walsh Marr, Jennifer
title: The Promise and Precarity of Critical Pedagogy in English for Academic Purposes
date: 2021
pages: 10
extension: .pdf
mime: application/pdf
words: 5045
sentence: 258
flesch: 38
cache: cache/bctj-449.pdf
txt: txt/bctj-449.txt
summary:
  Research examines the language patterns of valued texts, their pedagogical deployment, EAP students’ emergent reproduction of academic English features, the impact of EAP context on students’ identity, and back again. The “practical orientation” is problematic in tertiary education, where EAP students are patronizingly seen as empty vessels “with a deficit of literacy skills which can be topped up in a few English classes.


id: bctj-343
author: Hu, Jim; Gonzales, Lachlan
title: English-as-an-Additional-Language Employees’ Perspectives on Writing in the Workplace
date: 2020
pages: 18
extension: .pdf
mime: application/pdf
words: 8391
sentence: 441
flesch: 47
cache: cache/bctj-343.pdf
txt: txt/bctj-343.txt
summary:
  This finding echoes the previous study on employer perspectives on EAL employee writing (Hu & Hoare, 2017). Treatment of error in second language student writing.


id: bctj-340
author: Gilman, Michelle; Norton, Bonny
title: Storybooks Canada, English Language Learners, and the School Curriculum
date: 2020
pages: 18
extension: .pdf
mime: application/pdf
words: 8206
sentence: 417
flesch: 50
cache: cache/bctj-340.pdf
txt: txt/bctj-340.txt
summary:
  Using Storybooks Canada and other digital stories to honour diversity within the classroom. When asked if they saw digital stories, specifically Storybooks Canada, as a helpful resource to improve reading goals, 12 of the 13 participants responded that they see it as a helpful tool because it provides instruction in mother tongue languages, allowing students the “chance to feel represented” through the diversity within the stories.


id: bctj-390
author: Mao, Jing
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 8181
sentence: 427
flesch: 47
cache: cache/bctj-390.pdf
txt: txt/bctj-390.txt
title:
  Thriving through Uncertainties: The Agency and Resourcefulness of First-Year Chinese English as an Additional Language Writers in a Canadian University

summary:
  A nested model of academic writing approaches: Chinese international graduate students’ views of English academic writing. In contrast to studies based on deficit models, this study argues that participants exhibit agency as evidenced in their responses to challenges encountered in and changes to their perceptions of and practices in academic writing.


id: bctj-513
author: Douglas, Scott Roy
title: Carving Out an Epistemological Space: EAL Teaching and Learning as a Field of Inquiry
date: 2022
pages: 3
extension: .pdf
mime: application/pdf
words: 1065
sentence: 49
flesch: 49
cache: cache/bctj-513.pdf
txt: txt/bctj-513.txt
summary:
  In the field of EAL teaching and learning, the theories that arise related to how people know something, whether that knowledge is reliable, how new knowledge should be created or found, what knowledge is worth knowing, and how that knowledge is best taught connect to, amongst other things, the subject matter in the classroom, the language skills students employ, the additional language learning process students undergo, the nature of language, the craft of teaching in general, and the professional knowledge of EAL teachers (Crookes, 2009). BC TEAL Journal, 7(1), 55–84.


id: bctj-378
author: Surtees, Victoria; Yamamoto, Masaru
title: Creating an Interactive Online Orientation to Academic Practices for International Students
date: 2021
pages: 13
extension: .pdf
mime: application/pdf
words: 5412
sentence: 272
flesch: 43
cache: cache/bctj-378.pdf
txt: txt/bctj-378.txt
summary:
  To date, studies conducted at English-speaking institutions (e.g., Heng, 2017; Ryan & Viete, 2009) have reported that international students often feel that the prevailing norms for classroom participation do not value their contributions (e.g., instructors dismiss international perspectives or do not make an effort to understand students’ accents). Other researchers (Straker, 2016; Yates & Nguyen, 2012) have noted that international students are often (incorrectly) perceived by instructors and others as “shy” or “uncritical” and are thereby implicitly positioned as deficient participants within the local learning space.


id: bctj-548
author: Douglas, Scott Roy
title: Scholar-Practitionership as a Way of Being in the Field of EAL Teaching and Learning
date: 2023
pages: 3
extension: .pdf
mime: application/pdf
words: 1421
sentence: 87
flesch: 45
cache: cache/bctj-548.pdf
txt: txt/bctj-548.txt
summary:
  BC TEAL Journal, 8(1), 8–28. https://doi.org/10.14288/bctj.v8i1.499 https://doi.org/10.14288/bctj.v8i1.548 https://doi.org/10.1191/1362168803lr118oa https://www.bcteal.org/mission-vision-grid.php http://doi.org/10.1093/applin/amp007 https://doi.org/10.14288/bctj.v8i1.499 Douglas iii BC TEAL Journal Volume 8 Number 1 (2023): i–iii https://doi.org/10.14288/bctj.v8i1.548 Curtis, A. (2023).


id: bctj-610
author: Douglas, Scott Roy
date: 2024
pages: 3
extension: .pdf
mime: application/pdf
words: 1232
sentence: 66
flesch: 43
cache: cache/bctj-610.pdf
txt: txt/bctj-610.txt
title:
  Raising Awareness, Providing Professional Development, and Sharing Expertise: Nine Years of the BC TEAL Journal

summary:
  BC TEAL Journal, 9(1), 60– 85. https://doi.org/10.14288/bctj.v9i1.599 https://doi.org/10.14288/bctj.v9i1.610 https://doi.org/10.14288/bctj.v9i1.598 https://www.bcteal.org/mission-vision-grid.php https://www.bcteal.org/mission-vision-grid.php https://doi.org/10.14288/bctj.v9i1.594 https://doi.org/10.14288/bctj.v3i1.273 https://doi.org/10.14288/bctj.v5i1.345 https://doi.org/10.14288/bctj.v9i1.599 Douglas iii BC TEAL Journal Volume 9 Number 1 (2024): i–iii https://doi.org/10.14288/bctj.v9i1.610 Marshall, P. A. (2024). BC TEAL Journal, 9(1), 49–59. https://doi.org/10.14288/bctj.v9i1.598 BC TEAL.


id: bctj-465
author: Douglas, Scott Roy
date: 2021
pages: 3
extension: .pdf
mime: application/pdf
words: 1493
sentence: 66
flesch: 40
cache: cache/bctj-465.pdf
txt: txt/bctj-465.txt
title:
  Multidisciplinary Breadth: The Many Facets of English as an Additional Language Teaching and Learning

summary:
  BC TEAL Journal, 6(1), 11–28. BC TEAL Journal, 6(1), 1–10. https://doi.org/10.14288/bctj.v6i1.373 Dobson, J., Freimuth, H., & Rodriques, I. (2021).


id: bctj-388
author: Uludag, Pakize; Crawford, William J.; McDonough, Kim
date: 2021
pages: 17
extension: .pdf
mime: application/pdf
words: 7168
sentence: 373
flesch: 51
cache: cache/bctj-388.pdf
txt: txt/bctj-388.txt
title:
  English for Academic Purposes Writers’ Use of Reporting Verbs in Argumentative and Cause-and-Effect Essay Exams

summary:
  Using a corpus of 1027 texts written by EAP students at an English-medium Canadian University, this study explored whether additional language (L2) writers’ reporting verb choices differed in cause-and- effect and argumentative essays. Results indicated that EAP students relied on a limited number of reporting verbs regardless of essay type.


id: bctj-347
author: Mudzingwa, Calisto
date: 2020
pages: 20
extension: .pdf
mime: application/pdf
words: 8619
sentence: 506
flesch: 42
cache: cache/bctj-347.pdf
txt: txt/bctj-347.txt
title:
  The Quest for Standardization: The Canadian Federal Government and the Language Instruction for Newcomers to Canada (LINC) Program

summary:
  This paper introduces a novel LINC standardization model as a tool for describing and analyzing how the synergies of these government initiatives converge to bring consistency to the entire LINC Program. A Summary of the Pre-Entry Stage LINC Standardization Model Stage Government Initiatives Pre-Entry Stage Assessment Placement Tests & The Canadian Language Benchmarks  English Proficiency assessed using CBLs  Placement Tests results reported as CLB scores National Language Placement and Progressions Guidelines & The Canadian Language Benchmarks  Placement Tests use CLBs for placement in LINC Program  CLB levels for placement are based on CLB scores achieved by the learner Waitlist Management and Language Referrals & The Canadian Language Benchmarks 


id: bctj-459
author: Huang, Li-Shih
date: 2022
pages: 13
extension: .pdf
mime: application/pdf
words: 4449
sentence: 246
flesch: 49
cache: cache/bctj-459.pdf
txt: txt/bctj-459.txt
title:
  The Stories of My Life: A Task-Based, Oral Narrative Lesson for Employment Purposes for Learners with Refugee Backgrounds

summary:
  For those teaching advanced learners, however, removing the constraints to enable learners to construct their own timeline of self-selected key events in their professional life can be the first step toward an expanded life story as the course progresses. Approaches to narrative instruction for second language learners.


id: bctj-335
author: Devos, Nathan J
title: Comparing First-Term Students’ English Language Proficiency at a Canadian Polytechnic Institute
date: 2019
pages: 31
extension: .pdf
mime: application/pdf
words: 12901
sentence: 658
flesch: 54
cache: cache/bctj-335.pdf
txt: txt/bctj-335.txt
summary:
  https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/335 Devos 58 BC TEAL Journal Volume 4 Number 1 (2019): 53–83 Retrieved from https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/335 quantitative study aimed to test the influence of different variables on language test scores (Nunan & Bailey, 2009). In this study, I only investigate the performance on language tests based on years in an English-speaking high school; however, the results are similar in that they suggest that the increased number of years do not improve participants’ scores on the language tests.


id: bctj-501
author: Freimuth, Hilda; Walter, Leah
title: An Examination of LGBTQ+ Representation in a Canadian ELT Newspaper
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 3039
sentence: 179
flesch: 49
cache: cache/bctj-501.pdf
txt: txt/bctj-501.txt
summary:
  This study conducted a content analysis of LGBTQ+ representation in one locally produced ELT newspaper in British Columbia, Canada to investigate if a more localized publication with less pressure to appeal to a mass readership would yield greater representation. Moore (2020) asserted the concern for profit (mass audience appeal) is the main reason for the lack of LGBTQ+ representation in textbooks.


id: bctj-469
author: Penner, Tara L.; Abbott, Marilyn L.; Lee, Kent K.
title: Scaffolding Self-Regulated Learning for English as an Additional Language Literacy Learners
date: 2022
pages: 13
extension: .pdf
mime: application/pdf
words: 5671
sentence: 287
flesch: 45
cache: cache/bctj-469.pdf
txt: txt/bctj-469.txt
summary:
  Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Abstract Emergent multilingual English as an additional language literacy learners (EALLs) have unique learning needs as they are learning to read and write for the first time in any language while they are also beginning to develop formal learning strategies that support successful school-based learning.


id: bctj-541
author: Curtis, Andy
title: Three Key Problems in Classroom Language Education Research
date: 2023
pages: 13
extension: .pdf
mime: application/pdf
words: 7021
sentence: 288
flesch: 49
cache: cache/bctj-541.pdf
txt: txt/bctj-541.txt
summary:
  Indeed, when I review grant applications in our field, asking for hundreds of thousands, or even millions, of Canadian dollars in funding—based on published research using data from classroom teachers and learners—whatever the costs of these kinds of things is negligible by comparison. On the other hand, many academics dismiss the knowledge produced through teacher research as trivial and inconsequential to their work” (p. 153, emphasis added).


id: bctj-451
author: Steiger, Jane
date: 2022
pages: 22
extension: .pdf
mime: application/pdf
words: 9468
sentence: 393
flesch: 52
cache: cache/bctj-451.pdf
txt: txt/bctj-451.txt
title:
  Placing Students for Success: A Comparison of IELTS, Local, and Other Placement Methods for English for Academic Purposes Courses

summary:
  In this study, the case was defined as a course in which a student was enrolled since there is considerable variation in the number of courses students take each semester, with some students taking as many as five EAP courses and others taking only one. While other studies explored student success in academic university programs, the present study explored student success in a program designed to prepare EAP students for a variety of academic disciplines.


id: bctj-539
author: Martin, Jodie L.
title: The Problem of Presentations: An EAP Lecturer’s Approach to Teaching Presentation Skills
date: 2023
pages: 14
extension: .pdf
mime: application/pdf
words: 5324
sentence: 249
flesch: 48
cache: cache/bctj-539.pdf
txt: txt/bctj-539.txt
summary:
  The curriculum was intended, therefore, to provide both basic principles for students new to or nervous about presenting, as well as enhance the skills of experienced students and help them adapt to the requirements of academic presentations at a Canadian university. Poster Presentation A poster is a common form of academic presentation, particularly for presenting work-in- progress at conferences.


id: bctj-422
author: Mortenson, Leah
date: 2021
pages: 26
extension: .pdf
mime: application/pdf
words: 12976
sentence: 649
flesch: 48
cache: cache/bctj-422.pdf
txt: txt/bctj-422.txt
title:
  White TESOL Instructors’ Engagement with Social Justice Content in an EAP Program: Teacher Neutrality as a Tool of White Supremacy

summary:
  However, few studies have asked white English language teachers to reveal their own views about using ideological and/or social justice-related content to teach English. The study offers implications for white English language teachers invested in adopting anti-racist, decolonial practices and highlights the importance of reflecting on one’s personal beliefs, https://doi.org/10.14288/bctj.v6i1.422 Mortenson 110 BC TEAL Journal Volume 6 Number 1 (2021): 106–131 https://doi.org/10.14288/bctj.v6i1.422 prejudices, and biases regarding racism, white privilege, and personal responsibility towards societal inequities.


id: bctj-597
author: Densky, Karen
date: 2025
pages: 15
extension: .pdf
mime: application/pdf
words: 7481
sentence: 376
flesch: 57
cache: cache/bctj-597.pdf
txt: txt/bctj-597.txt
title:
  “How” not “What”: The Significance of Tensions and Discourse on Identity Transformation during a TEAL Teaching Practicum

summary:
  The study aims to address two questions: “What are the points of tension experienced by student teachers during their practicum?” and “What are the discourses they engage in to talk about these tensions?” The results indicate that student teachers experience personal, interpersonal, knowledge, cultural, pedagogical, and methodological tensions.


id: bctj-499
author: Chang, Daniel H.; Lane, Julia; Power, Hope
date: 2023
pages: 21
extension: .pdf
mime: application/pdf
words: 10218
sentence: 488
flesch: 48
cache: cache/bctj-499.pdf
txt: txt/bctj-499.txt
title:
  A Preliminary Investigation Into the Effectiveness of Online Modules for Teaching Research and Writing Skills to Multilingual International Post-Secondary Students

summary:
  Examples of academic writing and research modules [are useful and effective for students]. (Instructor 5) Discussion Based on the students’ and instructors’ survey responses, we have found that there are merits to using online modules for research and writing instruction, especially for multilingual international students enrolled in an academic preparation program.


id: bctj-594
author: Crossman, Katie; Andrews, Jason; Hargaaya, Iftu; Abboud, Rida
title: Service Learning, Cultural Humility, and Language Instruction: Being in Community
date: 2024
pages: 19
extension: .pdf
mime: application/pdf
words: 7777
sentence: 427
flesch: 40
cache: cache/bctj-594.pdf
txt: txt/bctj-594.txt
summary:
  To conclude, barriers, facilitators, and recommendations are discussed with the goal of highlighting the challenges and celebrations of Service Learning for newcomer language learners. Course Description To respond to this gap, and to test out the feasibility of a Service Learning program with newcomers, we developed a course, delivering it to two cohorts of language learners.


id: bctj-452
author: Shoecraft, Kelly; Martin, Jodie L.; Perris, Greta
title: EAP Learners as Discourse Analysts: Empowering Emergent Multilingual Students
date: 2022
pages: 19
extension: .pdf
mime: application/pdf
words: 8945
sentence: 396
flesch: 40
cache: cache/bctj-452.pdf
txt: txt/bctj-452.txt
summary:
  Student discourse analyses that focused on interpersonal positioning drew on two frameworks: Interactional Resources (Hyland, 2005) and Appraisal (Martin & White, 2005). For this reason, the discussion sections of student texts were chosen as relevant examples in this paper.


id: bctj-595
author: Marshall, Paul Anthony
date: 2024
pages: 13
extension: .pdf
mime: application/pdf
words: 5817
sentence: 305
flesch: 35
cache: cache/bctj-595.pdf
txt: txt/bctj-595.txt
title:
  An Apology for EGAP: The Benefits of a General Approach to English for Academic Purposes in Canadian Post-Secondary Contexts

summary:
  According to Immigration, Refugees and Citizenship Canada, international students contribute more than $21 billion to the Canadian economy annually and create the necessity for around 200,000 jobs (IRCC, 2023). As international students make up an increasingly large proportion of students at Canadian universities (Cheng & Fox, 2008; El Masri & Khan, 2022; Liu, 2016), their wellbeing and retention is therefore more important than ever before, both to the students, themselves, and to the academic institutions that host them.


id: bctj-598
author: Baslee, Shanna
date: 2024
pages: 11
extension: .pdf
mime: application/pdf
words: 5024
sentence: 235
flesch: 44
cache: cache/bctj-598.pdf
txt: txt/bctj-598.txt
title:
  A Care Ethics Approach to Digital Literacies: Supporting Language Acquisition, Identity, and Overall Well-being of Adult EAL Learners with Refugee Experiences in Canada

summary:
  Synthesizing research on a care ethics approach in education and the digital literacy needs and goals of adult English language learners, the first section focuses on the role of a care ethics approach in EAL contexts. How can a care ethics approach to digital literacies for adult English language learners with refugee experiences promote language proficiency and learner identity?


id: bctj-593
author: McDonough, Kim; Neumann, Heike; Corrigan, Julie; Jimenez, Maria; Barrios Guerrero, Andrea
title: Supporting EAL Secondary Students in Thinking Critically about Online Information
date: 2024
pages: 16
extension: .pdf
mime: application/pdf
words: 6700
sentence: 362
flesch: 36
cache: cache/bctj-593.pdf
txt: txt/bctj-593.txt
summary:
  Abstract Evaluating the credibility of online information, a key component of digital literacy, is challenging for secondary students because they often rely on superficial strategies that do little to help them differentiate between information and disinformation. However, evaluating the credibility of online information, a key component of digital literacy, remains a challenge for secondary students who often rely on superficial strategies that do little to help them differentiate between factually accurate and inaccurate information or recognize exaggerations and misleading statements (Corrigan, 2019;


id: bctj-649
author: Ahmed, Anwar
title: Too Much Research? Rethinking Teacher Learning in an Age of Metrics and Rankings
date: 2025
pages: 14
extension: .pdf
mime: application/pdf
words: 6415
sentence: 402
flesch: 41
cache: cache/bctj-649.pdf
txt: txt/bctj-649.txt
summary:
  In I. Menter (Ed.), The Palgrave handbook of teacher education research (pp. 1–26). Language teacher research engagement.


id: bctj-599
author: Landry, Michael Henry
date: 2024
pages: 26
extension: .pdf
mime: application/pdf
words: 11698
sentence: 705
flesch: 47
cache: cache/bctj-599.pdf
txt: txt/bctj-599.txt
title:
  Leveraging Asynchronous Online Learning to Deliver Intercultural Learning Outcomes in an EAP Program: Lessons for Future Practice

summary:
  In general, EAP programs focus on the communicative needs of students in academic and community contexts to prepare EAP students https://doi.org/10.14288/bctj.v9i1.599 Landry 61 BC TEAL Journal Volume 9 Number 1 (2024): In particular, studies (Myles & Cheng, 2003; Tweedie & Kim, 2015) have shown that EAP students may feel that their EAP programs do not adequately support the development of intercultural skills necessary for them to learn more about local culture and participate in the wider university community.


id: bctj-546
author: Landry, Michael Henry
date: 2023
pages: 25
extension: .pdf
mime: application/pdf
words: 11824
sentence: 669
flesch: 40
cache: cache/bctj-546.pdf
txt: txt/bctj-546.txt
title:
  Intercultural Communicative Competence Learning Outcomes in EAP: A Tool for Supporting Post-secondary Students with Life On and Off Campus

summary:
  Consequently, there has been growing recognition of the significance of supporting EAP students in developing both their linguistic and Intercultural Communicative Competence (ICC) skills to help them participate in meaningful and authentic engagement within diverse campus and local communities in Canada (Douglas et al., 2022; Zhang & Zhou, 2010; Zhou & Zhang, 2014). Tweedie and Kim (2015) have also observed that EAP students often have the opportunity to form friendships within their classes, especially with peers hailing from diverse countries and cultures.


id: bctj-601
author: Scott, Ronan
date: 2024
pages: 17
extension: .pdf
mime: application/pdf
words: 8992
sentence: 475
flesch: 51
cache: cache/bctj-601.pdf
txt: txt/bctj-601.txt
title:
  Principled Benefits: Student Perceptions of Teacher-Developed English for Academic Purposes Materials

summary:
  Language learning materials should be grounded in additional language acquisition theories, general education theories, and current additional language learning materials development principles. There are an abundance of language learning materials available for learners and teachers, but despite this abundance, materials development is still a core part of being an additional language teacher (Tomlinson, 2014).


id: bctj-498
author: Corcoran, James N.; Williams, Julia; Johnston, Kris Pierre
title: English for Academic Purposes in Canada: Results From an Exploratory National Survey
date: 2022
pages: 30
extension: .pdf
mime: application/pdf
words: 12029
sentence: 517
flesch: 42
cache: cache/bctj-498.pdf
txt: txt/bctj-498.txt
summary:
  In this article, we seek to delineate the Canadian EAP landscape by providing findings from the first phase of a mixed methods investigation into EAP programs and practitioners across Canada. We surveyed EAP programs and practitioners across three types of Canadian institutions involved in the provision of EAP support (n = 481).


# url

id: bctj-293
domain: www.cbc.ca
url:
  https://www.cbc.ca/news/canada/british-columbia/b-cwelcomes-record-number-of-international-k-12-students-1.4271279


id: bctj-293
domain: www.cbc.ca
url:
  https://www.cbc.ca/news/canada/british-columbia/b-c-welcomes-record-number-of-international-k-12-students-1.4271279


id: bctj-273
domain: www.universityaffairs.ca
url:
  https://www.universityaffairs.ca/careeradvice/career-advice-article/how-to-build-a-classroom-community-that-includes-eslstudents


id: bctj-273
domain: www.universityaffairs.ca
url:
  https://www.universityaffairs.ca/career-advice/career-advice-article/how-to-build-a-classroom-community-that-includes-esl-students


id: bctj-273
domain: catalogue.data.gov.bc.ca
url:
  https://catalogue.data.gov.bc.ca/dataset/domestic-and-international-student-headcountby-economic-development-region-and-institution/resource/d090dded-e0ef-438c-8bcae6da321973b0


id: bctj-273
domain: catalogue.data.gov.bc.ca
url:
  https://catalogue.data.gov.bc.ca/dataset/domestic-and-international-student-headcount-by-economic-development-region-and-institution/resource/d090dded-e0ef-438c-8bca-e6da321973b0


id: bctj-273
domain: www.ascd.org
url:
  http://www.ascd.org/publications/educationalleadership/may03/vol60/num08/what-keeps-teachers-going%c2%a2.aspx


id: bctj-273
domain: www.ascd.org
url:
  http://www.ascd.org/publications/educational-leadership/may03/vol60/num08/what-keeps-teachers-going%c2%a2.aspx


id: bctj-303
domain: www.cbc.ca
url:
  http://www.cbc.ca/news/canada/newfoundlandlabrador/inside-the-classroom-esl-teachers-refugees-1.3954861


id: bctj-303
domain: www.cbc.ca
url:
  http://www.cbc.ca/news/canada/newfoundland-labrador/inside-the-classroom-esl-teachers-refugees-1.3954861


id: bctj-303
domain: policywise.com
url:
  https://policywise.com/wpcontent/uploads/resources/2017/04/2017-04apr-19-scientific-report-14sm-guo.pdf


id: bctj-303
domain: policywise.com
url:
  https://policywise.com/wp-content/uploads/resources/2017/04/2017-04apr-19-scientific-report-14sm-guo.pdf


id: bctj-235
domain: www.vancouversun.com
url:
  http://www.vancouversun.com/health/students+majority+more+than+schools+metro+vancouver/10005768/story.html


id: bctj-316
domain: catalogue.data.gov.bc.ca
url:
  https://catalogue.data.gov.bc.ca/dataset/domestic-and-international-student-headcountbyeconomic-development-region-and-institution/resource/d090dded-e0ef-438c8bcae6da321973b0


id: bctj-316
domain: www.universityaffairs.ca
url:
  https://www.universityaffairs.ca/news/news-article/trend-to-measure-learning-outcomesgains-proponents


id: bctj-316
domain: www.universityaffairs.ca
url:
  https://www.universityaffairs.ca/news/news-article/trend-to-measure-learning-outcomes-gains-proponents


id: bctj-268
domain: www.welcomebc.ca
url:
  https://www.welcomebc.ca/getmedia/d2685990-b43e-4a29-93aab255ec96597c/services_for_refugees_factsheet.pdf.aspx


id: bctj-268
domain: www.canada.ca
url:
  https://www.canada.ca/en/immigrationrefugees-citizenship/services/refugees/welcome-syrian-refugees/infographic.html


id: bctj-268
domain: www.welcomebc.ca
url:
  https://www.welcomebc.ca/getmedia/d2685990-b43e-4a29-93aa-b255ec96597c/services_for_refugees_factsheet.pdf.aspx


id: bctj-268
domain: ngolearning.com.au
url:
  http://ngolearning.com.au/files/face2face-courses/cp-dynamics/attachmentself%20regulationandcompetency.pdf


id: bctj-339
domain: www.ielts.org
url:
  https://www.ielts.org//media/publications/guide-for-institutions/ielts-guide-for-institutions-uk.ashx?la=en


id: bctj-339
domain: www.ielts.org
url:
  https://www.ielts.org/-/media/publications/guide-for-institutions/ielts-guide-for-institutions-uk.ashx?la=en


id: bctj-341
domain: correspo.ccdmd.qc.ca
url:
  http://correspo.ccdmd.qc.ca/index.php/document/cinq-pistes-pour-favoriser-ledeveloppement-des-competences-a-lecrit/les-erreurs-linguistiques-des-apprenants-enlangue-seconde-quoi-corriger-et-comment-le-faire


id: bctj-341
domain: correspo.ccdmd.qc.ca
url:
  http://correspo.ccdmd.qc.ca/index.php/document/cinq-pistes-pour-favoriser-le-developpement-des-competences-a-lecrit/les-erreurs-linguistiques-des-apprenants-en-langue-seconde-quoi-corriger-et-comment-le-faire


id: bctj-225
domain: www.questia.com
url:
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