Bilingual identity revisited

During my candidacy exam, I was asked about my conceptualization of my bilingual identity. I wrote a very brief blog post about it then, but I would like to revisit the topic in light of a book I recently finished, Becoming multicultural: Immigration and the politics of membership in Canada and Germany by Triadafilos Triadofilopoulos. This well-written, well-researched book looks at the evolution of immigration policy in the two countries in which I am a citizen: Canada and Germany. The main argument for looking at these two case studies is that both country’s policymakers have changed the respective country’s immigration policies dramatically over the course of the last 100 years due to pressures to align their policies with their collective image of the countries as liberal democracies. Reading this book has provided a strong background for the work I am currently doing in understanding how universities prepare teachers for refugee education, starting with research I did as a visiting scholar at the University of Hamburg in June 2016.

The book also confirmed many observations I had growing up. As a child of immigrants, I always had a sense of Canada’s immigration history. My dad was sponsored by distant relatives who had come decades before, so I was familiar with Canada’s recruitment of strong labourers and land sales in an effort to cultivate the land prior to WWI. My dad came in 1950 and my mother came in 1961. Both represented a different wave of immigrants who were leaving war torn Europe, but who encountered strong negative feelings against Germans post-WWII. Later in my work I met newer immigrants from a variety of different countries, so over the decades I got a sense of how Canadian immigration law had changed.

My encounters with German immigration laws were more sporadic and timed with my personal trips to Germany. As a child, I met a young “Turkish” girl, who was actually born of Turkish parents in Germany at a time when her citizenship was not recognized by either country, rendering her stateless. This was my introduction to the German policy of jus sanguinis – citizenship based on descent. What I didn’t realize at the time was the my father’s German citizenship, despite having been born in Poland, was also a result of this policy. He had always explained that Catherine the Great had wanted workers for Poland and promised the Germans she recruited that they could keep their language and their religion, but I didn’t realize that they also kept their citizenship as Volksdeutsche (ethnic Germans). Years later, I discovered a document among his old papers that indicated his family still had to be naturalized upon resettlement in Germany after World War II, but I have not investigated how rigorous that process was.

Unbeknownst to us, but consistent with jus sanguinis, I inherited German citizenship at birth. My parents became Canadian citizens in 1967, Canada’s 100th birthday, like many others. For them, that meant they automatically gave up their German citizenship, but as a baby, already born with Canadian citizenship, my German citizenship remained. Had I known, I could have avoided getting a visitor’s visa when I lived in Germany after high school. However, it wasn’t until one of my children was going on study abroad that someone asked me the right questions to discover my claim on German citizenship.

Interestingly, I inherited only from my father. Sometime in between my residence abroad in the 80’s and my children’s in the 2010’s, the law that allowed German citizenship to be passed on only through the paternal line was changed. Not only did my children inherit citizenship, European at that, I was offered the opportunity to purchase birth certificates for them. Imagine, they weren’t even born there, but they hold a birth certificate AND a passport from a country they have only visited.

This experience of dual citizenship, unearned and very beneficial, has provided me with empathy toward those without a home, citizenship, and a place to feel secure. I see my own research as a small part of learning what it takes to create a new home, new citizenship, and a new place to feel secure for those who seek refuge among us.

 

The Neurolinguistic Approach – oral modelling steps for the second language classroom

The neurolinguistic approach to second language teaching has gained popularity with the successes achieved by the Intensive French program in Canada. First introduced by Canadian researchers Claude Germain and Joan Netton, it has taken off as teachers and parents have noticed that their children learn to speak the second language as a result of an emphasis on oral communication in the classroom. A colleague, Katherine Mueller, and I are beginning research in a German Bilingual School where the teachers want to develop their emphasis on oral language. For the purpose of this research, my colleague developed the following German examples:

 

My thanks go to the native speakers who helped us refine our examples. Here is one article we have published from our research thus far:

Dressler, R. & Mueller, K. (2020). Strategies for purposeful oral language use in the second language classroom. Réflexions, 39(2), 15-17. http://hdl.handle.net/1880/113053

Research Update: Reflective Writing for Sojourn Debriefing

How do we know if international teaching sojourns are more than a great travel experience? That is the question we have asked ourselves for the past three years as five of us have researched sojourn preparation, reflection and debriefing. The term “sojourn” refers to a period of time spend abroad. In the case of this research, the sojourn is the time the BEd students in our Teaching Across Borders program spend volunteer teaching and living abroad. While our larger project examines reflective writing in the preparation and time away, this research update focuses on reflection upon return home.

Sojourn debriefing – usually we like to begin at the beginning, but in the first phase of our research we started where most research, and programs, do not even venture – the end. We designed a reflective writing model that we used during a reflective writing workshop the participants attended after they had been back home for two months. We wanted the participants to reflect deeply on one significant event from their time away. The model provided quite effective as students were able to use it to think and write about this event, starting with descriptive writing, but moving on to descriptive reflection, dialogic reflection, and in some cases, critical refection (These are four types of reflective writing described in other research as levels of depth of reflection).

What did we learn?

First, we learned about ourselves as researchers who have also each spent time abroad. In designing the model, we tested out three widely known models on ourselves: Gibbs’ (1988) Reflective CycleRolfe, Freshwater, and Jasper’s (2001) Reflective Model; and Johns’ (2010) Model for Structured Reflection. We met, tried writing based on each model, and then discussed which aspects of each we felt should go into a hybrid model we would use for our program participants. Through sharing our writing and developing this process, we became more aware of the strengths each of us brought to the project. We found this method effective for helping us design a model we could envision using, because we had lived the experience of assembling it. The new model was more than a sum of its parts because we added to it from our own insights. We have written about our design of the model in this scholarly publication:

Dressler, R., Becker, S. Kawalilak, C., Arthur, N. (2018). The cross-cultural reflective model for post-sojourn debriefing. Reflective Practice: International and Multidisciplinary Perspectives, 19(4), 490–504. doi:10.1080/14623943.2018.1530207

Second, we learned about reflective writing and our participants. Reflective writing forces writers to think about their experiences and consider what they might learn from them. Some of the experiences were difficult ones: experiencing homesickness, encountering systemic racism, questioning one’s career choice (in this case, teaching). Others were poignant: reaching out to a misunderstood student; seeing the historical, political significance of the place one was living, surprising oneself with language and intercultural competence that was previously unnoticed. While not all students reflected to the degree of dialogic or critical reflection, each had the opportunity to reflect, grow, and make sense of their experience.

We have recently submitted an article about these post-sojourn reflections and anticipate writing more about them when we look at the cases of individual participants over time.

Looking back at our work summarized so succinctly does not do it justice. Stay tuned for more updates in the coming year.

Researching social media: Facebook

My research took an interesting turn when I invited one of my daughters to explore the role of social media in the identity positioning of one particular study abroad sojourner – herself. We focused on her use of Facebook and that project resulted in an article for the Canadian Journal of Applied Linguistics.  Not only did we learn a great deal about how she, as a study abroad sojourner, used Facebook to position herself as an emerging bilingual over the course of two sojourners, but learned that there was so much more to using Facebook to study abroad than I had first thought.

I had once read a great book about EBay and its history. I believe it was The Perfect Store by Adam Cohen. It provided an overview of how it came to be as well as how the platform evolved over time. Although it is now dated, I felt it provided the perfect example of a storehouse of apparent trivia that a researcher might appreciate when studying EBay. Unfortunately, such a book does not exist for Facebook. While the history of how it started is well known and has it’s own movie, documentation of its evolution is much harder to track down. On top of that, when Facebook changes, it does so retroactively, so you can’t look back at your older Facebook posts to get a sense of what used to be. As a researcher, it is frustrating to realize that you can’t  easily and reliably claim that Facebook was a certain way at the time of the research.

So, after the first article was written, my daughter and I embarked upon a project about a project – exploring the methodology of using Facebook to research study abroad. In doing so, some questions were answered – we connected with researchers who shared how they establish procedures and came across this nugget: a Wikipedia entry for Facebook Features (not Facebook history which one usually discovers first). Our work resulted in an article that is currently under consideration for another journal. Stay tuned to this space to learn more!

Update: You can find our methodological article here:

Dressler, R., & Dressler, A. (2019). The methodological affordances and challenges of using Facebook to research study abroad. Study Abroad Research in Second Language Acquisition and International Education, 4(1), 126-144.

 

Research Outbound: Personal and Professional Insights

My one month stay in Hamburg is coming to a close. What a full month it has been! I had both personal and professional goals for this trip. Here are a few of insights.

Personal: I wanted to get to know Germany as it is now. Germany has changed so much since I last stayed here for an extended time. This shouldn’t surprise me, but just as my parents spoke of a Germany that was radically different from the one I encountered in my first stay as an adult; so is the Germany of now different from the Germany from when I was 18. I have caught many of the changes in my visits over the years, but the diversity I see in the city now more closely resembles the diversity in Calgary.

I wanted to improve my German. From a language standpoint, I still marvel at what I know and what I don’t know. Some conversations flow smoothly and others hiccup on an ill-chosen word or a lapse in recall of a word I should know. I have expanded by vocabulary with regards to academic language, but similarities across words in similar categories reminds me of a joke my Dad used to tell: cabbage, carriage, garbage – what’s the difference? For me it is: Antrag, Vortrag, Beitrag. I have to stop and think before I use each word that I have chosen the right one! I watch non-native speakers of English deliver talks in English, while I am still frightened of my first talk in German. It still hasn’t happened since talks in English are valued here, but one day I will convince someone to let me and then the fun will begin.

Professional: Writing up my reports for this trip were a chance to put together a list of activities I intended to do and didn’t, intended to and did, and didn’t expect to do, but did. I tried to be open to opportunities that arose and as a result, I met with four professors I hadn’t anticipated meeting, took in two talks I hadn’t planned, and encountered more documents than I had ever envisioned when I proposed a document analysis.

I hope to return again, soon, to Hamburg. As I have mentioned to many whom I have seen, one goal of this trip was learning the right questions to ask. So, when I return, I would like to visit a preparation class (Internationale Vorbereitungsklasse), guest/co-teach, and conduct a workshop on research methodology for graduate students. On a personal level, I hope to bring along a colleague or family member so they too can see how interesting Hamburg and the University of Hamburg are.

German bilingual high school visit

Yesterday I visited a German Gymnasium (academic high school) that offers a German-English bilingual program. It was difficult to arrange because the school year is drawing to a close, but I am grateful to Robin Kiso at the Helene-Lange-Gymnasium for letting me visit. To make it more challenging, my visit occurred just as a storm was rolling through Hamburg and I am thankful the guesthouse provides an umbrella or I would have been soaked upon arrival.

The class I visited was German history, taught in English. This is interesting from the outset since Alberta Bilingual Schools switched away from teaching Social Studies in German because of the difficulty of terminology and the lack of resources. Herr Kiso remarks that terminology is sometimes an issue, but he will use the German terms when it makes sense. Regarding resources, bilingual programs are now common enough in German that publishers are creating specific resources, so I observed that the students had textbooks to accompany their lessons. However, Herr Kiso remarked that he often used other resources, which was evident from his lesson, where he used One Note software and an LCD projection set up to bring visual elements to his lesson. When asked, he noted that he uses technology more than most teachers, which has also been my observation in other schools. The students themselves don’t have access to a computer in the classroom and a sign in the hallway indicated that cell phones should be stowed away and unseen.

The lesson on the first German nation-state started with a picture prompt of the Reichstag. The German educational system values the ability for students to express themselves verbally and that was evident from the time the students spent discussing what they felt the building’s architecture represented, first with a partner and then as a whole class. Since this was a double class, they easily spent 30 minutes expressing their opinions in English. The students are very strong and were able to use precise vocabulary such as “intimidating”, “shows pride”, “minimalist”. Herr Kiso made a point of giving a thumbs up to effective use of vocabulary and reusing the same terms when he spoke to reinforce their meaning. These are all points I tell my students about building academic language skills in the second language classroom. The lesson further involved opportunities to make linkages between students’ current knowledge and opinions about democracy with facts about the first nation-state, which allowed them to draw conclusions about how democratic or non-democratic it was and how aspects of that government and society led to a later constitution that Hitler was able to exploit when he got into power.

Overall, the visit was very interesting. It differed from other school visits I have made in that the link between content and language theory was strongly exhibited in practice and I look forward to another opportunity to visit this school and others in future research visits.

Update: International Symposium on Bilingualism 11 Limerick, Ireland

As an update to my post from last week, I have returned from my conference and networking trip to Ireland. Here are a few highlights

  1. I was able to meet with someone from the Study Abroad office and learn about the structure of their education program and international programs. The challenges are similar – their students are in a fixed program and it would take some creative thinking to accommodate an international experience such as Teaching Across Borders (TAB). However, I don’t see this as a stop sign, rather than a time to yield and reflect.
  2. I presented on some initial research on blogging, as a preparation for future research on the use of the Ning blog for reflection during the TAB program.
  3. I networked with several scholars in applied and educational linguistics.
    1. I learned that my research on the linguistic landscape of the classroom is being read by graduate students at a university in Israel.
    2. I reconnected with Aiofe Lenihan, the person who had originally said “You should come to Limerick some day” and learned about her research on Facebook and how it overlaps with mine.
    3. I discussed future research ideas with Francis Hult, who was the external examiner on my dissertation committee and the person who introduced me to nexus analysis and linguistic landscape analysis.
    4. I learned that Bernard Spolsky is doing a series on language policy management in former colonies. His work on Brazil makes a helpful addition to the body of work that colleagues and I are looking at in our comparative study on conceptualizations of diversity between Canada and Brazil.
  4. On top of all of this, I had a chance to experience Limerick. The conference providers arranged Irish dancers at the Monday evening BBQ, I toured the town and King John’s castle, and enjoyed the friendly hospitality of the local people.

It was a full and rewarding trip. I look forward to traveling to Ireland again some day with more time to see the countryside.

Visiting Professor – Faculty of Education, University of Hamburg

For the month of June I have the above title. With funding from the Werklund School of Education, Office of Research and the University of Calgary’s Office of Internationalization, I have embarked upon this short research stay with a few flexible goals in mind:

  1. get to know the people and place of the university, the faculty and the structure of higher education, in particular, pre-service teacher education in Hamburg and in Germany
  2. hold some preliminary meetings and document analysis to see if a larger comparative project examining how Canada and Germany prepare teachers for refugee education
  3.  deliver two talks
    1. one on linguistic diversity in education in Canada
    2. one on the teaching across borders program and how its design is informed by research
  4. take a trip to Limerick, Ireland to attend and present at the International Symposium on Bilingualism and to network with scholars in applied and educational linguistics

Ok, this is starting to look like more than a few goals. There are also the future goals, such as considering whether to suggest Limerick as a future TAB placement or making connections for a research agreement with Uni Hamburg.

What can I share from my first full week in Hamburg:

  1. June is indeed a lovely time to come, the university is well-suited a short walk from parks and the Alster. I have been warmly welcomed, provided with an office and access to printers, etc. A colleague has explained aspects of the train system I can’t figure out from the internet and the Guesthouse is an amazing gathering place for visiting scholars and their families.
  2. a meeting with school officials was arranged and they spent an hour with me. I learned so much about the deliberate efforts to prepare teachers and set up a strong response to the wave of refugees that have come, recognizing the unique need to deal at times with illiteracy, trauma and interrupted schooling.
  3. the talks are still to come, but I attended one and was delighted by the interest students showed in the topic
  4. the trip to Limerick is on Sunday and the talk for Monday is prepared. Already I have a mental list of talks to attend and people to connect with.

The value of a trip like this is that people learn so much more in person than from afar and the connections they can make are valuable for any number of future endeavours. This is not my first time in Germany, but this is my first trip as a visiting scholar and my first residence abroad since I was 18. Despite the challenges of getting ready to go and making arrangements both professional and personal for while I am gone, I am optimistic that this trip will be worth the effort.

Research update: Formative feedback research

In November 2015, I posted about two new research projects and promised an update as they progressed. Here is the update on one of them:

Investigation of Students’ Receptivity and Use of Formative Feedback in Online Graduate Research Courses – This is a collaboration with my colleague Dr. Man-Wai Chu and two research assistants Katie Crossman and Brianna Hilman. Our objective was to investigate how students react when peers and the instructor provide feedback to drafts of writing in a graduate course. In addition, we will explore whether they actually use this feedback in their final drafts.

We gathered data from one course that I taught in which students gave each other feedback on their writing for the course. They worked in groups of four so three peers looked at each draft and then I weighted in. Nine students consented to us using their papers as data so it was quite the task for Katie and Brianna to read and categorize each type of feedback and then look at the final versions of each paper of two assignments to see if the students actually used the feedback.

What did we discover? Students valued their peers’ feedback almost as much as mine as judged by the amount of each type their took up. We also discovered an important distinction: feedback can be surface-level (fixing typos, etc.), meaning-level (referring to ways to improve the content of the writing) and rhetorical (not requiring any changes, but encouraging or discussing the content). These distinctions helped us look at why students do or do not take up feedback and also revealed the peers are more likely to give surface-level feedback, which is necessary and saves the instructor from having to do it, but does not improve the writing as much as meaning-level feedback. It also leaves the question as to how much rhetorical feedback is ideal and how much is too much, since there is nothing the student is required or asked to do after they read it.

We assumed that if students got valuable feedback they would use it, but that was only true about 80% of the time. This leaves us wondering how to improve the uptake of the feedback that is given. Is it just a factor of time or are students often confused by the feedback they receive? We dove more into the literature and discovered work that suggests students need to be trained to give valuable feedback as well as trained in how to take it up. I did some training in the course, but I also made the assumption that graduate students know how to give it and then what to do with it when they get it. That assumption is not unique to me, so I think one valuable aspect that is coming from this research is the recommendation that training be more explicit and embedded in courses where students are expected to both give and receive feedback.

If you want to here more, we will be presenting at the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference in Calgary in October http://www.issotl.com/issotl15/node/172.

Update: the article was published here:

Dressler, R., Chu, M-W., Crossman, K., & Hilman, B. (2019). Quantity and quality of uptake: Examining surface and meaning-level feedback provided by peers and an instructor in a graduate research course. Assessing Writing, 39(1), 14-24, doi:10.1016/j.asw.2018.11.001

Educational Responses to Diversity in Brazil and Canada: Initial Thoughts

A January cold streak sounds like an excellent time to blog about a research trip to sunny, warm Brazil. A colleague of mine is heading up a comparative study of educational responses to diversity in Brazil and Canada. We are working with colleagues in Brasilia and Goiania. For the first phase of the research, we traveled to Brazil in November 2016. There we were a part of a symposium on the topic. Colleagues from Brazil and we, as guests from Canada, presented on perspectives on educational responses to diversity in our respective countries.

As a Canadian with no previous ties to Brazil, I learned a great deal. I discovered an interesting, rich and troubled history of slavery, migration and immigration that has been dealt with over the years with numerous policies that have not consistently been applied in practice. Yet, there were very interesting examples of application that Canada can learn from. For example, we met with someone from the Ministry of Education who works in Indigenous education. She told us about university programs that train Indigenous students to become teachers in Indigenous schools. I listened with great interest since I am involved with a program that targets Indigenous students to become teachers, but we are facing the challenge of finding Indigenous students who have the qualifications to enter the program and reaching adequate numbers of potential students. I am eager to read the transcripts and translation of the recording, since my Portuguese is minimal and our informal interpreter was doing his best to keep up.  This example alone intrigues me to learn more about their pre-service teacher education.

While we were in Goiania, we were able to hold focus groups with professors, graduate students and undergraduate students. At present, the transcripts are being translated. We presented the participants with a number of examples from the Canadian context and asked their opinions as to whether there are similar situations in Brazil, how such a situation might be handled in Brazil and what we could learn from Brazilian responses.

Looking forward, we will begin writing about our initial research with our colleagues, which in and of itself should prove an interesting challenge in light of the differences in language and academic culture, but we also anticipate bringing a few of those colleagues to Canada for a similar symposium to that which we held in Goiania.

So, beyond providing a great break from the November doldrums, this trip resulted into an interesting and potentially very productive research project. Stay tuned.