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• W2091248543 abstract "In this article I examine a number of conceptual priorities for critical practice and their potential application in community-based English as a Second Language (ESL) programs. I begin by outlining a brief history and development of community language programming in Canada and Toronto. Based on these origins, I argue that community-based ESL pedagogies should be informed by educational discourses that are more socially and ideologically focused. I then discuss key concepts such as community and identity and their relevance to classroom concerns, after which I propose that community ESL be conceptualized as a form of critical practice, comprised of both a transformative and reflexive dimension. These 2 dimensions of critical practice are then explained and developed in respect to a lesson on the 1995 Quebec referendum on sovereignty and the related issue of how notions of citizenship are addressed in ESL. From this example of community-based ESL, I conclude with a few generalizations and suggestions for other language programs." @default.
• W2091248543 created "2016-06-24" @default.
• W2091248543 creator A5045759394 @default.
• W2091248543 date "2002-04-02" @default.
• W2091248543 modified "2023-10-06" @default.
• W2091248543 title "Critical Practice in Community-Based ESL Programs: A Canadian Perspective" @default.
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• W2091248543 doi "https://doi.org/10.1207/s15327701jlie0102_03" @default.
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