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Using an open-ended questionnaire and semi-structured interviews with participants in a government-sponsored ESL program, the analysis highlights how official documents position idealized and racialized language learners and how normative standards can deny full citizenship rights.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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documents?",{"text":72,"@type":64},"Significant gaps emerge: learners describe citizenship in terms of human rights and multicultural policy, while documents more often emphasize normative standards and social behaviors tied to a dominant culture.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597479,1792211149,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\nDouglas Fleming University of Ottawa  \nIn this article, I report a qualitative study that sheds light on how adult learners of English as a Second Language (ESL) are constructing new national identities in the context of the challenges associated with immigration. In particular, I trace how the common threads among their conceptions of citizenship compare with those embedded within official, na‐ tional assessment, and curriculum documents. Using a broad questionnaire and a focused set of semi‐structured interviews at a large ESL site in British Columbia, my research re‐ veals the gaps between the experiences of these immigrants and how these documents construct and position idealized and racialized conceptions of second language learners.  \nKey words: Adult ESL; identity; immigration; assessment and curriculum documents; semi‐structured interviews; gap analysis; racialized conceptions; language learning; Lang‐ uage Instruction to Newcomers to Canada (LINC); language policy and planning  \nDans cet article, l’auteur présente une étude de cas qualitative qui permet de mieux com‐ prendre comment des adultes apprenant l’anglais à titre de langue seconde (ALS) se façon‐ nent de nouvelles identités nationales dans le cadre des défis associés à l’immigration. L’auteur analyse tout particulièrement de quelle manière les éléments communs de leurs conceptions de la citoyenneté se comparent à certains des thèmes des documents de curri‐ culum et d’évaluation officiels. Reposant sur un vaste questionnaire et une série cibléed’entrevues semi‐structurées menées dans un grand centre d’ALS en Colombie‐ Britannique, cette recherche révèle les écarts entre les expériences de ces immigrants et la façon dont ces documents créent et positionnent des conceptions à la fois idéalisées et racia‐ lisées des personnes apprenant une langue seconde.  \nMots clés : adultes en ALS, identité, immigration, documents d’évaluation et de curricu‐ lum, entrevues semi‐structurées, analyse des écarts, conceptions racialisées, apprentissaged’une langue, Cours de langue pour les immigrants au Canada (CLIC), politique ‐et amén‐ agement linquistiques  \nCANADIAN JOURNAL OF EDUCATION 33, 3 (2010): 588 ‐ 616 ©2010 Société canadienne pour l’étude de l’éducation/ Canadian Society for the Study of Education  \nIn this article, I outline a qualitative study to examine the nature of alignments and gaps between the conceptualizations of Canadian citi‐ zenship that are expressed in official national assessment and curriculum documents and those that are articulated by a community of adult learn‐ ers of English as a Second Language (ESL) . Drawing on the voices of Punjabi‐speaking immigrants enrolled in a government‐sponsored ESL program, my study sheds light on how a contemporary sample of adult ESL learners is constructing new national identities in the context of the challenges associated with coming to Canada. In particular, tracing how the common threads among their conceptions of citizenship compare with those embedded within national ESL assessment and curriculum documents, I illuminate how these documents construct and position idealized conceptions of second language learners.  \nAs this study establishes in detail, significant gaps occur between the principal national assessment and curriculum documents used in this context and the views expressed by the learners in this study. The par‐ ticipants described Canadian citizenship predominantly in terms of hu‐ man rights, multicultural policy, and the obligations of being citizens. The documents, however, rarely refer to citizenship in these terms. In‐ stead, they tend to describe being Canadian in terms of normative stan‐ dards, including various forms of social behaviour that imply the exist‐ ence of a dominant and singular culture to which second language learn‐ ers have to conform.  \nThe present study raises serious questions abo","cbCais78Vu4Y0frd","https://ap.wps.com/l/cbCais78Vu4Y0frd","pdf",345891,29,"English","# Theoretical background: citizenship\n## Research purpose and approach\n## Findings: gaps between documents and learners\n## Citizenship as racialized in adult ESL programming","[{\"question\":\"What is the core research focus of the study?\",\"answer\":\"The study investigates how adult ESL learners construct national identities and how their views of citizenship align with or diverge from official national assessment and curriculum documents.\"},{\"question\":\"How is the research conducted?\",\"answer\":\"It uses an open-ended questionnaire and follow-up semi-structured interviews, drawing on participants enrolled in a government-sponsored ESL program.\"},{\"question\":\"What gaps does the study find between learners and official documents?\",\"answer\":\"Significant gaps emerge: learners describe citizenship in terms of human rights and multicultural policy, while documents more often emphasize normative standards and social behaviors tied to a dominant culture.\"}]","Becoming Citizens - Racialized Conceptions of ESL Learners and the Canadian Language Benchmarks | PDF",1792085090,73]