Go to  Advanced Search

Please note that starting Tuesday, October 13th we will be making a number of modifications to integrate cIRcle into the new UBC Library Open Collections service. This may result in some temporary outages next week. Please keep this in mind when planning your work schedule. Apologies for any inconvenience.

Becoming Canadian : Punjabi ESL learners, national language policy and the Canadian language benchmarks

Show full item record

Files in this item

Files Size Format Description   View
ubc_2007-267141.pdf 4.291Mb Adobe Portable Document Format   View/Open
Title: Becoming Canadian : Punjabi ESL learners, national language policy and the Canadian language benchmarks
Author: Fleming, Douglas
Degree: Doctor of Philosophy - PhD
Program: Language and Literacy Education
Copyright Date: 2007
Issue Date: 2011-02-03
Publisher University of British Columbia
Series/Report no. UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/]
Abstract: Drawing on the voices of Punjabi-speaking immigrants enrolled in a government-sponsored ESL program, this study sheds light on how a contemporary sample of adult ESL learners are constructing new national identities in the context of the challenges associated with coming to Canada. In particular, it traces how the common threads among their conceptions of citizenship compare to those embedded within national ESL assessment and curriculum documents and illuminates how these documents construct and position idealized conceptions of second language learners. As this study establishes in some detail, there are significant gaps between the principal national assessment and curriculum documents used in this context and the views expressed by the learners polled in this study. Based on this research, the author outlines the implications associated with second language citizenship education in terms of research priorities, national curriculum development, and pedagogical treatment options. In addition, three specific recommendations are made in regards to curriculum content: that citizenship content be made more explicit within our national curriculum and assessment documents; that this content emphasize positive representations of learners in our curriculum documents as being active and socially-integrated; and that this content be centered on the legalistic aspects of citizenship and avoid the use of singular normative cultural standards.
Affiliation: Education, Faculty of
URI: http://hdl.handle.net/2429/31080
Scholarly Level: Graduate

This item appears in the following Collection(s)

Show full item record

UBC Library
1961 East Mall
Vancouver, B.C.
Canada V6T 1Z1
Tel: 604-822-6375
Fax: 604-822-3893