Browsing by Author "Poplyansky, Michael"

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Open Access
Celebration Of Authorship Program 2017-2018
(University of Regina Library, 2018) Anderson, Carl; Barber, Patrick Wayne; Archibald-Barber, Jesse Rae; Bowen, Gail; Brooks, Harrison; Bundock, Chris; Campbell, Anne; Conway, J F (John); Cote, Mark; Coupal, Chelsea; Cranston, Jerome; Elliot, Patricia; Helewa, Sami SJ; Hadjistavropoulos, Thomas; Kikulwe, Daniel; Koops, Sheena; Betterige, Robert; Coucill, Jim; Crowe, June; Dube, Mary-Anne; Duncan, Joyce; Helstrom, Cheri; Juby, Bob; Kellendonk, Alice; Leier, Kathryn; Lundahl, Bev; McDonald, Ian; Millard, Ivan; Mitchell, June; Nawrocki, Lucille; Paul, Linda; Quinn, Trevor; Shirkie, Bob; Stankewick, Kelly; Thurm, Shirely; Tirk, Ron; Tunison, Wayne; Tutt, Sherrie; Wells, Sarah; Whippler, Hazel; Whitaker, Christine; Wigmore, Morena; Wood, Gerri; McNinch, James; Meisner, Dwayne; Owl, Natalie; Atter, Heidi; Ellis, Brendan; Ermine, Annette; Giesbrecht, Lynne; Konkel, Alec; Lawlor, Alexa; Noyes, Jayda; Poplyansky, Michael; Sauchyn, David J.; Schubert, Josef; Sherbert, Gerry; Spooner, Mark; Stewart, Douglas; Wagner, Joan; Yoh, Abdoulaye
Open Access
Enseigner entre les lignes en Saskatchewan française (1905-1968)
(Faculty of Graduate Studies and Research, University of Regina, 2024-07) Gemme, Sarah-Maude; Poplyansky, Michael; Rheault, Sylvain
Based on an analysis of historical school textbooks, exams and other educational resources, this study aims to identify the nature of linguistic representations transposed into the school materials used in French-speaking Saskatchewan between the creation of the province in 1905 and the advent of immersions schools in 1968. The threat of anglicism and English (in general), the “soft” pronunciation of French Canadians, the natural interweaving of language and history and the awareness that there is a formal level of language to adopt were concerns at the time. The line between the imitation of a distinguished linguistic model inspired by Quebec’s classical colleges and the simplification of the language taught to French-speaking children in the province remained fragile. Founded in 1912, the Association catholique franco-canadienne de la Saskatchewan developed a series of initiatives with the aim of making French an attractive and valued language for the younger generation. Generally speaking, while not completely rejecting Quebec influence, francophone residents of Saskatchewan valued local thinking in education rather than idealizing what was done in a majority context. A certain distance needed to be maintained due to the Saskatchewan’s legal reality and the awareness that language is different in a minority setting. Keywords: French-speaking education; Fransaskois; Textbook; Standard French; Education history; Association catholique franco-canadienne de la Saskatchewan
Open Access
Faciliter l’intégration des immigrants du Moyen-Orient dans la communauté fransaskoise
(Faculty of Graduate Studies and Research, University of Regina, 2022-04-11) Khoja, Reem; Poplyansky, Michael; Akinpelu, Michael; Labrecque, Rémi
This research aims to facilitate the integration of immigrants from the Middle East (with different linguistic backgrounds) into the Fransaskois community. The existing literature illustrates the importance of immigration in Canada and, particularly, in Western Canada. This immigration plays a major role in securing francophone minorities’ demographic weight. The Fransaskois community, given its flexible inclusion criteria, seems capable of integrating immigrants. Immigrants from the Middle East also show much linguistic and cultural flexibility and are willing to choose the “Francophone route” when they settle in Saskatchewan. However, in this study, through interviews with immigrants from the Middle East and representatives of Fransaskois organizations, we try to clarify the ambiguities that can result from the lack of promotion, communication, information, or presentation of French-speaking settlement services (schooling, francization and acculturation). Good will is not lacking; Middle Eastern immigrants and leaders of Fransaskois organizations are convinced of the positive effects of integrating immigrants from the Middle East into the Fransaskois community. All that remains is to improve communication and mutual understanding.
Open Access
L'insécurité linguistique chez les élèves d'immersion française en Saskatchewan
(Faculty of Graduate Studies and Research, University of Regina, 2024-05) Adedeji, Olushola Joseph; Akinpelu, Michael; Aito, Emmanuel; Poplyansky, Michael; Magnan, André; Sterzuk, Andrea; Wernicke, Meike
Although French immersion program has been quite successful over the last few years in Saskatchewan due to the number of students enrolled in the program, many students in the program demonstrate a lack of confidence in expressing themselves in French. This PhD thesis attempts to provide a better understanding of linguistic insecurity among French immersion students in Saskatchewan while drawing on the perspectives of students and teachers; perspectives such as these are not clearly reflected in most studies on linguistic insecurity among French immersion students in Canada. The qualitative and quantitative data collected from students and teachers lead to the conclusion that, generally, most French immersion students in Saskatchewan have a positive attitude toward French language, and they consider their experience in the program a positive one. However, despite their enviable level of proficiency in French, some of them are not always confident to express themselves in French in certain circumstances, especially outside of a well-structured French class. This lack of confidence does not necessarily stem from a low level of proficiency in French but rather from the lack of opportunities to interact in the language. This is exacerbated by native-speaker ideologies as well as other factors such as the preconceived notion that French is only useful at school, the negative judgment others have of their language skills. As a result, students do not appreciate their enviable level of proficiency in French, make less effort to speak it and display less confidence in identifying as bilingual and as part of the French-speaking world. This situation negatively impacts the achievement of the objectives and the maintenance of the principles of the French immersion program, thus affecting the development and promotion of French in Saskatchewan. According to this study, to alleviate linguistic insecurity among students, it is imperative to focus, among other things, on creating several opportunities for students to interact in French and on explicitly teaching French grammar and vocabulary through an enjoyable approach. Key Words: Sociolinguistics, French immersion, linguistic insecurity, language norms, linguistic variation, sociolinguistics for change, French as a second langue, second language acquisition, French immersion ideologies
Open Access
La Loi sur les langues officielles 1969: Réactions dans le Regina Leader Post
(Faculty of Graduate Studies and Research, University of Regina, 2020-09) Uzowuru, Francisca Nneka; Poplyansky, Michael; Aito, Emmanuel; Boutouchent, Fadila
This study is about the reactions of anglophones in Saskatchewan to the Official Languages Act of 1969. This study is based on a systematic analysis of 132 articles published in the Regina Leader Post between 1968 and 1969. The objective of this research is to identify the factors that influenced the opinions of anglophone Canadians in Saskatchewan to the Official Languages Act and to determine the role that the Regina Leader Post played throughout the debate on the Official Languages Act between 1968 and 1969. This study established that the actors of the debate on bilingualism were influenced by many factors. For example, supporters of the Official Languages Act saw bilingualism as a very important contributor to the unity of Canada. Supporters of bilingualism also argued that bilingual education was important for the development of a child who would one day find himself in a French-speaking province or seek a job in the public service of Canada. However, we also discovered from the Regina Leader Post that MPs, most notably former Prime Minister John Diefenbaker were very opposed to bilingualism. They saw the Official Languages Act as a plan by Prime Minister Pierre Elliott Trudeau to make Canada a “dual nation”. There was also concern from the Saskatchewan premier Ross Thatcher that the Official Languages Act would disadvantage Anglophone Saskatchewanians. From the research, we discovered that the Regina Leader Post played a very important role during the debate on the Official Languages Act of 1969. Between 1968 and1969 the word bilingualism appeared in Regina Leader Post 132 times; this simply means that the Regina Leader Post reinforced “bilingualism’s” place at the top of the political agenda during that period. From most of the editorials that we saw, the Regina Leader Post framed official bilingualism as an important contributor to the unity of Canada. The Regina Leader Post gave voice to supporters of bilingualism who were mostly elites. We also discovered that the Regina Leader Post described official bilingualism as a mark of success for prime minister Trudeau.
Open Access
De la terminologie à la socioterminologie: étude de l’implantation terminologique
(Faculty of Graduate Studies and Research, University of Regina, 2020-03) Etommy, Fredrick Ehizojie; Akinpelu, Michael; Aito, Emmanuel; Poplyansky, Michael; Igwe, Chidi
Terminology (as a discipline) can be described as the scientific study of all the terms of a particular domain, used in the specialty languages, while socioterminology is a branch of terminology that is characterized by the study of the social circulation of terms and their appropriation, which implies the analysis of language practices, discursive functioning and the historical course of terms related to history of ideas. Terminological implantation therefore is seen as one of the means by which official terms can be circulated in a language of a specialized field or society. This means that implantation of official terms (proposed or standardized) among users is, of course, one of the most essential steps for the success of terminological activities in a language of a particular field or society in general. However, with regards to the fact that for a successful implantation of official terms (proposed or standardized) in a given language of a specialized field or society, the terms must penetrate the users (it has to be received and used by the users); the aim of the present research work is to examine the factors that promote implantation of terms in a society. To accomplish this, we examined terms in the special field of automobile, compiled and published by the Office québécois de la langue française (OQLF) over forty years ago, in order to see if they are still in circulation even today, seen that this field is one of the specialized fields where implantation of terms has been carried out largely on the French language in Quebec society.
Open Access
Le droit à une éducation de qualité? Une étude comparative de l’expérience des filles autochtones au Nigéria et au Canada, 1850- 1960
(Faculty of Graduate Studies and Research, University of Regina, 2021-09) Odeleye, Oluwatoyin Abike; Poplyansky, Michael; Akinpelu, Michael; Mambu, Leoni Mvumbi
Dans la mesure où les gens se reproduisent et que les enfants sont élevés et nourris, le besoin d'une éducation fonctionnelle devient évident. Le niveau de vie de toute personne peut varier en fonction de l'accès équitable à une éducation de qualité. Le Nigeria et le Canada ont un héritage historique commun (anciennes colonies du Commonwealth britannique). Ce sont tous deux des sociétés multiethniques avec un passé colonial similaire. Les peuples autochtones du Canada et du Nigeria ont tous deux une histoire traditionnelle et des cultures uniques, et leur éducation traditionnelle est très similaire. Pourtant, aucune étude comparative de l’éducation des peuples autochtones du Canada et du Nigeria n'a encore été entreprise. Par conséquent, l'objectif de cette étude est de découvrir les similitudes et les différences dans les expériences éducatives des filles au Nigeria et au Canada entre 1850 et 1960. Cette recherche est une étude de cas comparative inspirée des études de genre, des féminismes africains et autochtones et des études postcoloniales. Une méthode historique est utilisée pour déterminer les causes et les conséquences de l’attitude négative à l'égard de l'éducation des filles dans le passé. La thèse nous permet de voir les causes historiques des problèmes sociaux actuels au niveau de l’éducation des filles. On saisit mieux l’histoire coloniale du Canada et du Nigeria et leurs politiques éducatives envers les filles autochtones.
Open Access
Les technologies de l’information et de la communication dans l’apprentissage du français au Nigeria
(Faculty of Graduate Studies and Research, University of Regina, 2021-07) Ibirinde, Danilola Foluke; Akinpelu, Michael; Aito, Emmanuel; Poplyansky, Michael; Afolabi, Segun
The learning of French as a foreign language has been influenced by Information and Communication Technology (ICT) in recent years. Some technologies became absorbed into emerging new ones, while others were born as a result of societal demands. With this current reality, the place of ICT in learning French as a foreign language has become inevitable. These recent developments are however hardly visible in Nigeria, a country where pedagogical practices, especially with regard to ICT, are affected by constraints such as lack of adequate technological equipment and poor practices of integrating multimedia. These problems do not give rise to innovative practices as noticed in developed countries. However, the education system and teaching methods can evolve provided beneficial educational reforms are put in place especially pertaining to the use of technology in teaching. This research explores the use of ICT in language learning in Nigeria. More specifically, it examines the importance of ICT in the learning of the French language at the post-secondary level and also provides recommendations on how this could be adapted to the Nigerian context, including the use of the envisaged platforms by students and teachers at the post-secondary level. To achieve this, a survey was conducted in few Nigerian post-secondary schools using an online questionnaire, in order to better understand the current situation.
Open Access
University of Regina Community Authors 2017-2018
(University of Regina Library, 2018) Cote, Mark; Barber, Patrick Wayne; Schubert, Josef; Stewart, Douglas; Bundock, Chris; Spooner, Mark; McNinch, James; Helewa, Sami SJ; Poplyansky, Michael; Yoh, Abdoulaye; Meisner, Dwayne; Sherbert, Gerry; Hadjistavropoulos, Thomas; Koops, Sheena; Coupal, Chelsea; Campbell, Anne; Wagner, Joan; Billan, Jennifer L.; Oleson, Eric J.; Owl, Natalie; Archibald-Barber, Jesse Rae; Conway, J F (John); Kikulwe, Daniel; Sauchyn, David J.; Anderson, Carl; Cranston, Jerome; Atter, Heidi; Brooks, Harrison; Ellis, Brendan; Ermine, Annette; Giesbrecht, Lynne; Konkel, Alec; Lawlor, Alexa; Noyes, Jayda; Bowen, Gail; Elliot, Patricia