Project MUSE®: The Canadian Modern Language Review / La revue canadienne des langues vivantes - Latest Articles
https://muse.jhu.edu/journal/272
Project MUSE®: Latest articles in The Canadian Modern Language Review / La revue canadienne des langues vivantes.daily12026-05-13T00:00:00-05:00text/htmlen-USVol. 61 (2004) - Vol. 81 (2025)Latest Articles: The Canadian Modern Language Review / La revue canadienne des langues vivantesTWOProject MUSE®The Canadian Modern Language Review / La revue canadienne des langues vivantes1710-11310008-4506Latest articles in The Canadian Modern Language Review / La revue canadienne des langues vivantes. Feed provided by Project MUSE®Research-creation in language teaching and learning in a post-multilingual era
https://muse.jhu.edu/article/987399
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We (Sara and Gail) are mothers, educators, and creative researchers who purposefully integrate the arts into all of our practices. Although neither of us is a trained artist, we continue to learn from and with the artists we know and ones we do not, but whose work nonetheless inspires us. Our academic lives grow and are enlivened by what we learn from the art forms that we work in and engage with. We are also accidental gardeners who have grown more intentional as we have invested more time into our gardens – both by choice and necessity. We find artmaking and gardening to be grounding. These acts nourish us in our bodies, minds, and spirits.In preparation of this special issue, we discovered a common bond with
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/272/image/coversmallResearch-creation in language teaching and learning in a post-multilingual era2026-04-04text/htmlen-USResearch-creation in language teaching and learning in a post-multilingual era2026-04-042026TWOProject MUSE®339752026-05-13T00:00:00-05:002026-04-04La recherche-création dans l’enseignement et l’apprentissage des langues à l’ère post-multilingue
https://muse.jhu.edu/article/987400
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Nous sommes des mères, des enseignantes et des chercheuses créatives qui intègrent l’art à toutes nos pratiques. Bien que nous ne soyons ni l’une ni l’autre artistes de formation, nous continuons d’apprendre au contact d’artistes que nous connaissons peu ou beaucoup en allant puiser de l’inspiration dans leurs œuvres. Nos vies universitaires s’enrichissent des apprentissages que nous tirons des formes d’art auxquelles nous nous intéressons. Nous avons également toutes deux découvert fortuitement le jardinage, et avons maintenant décidé d’y investir plus de temps, par choix et par nécessité. L’art et le jardinage nous donnent un ancrage. Ils nourrissent notre corps, notre âme et notre esprit.En préparant ce numéro
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/272/image/coversmallLa recherche-création dans l’enseignement et l’apprentissage des langues à l’ère post-multilingue2026-04-04text/htmlen-USLa recherche-création dans l’enseignement et l’apprentissage des langues à l’ère post-multilingue2026-04-042026TWOProject MUSE®363932026-05-13T00:00:00-05:002026-04-04Identity-Focused-Creation as a Catalyst for Language Teacher Preparation in the Post-Multilingual Era
https://muse.jhu.edu/article/987401
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In the twenty-first century, language education takes place in a world shaped by rising global mobility, rapid exchange of people, products, and information, technological breakthroughs, constant digital connectivity, political polarization, and growing tensions both within and among countries. These larger socio-political changes have contributed to an increasingly complex and hybrid linguistic landscape, ushering the second language learning field to what Li Wei (2016, 2018) characterizes as the post-multilingualism era. Post-multilingualism represents a critical departure from conventional multilingualism, which often treats languages as separate entities, each with internal coherence and external boundaries.
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/272/image/coversmallIdentity-Focused-Creation as a Catalyst for Language Teacher Preparation in the Post-Multilingual Era2026-04-04text/htmlen-USIdentity-Focused-Creation as a Catalyst for Language Teacher Preparation in the Post-Multilingual Era2026-04-042026TWOProject MUSE®1188782026-05-13T00:00:00-05:002026-04-04Landguaging Imperialism through Teacher-Reflection Art: Land-Sensitizing Tools for Imperial Language Instructors
https://muse.jhu.edu/article/987402
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Canada was founded on the Doctrine of Discovery, a concept based on fifteenth-century papal bulls that asserted that Christian nations had a right to claim and control territory – which they called terra nullius [empty land] – inhabited by non-Christian (i.e., Indigenous) peoples. This doctrine legitimized European territorial annexation and evangelization – a process that has “smoothly transitioned” into current international law (Reid, 2010, p. 336). Unlike extraction or plantation colonies, Canada was established as a settler colony, a tripartite system involving: (a) an allochthonous (i.e., non-Indigenous) group (e.g., French or English) seizing foreign land and implanting intergenerational social structures
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/272/image/coversmallLandguaging Imperialism through Teacher-Reflection Art: Land-Sensitizing Tools for Imperial Language Instructors2026-04-04text/htmlen-USLandguaging Imperialism through Teacher-Reflection Art: Land-Sensitizing Tools for Imperial Language Instructors2026-04-042026TWOProject MUSE®1305052026-05-13T00:00:00-05:002026-04-04Legitimizing Plurilingual and Pluricultural Identities: Designing an Arts-Infused Cultural-Historical Activity System
https://muse.jhu.edu/article/987403
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In September 2022, our research team partnered with Keen Readers (KR) (all names are pseudonyms), a well-established after-school literacy program supported by a collaboration between a school district and a university’s community engagement office in British Columbia, Canada. This partnership aimed to enhance literacy engagement and promote social well-being among superdiverse elementary children from culturally, linguistically, ethnically, and socio-economically diverse backgrounds (G. Li, 2021; Vertovec, 2007). KR was organized into weekly themes: Children were first tutored by university student volunteers through whole-group and paired reading activities before completing written response journals on that
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/272/image/coversmallLegitimizing Plurilingual and Pluricultural Identities: Designing an Arts-Infused Cultural-Historical Activity System2026-04-04text/htmlen-USLegitimizing Plurilingual and Pluricultural Identities: Designing an Arts-Infused Cultural-Historical Activity System2026-04-042026TWOProject MUSE®1524972026-05-13T00:00:00-05:002026-04-04Critical Language Awareness in Motion: Disrupting Dominant Spaces through CELLWs
https://muse.jhu.edu/article/987404
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Language has the power to share perceptions and challenge stereotypes, leading to [a] more inclusive and accepting society. It’s important to choose our words wisely and engage in conversations that promote safe community and equality for all.As a Somali newcomer in rural Canada who participated in this study, Junior captures the essence of our study and introduces the nuanced challenges faced by multilingual students in predominantly white classrooms. This paper discusses Critically Engaged Language and Literacy Workshops (CELLWs) and highlights the importance of critical language awareness in the context of language teaching and learning (Zaidi et al., 2024, 2025). This paper highlights how Junior’s statement
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/272/image/coversmallCritical Language Awareness in Motion: Disrupting Dominant Spaces through CELLWs2026-04-04text/htmlen-USCritical Language Awareness in Motion: Disrupting Dominant Spaces through CELLWs2026-04-042026TWOProject MUSE®1385802026-05-13T00:00:00-05:002026-04-04From Care Ethics to Care Writing: Multimodal Literacies for Expanding Care in Complicated Times
https://muse.jhu.edu/article/987405
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We live in complicated and precarious times that are marked by ongoing and intermittent crises, including climate change and global conflict, near and far. These times call for increased attention to and fostering of care. Feminist, posthumanist, and other scholars recognize care as critical to human and nonhuman species survival and flourishing (Bozalek et al., 2020; hooks, 2000; Kimmerer, 2024; Puig de la Bellacasa, 2017). Beginning with Noddings’s (1984, 2013) work with care ethics, we identify diverse theorizations of care as being generative in terms of exploring how such theorizations are lived, negotiated, embraced, and contested within educational settings on Treaty 6 Territory, also known as
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/272/image/coversmallFrom Care Ethics to Care Writing: Multimodal Literacies for Expanding Care in Complicated Times2026-04-04text/htmlen-USFrom Care Ethics to Care Writing: Multimodal Literacies for Expanding Care in Complicated Times2026-04-042026TWOProject MUSE®1275302026-05-13T00:00:00-05:002026-04-04At-Home Anishinaabemowin Language Immersion: Practices of Adult Learners
https://muse.jhu.edu/article/987406
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This article examines the at-home Anishinaabemowin immersion practices of two adult Anishinaabemowin learners (the two authors) in a town in Michi Saagiig Anishinaabe territory in what is now known as the province of Ontario, Canada. At-home language immersion conducted by adult learners is one example among many of creative practices within Indigenous language revitalization (ILR), an overarching term for the many different efforts and actions that Indigenous communities take to restore the knowledge, usage and status of Indigenous languages that have been negatively impacted by colonization (Hornberger & De Korne, 2023). Though at-home Indigenous language immersion led by learners has not been explored in depth
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/272/image/coversmallAt-Home Anishinaabemowin Language Immersion: Practices of Adult Learners2026-04-04text/htmlen-USAt-Home Anishinaabemowin Language Immersion: Practices of Adult Learners2026-04-042026TWOProject MUSE®1394872026-05-13T00:00:00-05:002026-04-04