Canadian Modern Language Review

Canadian Modern Language Review

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More than 70 years of support to researchers, language educators and policy makers …

The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages (Canada's two official languages), as well as the range of modern, indigenous, heritage, and community languages taught and learned across Canada. Contributors to the quarterly issues include authors from Canada and around the world.

CMLR publishes 4 issues a year, offering its readership peer-reviewed research articles that inspire debate and question contemporary approaches in all areas of second language teaching and acquisition, including
-  FSL and ESL studies           
-  Bilingual education   
-  L2 teacher education       
-  L2 research methodology       
-  International and indigenous languages
-  Cultural contexts of L2 learning   
-  L2 pedagogy               
-  L2 assessment           
-  Multiple literacies       
-  Language policy           
-  Language learning

Published quarterly

The Canadian Modern Language Review / La Revue canadienne des langues vivantes is indexed by The Canadian Education Index, the Canadian Periodical Index, and ERIH (European Reference Index for the Humanities). This journal is available through Project MUSE, an award-winning online database of full-text scholarly journals available on a subscription basis to institutions. For more information on Project MUSE, including how to subscribe, visit

CMLR sits 59th out of 409 journals included, which makes it the only Canadian journal in this category in the top quartile. (Data Source: Scopus)

The content of the pages of this website is for your general information and use only and is not intended as bibliometric information for use in assessment processes of individual candidates, be it for positions, promotions, research grant awards, etc.

E-ISSN: 1710-1131
ISSN: 0008-4506

Editors — Murray Munro and Danièle Moore

Murray Munro, a Professor of Linguistics at Simon Fraser University, is an experienced ESL instructor, teacher trainer and second language researcher. After doctoral studies at the University of Alberta, he worked as a SSHRC Postdoctoral Fellow with James Flege at the University of Alabama in Birmingham before moving to Vancouver. His research program spans a diverse range of issues in applied phonetics, including vowel and consonant acquisition, prosody, the effects of age on phonetic learning, and the acoustic-phonetic aspects of foreign-accented speech. He and his colleague Tracey Derwing of the University of Alberta have enjoyed a long SSHRC-supported research collaboration. They have published extensively on L2 pronunciation instruction, speech intelligibility and the longitudinal development of oral language skills in adult immigrants. In 2007 with Ocke-Schwen Bohn (Aarhus University), he co-edited Language Experience in Second Language Speech Learning (John Benjamins, Amsterdam). More recently, he organized the 4th Annual Conference on Pronunciation in Second Language Learning and Teaching (2012), and served with John Levis (Iowa State University) as co-editor of the phonetics and phonology section of the (2013) Encyclopedia of Applied Linguistics (Wiley, Hoboken NJ).

Danièle Moore is a Professor at the Faculty of Education at Simon Fraser University, Vancouver. She has published extensively on issues related to language acquisition, literacy development, bilingualism, curriculum development and teacher training in multicultural contexts. Her most recent research include investigations of intergenerational teaching and learning strategies within a First Nations Heritage Language Revitalization Program, literacy development among trilingual children, and social inclusion of vulnerable children and their families within the Canadian school system and outside. She is the author of Plurilinguismes et école, published in 2006 (Paris, Éditions Didier, Collection LAL), and she co-authored several Reference Studies for the Council of Europe, notably Plurilingual and Pluricultural Competence (with Daniel Coste and Geneviève Zarate, 1997 et 2009) and Valoriser, mobiliser et développer les répertoires plurilingues et pluriculturels pour une meilleure intégration scolaire (with Véronique Castellotti, 2010). She is the French editor of the on-line journal Child Health and Education/Santé et Éducation de l’Enfance (, and acted as Co-President for the Scientific Committee of the journal Recherches et applications – le Français dans le Monde (

Editorial Address

The Editors, CMLR
University of Toronto Press – Journals Division
5201 Dufferin Street
Toronto, ON M3H 5T8

For all editorial correspondence, contact

Tom Pettitt
Editorial Assistant / Adjoint à la rédaction
University of Toronto Press
5201 Dufferin Street
Toronto, ON M3H 5T8 Canada
Tel: (416) 667-7777 ext. 7994
Fax: (416) 667-7881

Associate Editors / Rédacteurs Adjoints

Donna Patrick, Carleton University, ON
Jérémie Séror, University of Ottawa, ON

Board of Directors / Conseil D'administration

Chair / Président

Walcir Cardoso, Concordia University, QC

Vice-chair / Vice-président

Marianne Cormier, Université de Moncton, NB

Secretary-Treasurer / Secrétaire-Trésorière

Lace-Marie Brogden, University of Regina, SK

Members / Membres

Jan Hare, University of British Columbia, BC
Mela Sarkar, McGill University, QC
Ron Thomson, Brock University, ON
David Wood, Carleton University, ON

Advisory Committee / Comité de consultation

Françoise Armand, Université de Montréal, QC
Richard Clément, Université d’Ottawa, ON
Alister Cumming, OISE/UT, ON
Diane Dagenais, Simon Fraser University, BC
Tracey Derwing, University of Alberta, AB
Jean-Marc Dewaele, Birkbeck College, University of London, UK
Zoltán Dörnyei, University of Nottingham, UK
Patricia Duff, University of British Columbia, BC
Laurent Gajo, Université de Genève, Suisse
Robert Gardner, University of Western Ontario, ON
Elizabeth Gatbonton, Concordia University, QC
Marlise Horst, Concordia University, QC
Sharon Lapkin, OISE/UT, ON
Diane Larsen-Freeman, University of Michigan, MI
Batia Laufer, University of Haifa, Israel
Patsy Lightbown, Concordia University, QC
Enric Llurda, Universitat de Lleida, Spain
Roy Lyster, McGill University, QC
Steve Marshall, Simon Fraser University, BC
Mary McGroarty, Northern Arizona University, AZ
Bonny Norton, University of British Columbia, BC
Lourdes Ortega, University of Hawai‘i at Manoa, HI
Alastair Pennycook, University of Technology Sydney, Australia
Leila Ranta, University of Alberta
Norman Segalowitz, Concordia University, QC
Daphnée Simard, UQAM, QC
Nina Spada, OISE/UT, ON
Merrill Swain, OISE/UT, ON
Larry Vandergrift, University of Ottawa / Université d’Ottawa
Joanna White, Concordia University, QC
Geneviève Zarate, Institut National des Langues et Civilisations Orientales, Paris

Contributors/Authors Survey
Contributors are key to our journals’ success. If you are/have been a contributor to CMLR and would like to tell us about your experience, please complete our contributor survey. Thank you! We value and appreciate your input.

All Canadian Modern Language Review submissions, reviews, and editorial work is done through our online peer review management system PRESTO.

At this time, we would ask that you please contribute content to the journal online.

1. To do so, simply visit the link below and press "click here to register."
2. You will be asked to fill in a contributor form and you must click the "submit" button at the bottom for the page to save your data.

3. You will then be able to log in, using the username and password you just created, and view the contributor homepage, which is the starting point for all functions available to you as a contributor.

We hope you enjoy your experience with PRESTO!

Submission Guidelines

Reviewer Guidelines

Book Review Guidelines

For assistance with your electronic submission to the journal, please contact Tom Pettitt, Editorial Assistant / Adjointe à la rédaction at

Authors might want to consider uploading their data collection materials to the IRIS database. IRIS is an online repository for data collection materials used for second language research. This includes data elicitation instruments such as interview and observation schedules, language tests, pictures, questionnaires, software scripts, url links, word lists, teaching intervention activities, amongst many other types of materials used to elicit data. Please see for more information and to upload
Hundreds of
peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles on second language pedagogy from 1997 to the present are now available at

CMLR/RCLV Online is an incredible resource that addresses the research needs of today’s second language teachers, administrators and researchers worldwide.

In addition to the substantial back file and current issues, CMLR/RCLV Online offers:

Early access to the latest issues - Did you know that most online issues are available to subscribers up to two weeks in advance of the print version? Sign up for e-mail alerts and you will know as soon as the latest issue is ready for you to read.


Everything you need at your fingertips - search through current and archived issues from the comfort of your office chair instead of by digging through book shelves or storage boxes. The easy- to-use search function allows you to organize results by article summaries, abstracts or citations. You can also bookmark, forward reference link through DOI or CrossRef, export, and print a specific page, chapter or article.


Enhanced features not available in the print version - supplementary information, colour photos, videos, audio files, etc. encouraging further exploration and research.

Project Muse
The Canadian Modern Language Review is also a part of Project MUSE. Project MUSE is a unique collaboration between libraries and publishers providing 100% full-text, affordable and user-friendly online access to over 300 high quality humanities, arts, and social sciences journals from various scholarly publishers.

Do you have comments or questions about any of our journals? We would love to hear from you.
Tell us what you think – write, email or call us at:

University of Toronto Press — Journals Division
5201 Dufferin Street
Toronto, ON M3H 5T8 Canada
Tel: (416) 667-7810 Fax: (416) 667-7881

Contact for Advertising information:
Audrey Greenwood
Advertising and Marketing Coordinator
University of Toronto Press
5201 Dufferin Street
Toronto, Ontario Canada M3H 5T8
Tel: (416) 667–7766 Fax: (416) 667–7881
Permissions Inquiries
University of Toronto Press
5201 Dufferin Street
Toronto, ON M3H 5T8 Canada
Tel: (416) 667–7777 ext:7849 Fax: (416) 667–7881
The Canadian Modern Language Review gratefully acknowledges the financial support of Canadian Heritage | Patrimoine canadiene and the Language Acquisition Development program 

The Canadian Modern Language Review also acknowledges funding from the Social Sciences and Humanities Research Council of Canada.

Le Français dans le Monde is the official publication of the Fédération international des Professeurs de Français and is published by CLE International. It was founded in 1961 by André Reboullet, who was editor of the journal from its inception to 1981.

The following articles were used in an article exchange between
Le Français dans le Monde and the Canadian Modern Language Review:

CMLR 68.2
Steve Marshal and Ghizlane Laghzaoui – "Langues, identities et francophonie chez des étudiants universitaires issus de l’immersion française à Vancouver au Canada"

CMLR 67.3
Rada Tirvassen – "Curriculum et besoins langagiers en zone d’éducation linguistique plurielle"
Collette Noyau – "Les divergences curriculum – évaluation certificative dans les écoles primaires bilingues de pays du sud : Conséquences du point de vue de l’acquisition du bilinguisme"

CMLR 66.4
Evelyn Rosen – "Perspective actionnelle et approche par les tâches en classe de langue"
Daniel Coste – "Tâche, progression, curriculum"
Claude Springer – "La dimension sociale dans le CECR : pistes pour scénariser, évaluer et valoriser l’apprentissage Collaboratif"
Call for papers - Special Issue 2017
"Indigenous Language Teaching, Learning, and Identities"

Final deadline for submissions: June 30, 2016

The editors of the Canadian Modern Language Review invite submissions for the Annual Award for the Best Paper by a Graduate Student. The competition is open to students who are currently registered or have graduated in the previous academic year.

Papers should present original, theoretically motivated research, with an analysis supported by a review of the relevant empirical literature. The topic of the paper must be related to second language teaching and learning. Graduate course papers, theses, and dissertations may be source material for the paper submitted. A note from the professor of the relevant course or the thesis/dissertation supervisor supporting the submission and briefly outlining the place/nature of the paper within the student’s graduate studies program must also be included.

Papers will be evaluated by the CMLR Editors and members of the Editorial Board. The assessment criteria will include relevance to the mandate of the journal, originality and significance of research, currency of references, and quality of the writing.

Authors should refer to the Submission Guidelines in the CMLR when preparing their manuscripts. Previously submitted papers are not eligible.

The Best Paper will be published in volume 73 of the CMLR and the author will receive a one-year subscription to the journal. The winning article may be selected for a double publication in the Canadian Modern Language Review as well as in Recherches et applications-Le français dans le Monde, CMLR’s partner in the support of research and publishing of quality articles in French.

Papers should be submitted no later than November 30, 2016.

Manuscripts should be submitted online at
The most read English articles of 2013:
1. Sylvie Roy "Discourses on Bilingualism in Canadian French Immersion Programs" 67.3
Marian J. Rossiter. “Oral Fluency: The Neglected Component in the Communicative Language Classroom” 66.4
3. M
ela Sarkar and Mali A'n Metallic Indigenizing the Structural Syllabus: The Challenge of Revitalizing Mi'gmaq in Listuguj " 66.1
4. Elizabeth Gatbonton. “Rethinking Communicative Language Teaching: A Focus on Access to Fluency” 61.3
5. Bonnie J. Nicholas, Marian J. Rossiter, Marilyn L. Abbott The Power of Story in the ESL Classroom
6. Patricia A. Duff and Duanduan Li "Indigenous, Minority, and Heritage Language Education in Canada: Policies, Contexts, and Issues " 66.1

The most read English articles of all time:
1. Elizabeth Gatbonton. Rethinking Communicative Language Teaching: A Focus on Access to Fluency 61.3

2. Marlise Horst. “Learning L2 Vocabulary through Extensive Reading: A Measurement Study” 61.3
3. Elizabeth Knutson. “Cross-Cultural Awareness for Second/Foreign Language Learners” 62.4
4. I. S. P. Nation. “How Large a Vocabulary Is Needed for Reading and Listening?” 63.1
5. Anne Edstrom "L1 Use in the L2 Classroom: One Teacher's Self-Evaluation" 63:2 

Click the image below to read more CMLR statistics

CASLT/CMLR series...
Linking Second Languages Research and Practice

Linking Second Languages Research and Practice is a joint project between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. As part of a continued effort to offer pedagogical support, this project was developed in view of making L2 research more accessible and relevant to language educators.

The series features six CMLR articles on classroom pedagogy (4 FSL and 2 ESL) and six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides help educators put into practice some of the research findings published in the Canadian Modern Language Review. These guides aim to promote reflection on teaching by providing a summary of each article in an interview format with the researcher(s), offering suggestions for practical implications gleaned from each article, giving thought-provoking after-reading questions, and suggesting other articles for further reading.

Open access to the series is available at CMLR Online

Also available on the CASLT website -
This award is given to a paper written by a student who is either currently registered or has graduated in the previous academic year which presents original research, either qualitative or quantitative, with an analysis supported by a current theoretical literature review. Papers are evaluated by the CMLR Editors and members of the Editorial Board. Access to these articles is at

2015 — TBA

2013 — Renée Bourgoin, "The predictive effects of L1 and L2 early literacy indicators on reading in French immersion"

2012 — Yvonne Préfontaine, “Perceptions of French Fluency in Second Language Speech Production”

2010— Klara Abdi, “‘She Really Only Speaks English’: Positioning, Language Ideology, and Heritage Language Learners”

2008— Muhammad M. Abdel Latif (University of Essex, UK) Towards a New Process-based Indicator for Measuring Writing Fluency: Evidence from L2 Writers’ Think-Aloud Protocols

2007— Talia Isaacs, “Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students”

2006— Sandra Zappa-Hollman, “Academic Presentations across Post-secondary Contexts: The Discourse Socialization of Non-native English Speakers”
In response to the Tri-Agency Open Access Policy on Publications Canadian Modern Language Review has developed a plan to ensure our authors are able to comply with the policy. There are two flavours of open access allowed by the Tri-Agency - green and gold - and we have an option for both.
Green Open Access
Twelve (12) months after publication of the version of record (i.e., the article after copyediting, tagging, typesetting, etc.), the author may deposit a copy of the accepted article in their institutional repository. Please let us know when the deposit is made so that we can update our records.
Gold Open Access
At publication, the final version of record will become freely available on our primary platform, The Author Publication Charge is $3,000.

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