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In sixteenth-century France, the triumphal entry was closely tied to the notion of collective memory. This article defines the concept of collective memory as it is articulated in sixteenth-century texts, retraces the history of the relationship between this notion and the triumphal entry, and, in analyzing several texts tied to entry ceremonies, explores how such texts address triumphal entries’ role in the production of collective memory—as opposed to its preservation, which is the typical focus in discussions of the relationship between collective memory and historiographical or poetic works during this period.

The discussion on multiword expressions is an unavoidable aspect of any target language. Idioms, which are part of multiword expressions in the English Language, are viewed as one of the neglected areas in the second-language classroom. This study explored how teachers from the three main levels of education in two municipalities in the Bono Region of Ghana approached the teaching of idioms. This descriptive qualitative case study examined the resources available to teachers, assessing their preferences and awareness of approaches. The findings revealed that these instructors relied primarily on the core teaching materials and sometimes on other online resources for additional support. Due to changes in the curriculum, what emerged from the study is that idioms were not part of the content that was taught at the teacher-training colleges. These results also demonstrate a strong preference for traditional techniques because of familiarity and curriculum constraints. Teachers' awareness and usage of other methods, which are cognitively motivated, are limited. The implications could be linked to pedagogy, training, and resource constraints that teachers may face. It also highlights the necessity for curriculum adjustments to cater to the inadequacies. Addressing the identified concerns will improve the teaching and learning experience, to meet the approved standards, the expectations of teachers, and the needs of students. A focus on professional development programs tailored toward innovative teaching practices could address the training needs of educators and create more dynamic learning opportunities for learners.

Keywords: second language learning, multiword expressions

Drawing on theories of childhood development by Janusz Korczak, Donald Winnicott, and George Eisen, this article examines play objects as a narrative trope for communicating embodied memory and transgenerational trauma. I focus on the novel Lignes de faille (Fault Lines, 2006) to demonstrate how Nancy Huston exploits the creative potential of unauthoritative child narrators through their relationship to a network of transitional play objects. Paradoxically, “[t]his is no child’s play,” to adopt Korczak’s expression, which would inspire a Yad Vashem exhibition on children of the Shoah. As I contend, recourse to child narrators allows Huston to tellingly critique adults’ war “games” and expose violence’s lasting mark on individuals, families, and societies. Situating Lignes de faille within the transnational writer’s wider oeuvre, this article further invites a conversation with related contemporary, global Holocaust narratives which prominently feature transitional play objects. Such a perspective ultimately underscores the motif’s stakes for Huston’s understanding of the human person and of artistic creative “play,” as well as for issues of genre, audience, and representability in Holocaust literature.

This article addresses the question: What are the expansive possibilities offered by a trans-informed Research-based Theatre (RbT) creation framework? Drawing on excerpts from an autoethnographic playscript which centres on my experiences as a graduate student while coming out as a nonbinary trans woman, I explore specific and adaptable strategies for trans-informed RbT playwriting. Playwriting is an essential component of the RbT creation process, and the strategies explored in this article may inform RbT practitioners’ approach in the classroom and beyond.

Keywords: Research-based theatre, playwriting, mental health, trans joy, trans studies, trans graduate students

Like all college students, therapy assistant students may face challenges in daily living skills, such as money management, time management, and healthy meal preparation, which may negatively impact their academic and practicum success. Therapy assistant students face the added challenge of working on life skills with clients, and, as a result, students’ own life skills may affect their success in clinical encounters. Few life skills training programs exist for post-secondary students, and we were unable to find any for therapy assistant students. This study is the third phase of a larger research project that developed, implemented, and evaluated life skills training modules for therapy assistant students. Life skills training modules were offered online to therapy assistant students at a Canadian college to explore whether life skills training increased students’ knowledge, self-rated competence in occupations, and self-efficacy related to personal life skills. Findings revealed that students’ knowledge quiz scores significantly improved, and students rated the modules positively in respect to learning and satisfaction. No significant change was detected in students’ Occupational Self Assessment (OSA) scores. Online life skills training modules may be beneficial for therapy assistant students to increase their knowledge about life skills and meet identified needs.

Keywords: college student life skills, life skills training, therapy assistant education, independent living skills, online learning modules

Keywords: Mort, Décision, Proches, Recension des écrits, Pertinence de l'étude, Soins palliatifs, Douleur

The article presents some results of a qualitative study based on semi-structured interviews with multicultural polyglots from different countries. Participants regularly use at least four living languages and have close ties with several countries (family, friends, work, studies, etc.).The study addresses issues related to identity negotiations, distortions in the perception of polyglots’ identity by those around them, the degree of importance given to the recognition of identity as defined by polyglots themselves, the elements retained to define themselves or others, the relationship with the languages used and the role that these languages play in the construction and the definition of identity.

Keywords: polyglot identity, identité de polyglotte, plurilingualism, plurilinguisme, identity negotiations, négociations identitaires