Student Independent Projects Environmental Studies 2011: Creating Federal Policies to Support Environmental Education in Canada.

Environmental Education is an essential component of childhood education and can play a vital role in the development of positive environmental attitudes, community involvement and environmental awareness. One of the main challenges faced by Canadian educators is the lack of support and funding to fully engage and participate in Environmental Education programs that are locally available. To better understand the viewpoint and challenges of educators and Environmental Education programs, this paper includes an interview series with three Environmental Education leaders, followed by a discussion section on significant commonalities. Through the research of peer-reviewed literature, federal documents, and environmental networks, this research paper aims to interpret the development and challenges of K-12 environmental education in North America as well as to review the established programs, networks, and resources availble to Canadian educators.

The current state of /L/ allophony in St. John's English

This project examines the use and evaluation of light post-vocalic /l/ in St. John's, Newfoundland. The city, which was primarily settled by the Irish, traditionally did not conform to the Standard Canadian pattern of /l/ allophony. That is, it was reported to have light /l/ in all positions, in contrast to Canadian English, which has dark /l/ in codas and light /l/ in onsets (Clarke 2012). There have been, however, several major social and economic changes in Newfoundland since the mid-twentieth century, which have impacted local dialects (Clarke 2010). In terms of postvocalic /l/, data collected by Clarke in St. John's in the 1980s shows that the light variant is declining in use and being replaced by the dark variant, and that little overt awareness is accompanying this change (2012). This study addresses the decline and awareness of this feature, through production and perception experiments, respectively. This work follows that of Clarke in that it looks at younger age groups that have been born since Clarke's study was conducted in the early 1980s. The results of these experiments suggest that the light post-vocalic /l/ has continued its decline in St. John's English, and that the dark variant is a stable norm. In fact, it is light /l/ in initial position that is experiencing social variation, in that younger speakers are using darker /l/s in this position than their older counterparts. Women, though they display a more standard /l/ allophony pattern overall than men, also show more dramatic initial-/l/ darkening in apparent time. Additionally, there is a significant style shift between word list and interview tasks in this position. The perception experiment shows that there is awareness and stigma associated with the light variant in coda, which could extend to light /l/s in general.