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Second Language Teacher Education
International Perspectives
Second Language Teacher Education
International Perspectives

Edited by

Diane J.Tedick
University of Minnesota

LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS

Mahwah, New Jersey â•… London
This edition published in the Taylor & Francis e-Library, 2011.

To purchase your own copy of this or any of Taylor & Francis or Routledge’s
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Copyright © 2005 by Lawrence Erlbaum Associates, Inc.

All rights reserved. No part of this book may be reproduced
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publisher.

Lawrence Erlbaum Associates, Inc., Publishers

10 Industrial Avenue
Mahwah, New Jersey 07430

Cover design by Kathryn Houghtaling Lacey

Library of Congress Cataloging-in-Publication Data

Second language teacher education: international perspectives/

edited by Diane J.Tedick.
╅ p.╇ cm.
Includes bibliographical references and index.
ISBN 0-8058-4879-7 (cloth: alk. paper)
ISBN 0-8058-4880-0 (pbk.: alk. paper)
1.╇ Language teachers—Training of.╇ 2. Second language
acquisition.╇ I. Tedick, Diane J.

P53.85.S434 2004
418’.0071–dc22 2004053339
╅╅╅╇ CIP

Books published by Lawrence Erlbaum Associates are printed

on acid-free paper, and their bindings are chosen for strength
and durability.

ISBN 1-4106-1113-2 Master e-book ISBN

This volume is dedicated to teachers around the world who devote
their professional lives to helping others learn languages.
Contents

Contributors xi

Foreword
Sarah J.Hudelson xiii

Preface xvii

Theme I:╇ The Knowledge Base

of Second Language Teacher Education

Introduction 1
Diane J.Tedick

1 Second Language Teacher Learning and Student 5

Second Language Learning: Shaping
the Knowledge Base
Elaine Tarone and Dick Allwright

2 Response to Tarone and Allwright 25

Donald Freeman and Karen E.Johnson

3 Introspection and Retrospection as Windows 33

on Teacher Knowledge, Values,
and Ethical Dispositions
Angela Scarino

â•… vii
viiiâ•… Contents

4 The Professional Development of Working ESL/EFL 53

Teachers: A Pilot Study
Bill Johnston, Faridah Pawan, and Rebecca Mahan-Taylor

5 Toward Linking Teacher Knowledge and Student 73

Learning
Donald Freeman and Karen E.Johnson

Theme II:╇ Contexts of Second Language Teacher Education

Introduction 97
Diane J.Tedick

6 The Power of Tests Over Teachers: The Power 101

of Teachers Over Tests
Elana Shohamy

7 Contexts and Policy Reform: A Case Study 113

of EFL Teaching in a High School in Japan
Sachiko Hiramatsu

8 Toward a Comprehensive Conceptualization 135

of Teaching Assistant Education: Contents,
Commitments, Structures
Heidi Byrnes

9 A Conscious and Deliberate Intervention: 157

The Influence of Language Teacher Education
Leslie Poynor

Theme III:╇ Collaborations

in Second Language Teacher Education

Introduction 177
Diane J.Tedick
 Contentsâ•… ix

10 Build It and They Will Come: Realising Values 181

in ESOL Teacher Education
Julian Edge

11 The Impact of Action Research on Teacher 199

Collaboration and Professional Growth
Lorraine C.Smith

12 Developing Self, Developing Curriculum, 215

and Developing Theory: Researchers in Residence
at Patrick Henry Professional Practice School
Sharon Cormany, Christina Maynor, and Julie Kalnin

13 Improving ESL Instruction in a Bilingual Program 231

Through Collaborative, Inquiry-Based Professional
Development
Nancy E.Dubetz

Theme IV:╇ Second Language Teacher

Education in Practice

Introduction 257
Diane J.Tedick

14 Key Themes in TESOL MA Teacher Education 261

Marguerite Ann Snow

15 The Dialogic Process of Capturing and Building 273

Teacher Practical Knowledge in Dual Language
Programs
Nancy Cloud

16 Teacher Education Through Immersion and Immersion 281

Teacher Education: An Australian Case
Tony Erben
xâ•… Contents

17 Combining Foreign and Second Language Teacher 295

Education: Rewards and Challenges
Martha Bigelow and Diane J.Tedick

18 Preparing Preservice Teachers for English Language 313

Learners: A Content-Based Approach
Constance L.Walker, Susan Ranney, and Tara W.Fortune

Author Index 335

Subject Index 341

Contributors

Dick Allwright, Lancaster University, Lancaster, England

Martha Bigelow, University of Minnesota, Minneapolis, Minnesota
Heidi Byrnes, Georgetown University, Washington, DC
Nancy Cloud, Rhode Island College, Providence, Rhode Island
Sharon Cormany, Patrick Henry High School, Minneapolis, Minnesota
Nancy E.Dubetz, Lehman College, City University of New York, Bronx,
New York
Julian Edge, Aston University, Birmingham, England
Tony Erben, University of South Florida, Tampa, Florida
Tara W.Fortune, University of Minnesota, Minneapolis, Minnesota
Donald Freeman, School for International Training, Brattleboro, Vermont
Sachiko Hiramatsu, State University of New York at Buffalo, Buffalo,
New York
Karen E.Johnson, The Pennsylvania State University, University
Park, Pennsylvania
Bill Johnston, Indiana University, Bloomington, Indiana
Julie Kalnin, University of Minnesota, Minneapolis, Minnesota
Rebecca Mahan-Taylor, Indiana University, Bloomington, Indiana
Christina Maynor, Patrick Henry High School, Minneapolis, Minnesota
Faridah Pawan, Indiana University, Bloomington, Indiana
Leslie Poynor, University of New Mexico, Albuquerque, New Mexico
Susan Ranney, University of Minnesota, Minneapolis, Minnesota
Angela Scarino, University of South Australia, Adelaide, South Australia
Elana Shohamy, Tel Aviv University, Tel Aviv, Israel

â•… xi
xiiâ•… Contributors

Lorraine C.Smith, Adelphi University, Garden City, New York

Marguerite Ann Snow, California State University, Los Angeles, California
Elaine Tarone, University of Minnesota, Minneapolis, Minnesota
Diane J.Tedick, University of Minnesota, Minneapolis, Minnesota
Constance L.Walker, University of Minnesota, Minneapolis, Minnesota
Foreword

Sarah J.Hudelson
Arizona State University

I came into the field of second language teaching in 1966 as a VISTA

Volunteer in South Texas. The small home that my roommate and I rented in
a Mexican-American barrio became a kind of community center, and every
weekday morning our living room became an escuelita, a preschool, for 3-
and 4-year-old neighborhood children who did not speak English. The idea
was that my roommate and I, neither of whom had any formal background
in early childhood education, elementary education, or education related to
teaching a second language, would be English teachers. We spoke English;
therefore we would teach English. That first teaching experience (in which I
believe that I learned more Spanish than the children in the escuelita learned
English) sent me, at the end of VISTA service, back to graduate school. I was
seeking elementary education teaching certification, but I was also looking for
a knowledge base that would assist me in teaching English and school content
to non-English-speaking children. That ongoing search has led me to a career
in education.
More than 35 years later, I would characterize myself currently as a
bilingual/second language teacher educator, with a special and abiding interest
in children’s first and second language literacy development. As an elementary
school classroom teacher, a graduate teaching assistant, a curriculum writer,
and a teacher educator, I have worked mainly in Spanish-English bilingual
education and in English as a second language (ESL) teaching settings around

â•… xiii
xivâ•… Foreword

the United States and, to a much lesser extent, in English as a foreign language
(EFL) education in South America, Europe, and North Africa. It is from this
set of experiences, and particularly from my career as a teacher educator,
that I come to Diane Tedick’s volume, Second Language Teacher Education:
International Perspectives.
The work that Tedick has collected and organized here brings together
perspectives of teacher educators and teachers in a variety of second language
settings around the world. Some work in ESL or EFL education, others in
foreign language education, and still others in bilingual or immersion education
contexts. The settings vary from elementary schools to secondary and
postsecondary classrooms. Some of the contributors describe projects carried
out with preservice and novice teachers. Others chronicle the professional
growth and renewal of experienced educators. Fully one fourth of the
chapters feature second language teaching and teacher education outside the
United States.
My own experience has been that professional sharing most often is
limited to others in one’s own specialization: ESL educators, for example,
communicating mostly with other ESL (and perhaps EFL) professionals in
forums such as conferences and publications of professional organizations
(e.g., Teachers of English to Speakers of Other Language—TESOL). Although
there is talk about collaboration and cross-fertilization, this talk does not
always lead to action. One of the outstanding features of this collection is that
it does bring together the voices of professionals from related areas of second
language teacher education to share their expertise and their challenges. In this
volume, Tedick set out intentionally to represent the diversity in what she terms
“the world of second language teacher education…” and to “…contribute to
meaningful professional dialogue among teacher educators across languages,
levels, settings, and geographic and second language contexts” (Preface, this
volume, p. xvii).
The contributions have been placed into one of four themes. Each theme
addresses a broad question: What should second language teachers know
and be able to do? What kinds of contexts do second language teachers
and teacher educators live and work in? How might teachers and teacher
educators collaborate in second language teaching and learning settings?
Given the knowledge base, varying contexts, and multiple possibilities for
collaboration, what are some examples of effective second language teacher
education in action? Although the specific responses to these questions vary,
all of the contributions share certain stances with regard to teachers and teacher
education, and the chapters articulate the ways that second language teacher
educators around the world are struggling to make these visions reality.
 Forewordâ•… xv

The first stance is that teachers are professionals, not technicians. This
is true regardless of whether teacher educators are working with preservice
or inservice teachers and regardless of the age of the students taught. The
second stance is that teachers must construct their own knowledge rather than
have someone else transmit it to them. The third stance is that knowledge
construction necessarily involves collaboration. In the case of educators, the
collaborators must include teachers themselves and often others from outside
the classroom, such as university and school district colleagues, who join
together to form a learning community. Collaborative work must stem from a
belief in the equality of all participants in the collaboration. The fourth stance
is that teachers need to be at the center of their own professional development.
Teachers need to ask their own questions and seek to answer them, even as
they collaborate with others.
This volume has impressed me for several reasons. The first is, as already
mentioned, its international perspective, combined with the inclusion of scholars
from a number of second language teaching and scholarly communities. It is
stimulating to read about innovative approaches to second language education
and to second language teacher education in other contexts. The chapters
serve to stimulate and energize those of us who may develop tunnel vision
because we are so involved in our own local circumstances. The volume
also impresses me because it includes contributions from well-established,
internationally known scholars acknowledged as leaders in their respective
fields and from young, up-and-coming scholars who represent the future of
these fields. To me, this variety sends the message that valuable contributions
to the dialogue about second language teacher education come from a
variety of sources and that the dialogue is alive and well and will continue.
Finally, the volume impresses me because of the contributions of practicing
teachers. The inclusion of teacher authors sends a message that practitioners’
voices matter.
As she concludes the preface to this book, Diane Tedick writes that “this
volume is purposefully about second language teacher education specifically.
It is by and for second language teacher educators around the world” (p. xxii).
I applaud Tedick’s determination to focus on this particular audience, in all its
variety and complexity, and I applaud the result of her efforts. I am confident
that this volume will stimulate further conversations and collaborations among
those of us whose passion is the teaching and learning of second languages.
Preface

The world of second language teacher education is a complex one, encompassing

a wide range of second language contexts, national and international contexts,
and instructional and institutional settings. From English as a second language
(ESL) to English as a foreign language (EFL) to foreign language education,
bilingual education, language immersion education, and from Pre-K-12
settings, to community colleges and four year institutions, to adult language
instructional settings, second language education and teacher education takes
place in numerous contexts across the globe. Our world is also a fragmented one.
Rarely do teacher educators from different second language and instructional
contexts have an opportunity to engage in professional dialogue, despite the
fact that ultimately, we are all working toward the same goal—the preparation
and continuing professional development of second language teachers so that
their students might communicate across linguistic and cultural boundaries.
This edited volume serves as one attempt to address this fragmentation. In it,
I aim to bring together research, theory, and best practices from a variety of
second language teacher education contexts and to contribute to meaningful
professional dialogue among teacher educators across languages, levels,
settings, and geographic and second language contexts.
The genesis for this volume was the Second International Conference on
Language Teacher Education held in May 2001. Many of the chapters in this
book were originally presented at the conference but have evolved considerably
since then. Other chapters share work that was not presented at the conference
but that contributes to the dialogue across contexts. The conference continues
to be held every other year at the University of Minnesota1 and it serves as
1
This biennial conference is sponsored by the University of Minnesota’s College of Education and
Human Development and College of Liberal Arts in partnership with the Center for Advanced
Research on Language Acquisition (CARLA), a U.S. Department of Education Title VI Language
Resource Center. More information can be found at the CARLA Web site; http://www.carla.
umn.edu/

â•… xvii
xviiiâ•… Preface

a stimulus for collaboration among teacher educators representing this wide

range of second language contexts. It is my hope that this volume will also
serve as a similar stimulus to spark collaboration and professional dialogue
across areas. We have much to learn from and with each other.

THE ORGANIZATION OF THE VOLUME

This volume is comprised of 18 chapters. It is divided into four sections that

are thematically conceptualized as follows:

1. The knowledge base of second language teacher education.

2. The contexts of second language teacher education.
3. Collaborations in second language teacher education.
4. Second language teacher education in practice.

The “knowledge base” refers to what it is that second language teachers need
to know and understand to be effective teachers and how that knowledge is
incorporated into second language teacher education. The knowledge base is
a broad theme and encompasses research and perspectives on, for example,
knowledge and experiences, beliefs and attitudes, teacher socialization and
learning, teacher cognition, teacher identity, reflective teaching, and values
and ethical dispositions. Quite recently, a number of professional organizations
have attempted to define the knowledge base through the creation of standards
for second language teacher education.
“Contexts” also represents a broad theme, which touches on the contexts
in which second language teacher education takes place and second language
contexts themselves (ESL, EFL, foreign language, immersion, bilingual
education) as well as different geographic, social, cultural, political,
and institutional contexts. Context is, in a word, key in second language
teacher education.
The third theme, “collaborations,” speaks to the importance of cooperation
and collaborative relationships in the work of second language teacher
education. It includes institutional collaboration between schools and colleges
of teacher education as well as the collaborative relationships that are formed
among second language teachers or teacher educators themselves, including
examples of action research that results from collaborative relationships.
Finally, “second language teacher education in practice” focuses on
how the work of second language teacher education is accomplished. This
theme showcases program models and underlying philosophies and provides
 Prefaceâ•… xix

examples of how the other three themes—knowledge base, contexts, and

collaborations—are embedded in actual programs.
Each of these themes is very broad. Several books could be written about
each theme itself—indeed, many such books have already contributed to
the profession. The intention of this volume is not to provide a thorough
examination of each theme but rather to offer a sample of perspectives on
and examples of how each of the themes manifests itself in second language
teacher education in various countries around the world. These four themes
are also interrelated, and this interrelation can be seen throughout the chapters
that comprise the book. At the same time, each theme can be considered in turn.
The chapters in the first section, for example, all emphasize aspects related to
the knowledge base even though they also reflect issues related to contexts or
practices. Table P.1 presents an overview of the chapters organized by theme
and identifies the contexts that are represented—that is, the context of the
work presented, the second language and institutional context, and whether
the chapter focuses on preservice and/or inservice teacher education.
Some of the chapters in the volume reflect all four themes yet are placed
in a particular section because they present especially strong examples of that
theme. For example, Nancy Dubetz’s chapter (chap. 13, this volume) appears
in the section on Collaborations, yet it reflects each of the four themes. Dubetz’s
chapter focuses on the collaboration that occurs in a study group in the context
of an urban elementary school that has been designated as a Professional
Development School (PDS), which involves a collaborative relation between
a teacher education program in a nearby college and the school. Of particular
importance to the study group and the PDS is a priority goal of supporting
the English language development and content learning of the ESL learners
enrolled in the school’s bilingual program (context). Throughout the year that
the study takes place, study group participants share their knowledge, beliefs,
and teaching strategies (knowledge base and practices) with each other and in
so doing, transform their own theories of practice, which “reflects a teacher’s
negotiation of multiple sources of knowledge [italics added], including
personal beliefs and values, pedagogical and content knowledge, knowledge
of children, and the expectations of the school culture where she or he works”
(Dubetz, chap. 13, this volume, p. 235). Yet because the study reported by
Dubetz has as its center the collaborative relationship that emerges in the PDS
study group, the chapter offers a particularly strong example of the theme
of collaborations.
Similarly, chapter 7 (this volume), by Sachiko Hiramatsu, is located in
the section on Contexts and presents a case study of EFL teaching in Japan.
Hiramatsu explores the impact that two national reform initiatives have had in
 TABLE P.1

xxâ•…
Overview of Second Language Teacher Education Contexts Represented in Chapters
â•… xxi
xxiiâ•… Preface

one high school, in particular the Japanese Exchange and Teaching program,
which brings in native English speakers as assistant language teachers to
collaborate and team teach with Japanese teachers of English, and the revision
of the English curriculum, which requires a course in oral communication.
As Hiramatsu presents the results of her study through the voices of teachers,
we get a glimpse of the knowledge base that informs their thinking, of the
practices in which they engage, and of the challenges the participants face
as they struggle to collaborate in the teaching of new oral communication
classes. The context of EFL teaching in Japan in light of these two reform
initiatives is absolutely central to the study and thus explains the chapter’s
placement in the section on Contexts.
Each of the four sections of the book begins with a brief introduction to
situate the chapters within the section’s theme. The chapters are also briefly
summarized so that readers are able to see how the theme is embedded in the
various contributions that comprise that section.
Although this book represents an attempt to bring together a wide range of
contexts and instructional and institutional settings in which second language
teacher education occurs, it does not account for all of the different contexts
of second language teacher education. Nor does it offer inclusion of native
language teacher education—language arts education in elementary schools,
English education for the secondary level, and composition and literature
instruction in postsecondary contexts. Second language teacher educators
are very aware that there are similar debates and efforts in the world of first
language education, and indeed, much of the work that we do in second language
teaching and teacher education draws in part on the important developments
that emerge in first language contexts. The reference lists that accompany each
of the chapters serve as a testament to this fact. Nevertheless, this volume is
purposefully about second language teacher education specifically. It is by
and for second language teacher educators around the world.

ACKNOWLEDGMENTS

I am deeply grateful to many individuals who have helped to bring this

volume to fruition. First, I would like to thank the contributors to the book,
all valued colleagues who share my interest in language teacher education. I
appreciate their wonderful work and the patience they have shown throughout
the process.
A number of teacher educators participated in a blind review of the
manuscripts that were submitted for consideration for this volume. Their
thoughtful reactions and insights greatly improved the quality of the
 Prefaceâ•… xxiii

contributions to this volume. Sincere thanks to the following individuals for

their careful reading and valuable suggestions:

Elizabeth Bernhardt Director, Language Center

Professor, German Studies
Stanford University
Diane Birckbichler Professor, Department of French and Italian
Director, Foreign Language Center
The Ohio State University
Barbara A.Campbell Program Director, English Language
Institute, State University of New York at
Buffalo
Carmen Coballes-Vega Dean of the College of Professional Studies
Metropolitan State University, St. Paul,
Minnesota
JoAnn Crandall Professor, Department of Education
Director, Doctoral Program in Language,
Literacy, and Culture
University of Maryland Baltimore County
Helena Curtain Associate Professor, Department of
Curriculum and Instruction,
University of Wisconsin Milwaukee
Diane Ging Teaching Specialist, Language, Literacy and
Culture, The Ohio State University
JoAnn Hammadou Professor; French and Foreign
Sullivan Language Education, University of Rhode
Island
L.Kathy Heilenman Associate Professor, Foreign Languages and
ESL Education, University of Iowa
Suzanne Irujo Professor Emerita of Education
Boston University
Gilbert Jarvis Chairperson Professor Emeritus, School of
Teaching and Learning
The Ohio State University
Pam McCollum Senior Education Consultant, Intercultural
Development Research Association,
San Antonio Texas
Irma Josefina O’Neill Senior Program Officer, New Visions for
Public Schools, New York
Charlene Polio Associate Professor; Linguistics and
Languages,
Michigan State University
xxivâ•… Preface

Dorothy Rissel Associate Professor, Department of Learning

and Instruction, State University of New
York at Buffalo
Keiko Samimy Associate Professor, Language, Literacy and
Culture, The Ohio State University
José E.Vega Professor, Department of Teacher Education,
University of Wisconsin-River Falls

The two reviewers of the manuscript as a whole, Loretta S.Verplaetse

and Sarah J.Hudelson, offered extremely valuable feedback and insightful
questions that helped in important ways to shape the volume. Special thanks
also to Sarah for graciously agreeing to write the foreword to the volume.
The staff at Lawrence Erlbaum Associates has been very supportive. Sara
Scudder and Lori Hawver had tremendous patience with me throughout the
process of preparing the manuscript for publication. I am also grateful to
Naomi Silverman, my editor, for believing in the book from the beginning
and for her guidance along the way.
I would also like to thank Cathy Zemke in the department of Curriculum
and Instruction at the University of Minnesota for her help in preparing the
manuscript and Jessie Eastman for additional help and moral support.
Heartfelt thanks also to Michael Lind for giving me the time, support, and
much needed distractions during the time that the book was coming together.
Finally, I would like to express my sincere appreciation to the language
teachers with whom I work. Their commitment to language teaching inspires
me every day, and their insights and challenging questions help me grow as a
language teacher educator.

—Diane J.Tedick
 Theme I
THE KNOWLEDGE BASE
OF SECOND LANGUAGE
TEACHER EDUCATION

A central issue in teacher education is the question of what constitutes the

knowledge base of teaching and how it relates to the content and practice of
teacher education. What do teachers need to know and how is that knowledge
embedded in teacher education in both preparation programs and ongoing
professional development for teachers? As described in the general teacher
education literature and in the second language teacher education literature,
the knowledge base is seen as a broad construct and includes, for example,
research and theory on teachers’ knowledge and beliefs, teacher cognition,
teacher learning in formal and informal contexts, teachers’ ways of knowing,
teacher socialization, reflective teaching, teacher identity, values and ethical
dispositions, and the nature of disciplinary knowledge. In addition, the
knowledge base has most recently been operationalized as standards for second
language teacher education that have been developed by various professional
organizations. The chapters in this first section of the book explore some of
the issues that encompass the knowledge base.
In 1998, Donald Freeman and Karen E.Johnson served as guest editors
of a special-topic issue of the TESOL Quarterly, which focused on research
and practice in English as a second language teacher education. The lead
article was authored by Freeman and Johnson (1998) and has since become
quite important in the field. It is cited often (indeed, in a number of chapters

â•… 1
2â•… Second Language Teacher Education

in this volume), yet it has not been without controversy. This section of the
book opens with a critique of the Freeman and Johnson article in chapter 1
by Elaine Tarone and Dick Allwright. Their chapter raises a number of key
questions and points about the stance that Freeman and Johnson took; most
notably, Tarone and Allwright argue that second language teacher education
is different from teacher education for other disciplines. They further claim
that whereas it should draw on research in general teacher education, second
language teacher education needs also to build research that is unique to
second language contexts. Tarone and Allwright also argue for the role of the
second language learner in a model of the knowledge base of second language
teacher education and make a strong case for the key role that second language
acquisition (SLA) research must play in language teacher education.
In the spirit of encouraging continued debate and dialogue in the field,
chapter 2 presents a response by Donald Freeman and Karen E. Johnson to the
critiques raised about their 1998 article by Tarone and Allwright in chapter 1.
Freeman and Johnson’s response helps to clarify a number of the points they
made in 1998. They continue to argue that the subject matter of language does
not differentiate second language teacher education from teacher education
in general and conclude that they and their colleagues, Tarone and Allwright,
will need to “agree to disagree” on their respective views. They further
point out what they believe to be misinterpretations about their 1998 work,
importantly emphasizing the value they place in SLA research and its role in
teacher education, for example.
In reading the first two chapters (Tarone & Allright, chap. 1; Freeman
& Johnson, chap. 2), readers are left to ponder their own beliefs about and
experiences with second language teacher education. Clearly, there is no one
“truth” when it comes to discussion about what constitutes the knowledge
base in second language teacher education.
Chapter 3 (Scarino) brings home the complexity and breadth of the
knowledge base of second language teacher education with its focus on
values and ethical dispositions as critical components of the knowledge base.
Offering a description of a research study that was conducted with foreign
language teachers in the Australian context, Angela Scarino shows how
introspection and restrospection can be used as powerful research tools for
uncovering teachers’ implicit knowledge, values, and ethical dispositions.
Throughout her chapter, Scarino weaves in the voices of teachers to show
what drives their judgments of student writing in French. In so doing, Scarino
makes a strong argument for the importance of attending to “ethical knowing”
in second language teacher education programs.
The construct of the knowledge base is expanded further in chapter 4, in
which Bill Johnston, Faridah Pawan, and Rebecca Mahan-Taylor report on a
 The Knowledge Base of Second Language Teacher Educationâ•… 3

portion of a larger study that focuses on teacher knowledge from the perspective
of continued professional development. The teacher showcased in this chapter
was teaching English as a foreign language at the university level in Japan.
Johnston, Pawan, and Mahan-Taylor focus on teacher identity (specifically,
two aspects of identity that they refer to as cultural and professional identity)
and teacher knowledge and beliefs. Within these two broad areas related to
the knowledge base (identity and knowledge/beliefs), Johnston, Pawan, and
Mahan-Taylor point to tensions that emerge in the teacher’s discourse, tensions
that are in part framed by what the authors refer to as “personal agendas and
cultural baggage” (p. 68) but which may be compared to values and ethical
dispositions as described in the previous chapter by Scarino (chap. 3).
The final chapter in this section of the book returns us to Donald Freeman
and Karen E.Johnson. In chapter 5, Freeman and Johnson further their
conceptualization of the knowledge base of language teacher education by
focusing on the relation between teacher knowledge and student learning. Like
the two chapters before it, this chapter also brings in the voice of the teacher
yet this time with student voices as well. Freeman and Johnson first describe
the “actions, activity, and tools” of teaching; they then explore the relation
between teaching and learning (and the role that activity and tools play) by
examining three conceptual frames that have been used to describe this relation.
Finally, they draw on data collected in the Teacher Knowledge Project at
the School for International Training to illustrate the third conceptual frame,
which is one of influence, that is, how professional development influences
teachers’ teaching and how that teaching influences student learning.
Together, these five chapters offer the field a window into various aspects
of the knowledge base of second language teacher education. They explore
questions such as, Is second language teacher education different from other
kinds of teacher education? In what ways? What values and ethical dispositions
underlie the knowledge that teachers use? What constitutes teacher identity
and how do knowledge and beliefs interact with that identity? How does the
work that language teachers do intersect with the work that language learners
do? What is the relation between what teachers know and believe, how they
act, and how students are influenced by those actions?

REFERENCES

Freeman, D., & Johnson, D. (1998). Reconceptualizing the knowledge-base of language

teacher education. TESOL Quarterly, 32, 397–418.
 Chapter 1
Second Language Teacher Learning
and Student Second Language
Learning: Shaping
the Knowledge Base

Elaine Tarone
University of Minnesota

Dick Allwright
Lancaster University

INTRODUCTION

As the editors of a special issue of TESOL Quarterly devoted to language

teacher education, Freeman and Johnson (1998) make a significant contribution
to the debate with their key article titled “Reconceptualizing the Knowledge-
Base of Teacher Education.” In this article they set out the need as they
see it for a reconceptualization of the knowledge base of language teacher
education, and then they suggest what the reconceptualized knowledge base
would need to look like. We consider each of these points in turn, first the

â•… 5
6â•… Second Language Teacher Education

need to reconceptualize the knowledge base and second the postulated content
of the knowledge base.

THE NEED TO RECONCEPTUALIZE THE

KNOWLEDGE-BASE OF LANGUAGE TEACHER EDUCATION

The argument made by Freeman and Johnson (1998) in favor of a

reconceptualization of the knowledge base for language teacher education
appears to us to rest essentially on two major charges that they make against
language teacher education as it is currently practiced. First, they argue that
people designing language teacher education programs typically fail to take
into account, at the level of curriculum design, what we know about general
teacher learning; second, they argue that language teacher education programs
also typically fail to deal with the social context of schools and schooling.
We believe these two charges warrant further examination. Our purpose in
writing this chapter is therefore to offer this further examination of Freeman
and Johnson’s arguments and to draw what we now see as the appropriate
conclusions for the design of language teacher education programs and
therefore for the design of appropriate research programs.
We know that in doing so, we probably run the risk of appearing to want to
undermine what we in fact see as the most important point made by Freeman
and Johnson (1998), namely, that the design of second language teacher
education programs should in principle be centrally based on what is known
about second language teacher learning. It is precisely because we want to give
that point the strongest possible support, however, that we see it as necessary
and helpful to analyze in some detail the case made by Freeman and Johnson.
In brief, we fear, as we hope to show below, that because of the structure of
their argument, their article risks antagonizing the very people they will most
certainly need on their side.
As background to our further examination, we first comment that unlike
Freeman and Johnson (1998), who throughout their article deal with teacher
learning and teacher education as largely undifferentiated unitary concepts,
we see a need from the outset to focus specifically on second language teacher
learning and second language teacher education programs. A very important
contribution made by Freeman and Johnson has been to point to the large
amount of research that has been done on teacher learning in general. As
they point out, research on teacher learning has expanded exponentially in
recent years and that research must be relevant to language teacher education.
However, we differ from Freeman and Johnson in our unwillingness to
assume that we know precisely how that research on general teacher learning
 Second Language Teacher Learning and Student Second Language Learningâ•… 7

bears on second-language teacher learning and therefore on second-language

teacher education. To put it in a nutshell, we believe that teachers of different
subject areas must learn different things and may have to learn those things in
different ways. For example, learning to pay attention to the linguistic forms
produced by our students while simultaneously processing the content of their
utterances is something that is not required of a biology teacher or a ballet
teacher. It is not clear how and when a second-language teacher must learn to
do this. Consequently, we feel strongly that in addition to research on general
teacher learning, which has generated good information for us to begin with,
research is also needed specifically on second-language teacher learning. We
believe that we have important allies in this regard: For example, Brice Heath
(2000, p. 34) points to the need in our field for education researchers to have
a grounding in linguistics and other disciplines related to understanding the
context of language use. The goal, Brice Heath says, is to bring qualitative
research findings to bear on the transformation of coursework in second-
language teacher education.
In thinking about second language teacher education, we believe we should
distinguish at least between preservice courses and those offered to teachers
with classroom experience (i.e., between preservice and inservice programs).
In fact, we see a need to go further and to differentiate both conceptually
and practically between teacher training, teacher education, and teacher
development for our purposes here. Whereas others (such as Crandall, 2000,
p. 36) have pointed to the traditional balance in language teacher education
between education and training, we add a third dimension, namely teacher
development. Conceptually we see training as being concerned with skills
(such as being able to write legibly on the blackboard or being able to speak
up so that a whole roomful of children can hear everything you say to them).
Education is concerned with knowledge (such as being aware of all the
different uses to which a blackboard could be put or knowing something about
the English article system). Development is concerned with understanding
(such as understanding why children, especially teenage children, may find it
difficult to perform their best in a foreign language classroom).
By understanding, we are referring to something beyond merely having
a particular skill or having a certain piece of knowledge. Understanding is
whatever helps us to use our skill and knowledge appropriately. Knowing
how to get learners to work in groups (a pedagogic skill) and knowing that it
could help their linguistic development (pedagogic knowledge) does not in
itself mean we are not going perhaps to make unwise decisions about the use
of group work in our lessons. Understanding may also be what helps us to feel
we know what we are doing and why so that we may be able to feel at ease
with what we are doing with our skill and our knowledge.
8â•… Second Language Teacher Education

In practice, we see that all three notions are relevant all the time to all
the stages of a teacher’s career but that the balance between them may vary
importantly over time. For example, to take the simplest set of possibilities,
a novice language teacher may first and foremost need the practical skills
to survive initial teaching experiences. However, later on, once survival is
assured, that same teacher may wish to know a lot more about the background
to language teaching. Later still, that teacher may also wish, against a
background of skilled competence and wide knowledge, to develop a deeper
understanding of factors affecting second language learning and use in his or
her classroom. At this stage, the understanding may be sought more for the
sake of increased job satisfaction than for the sake of improved classroom
performance. We believe these distinctions are very important in designing
second language teacher education programs and thus a fortiori for designing
a satisfactory research program for second language teacher learning.

The Two Charges and the Relationship Between Them

Essentially, we believe that Freeman and Johnson (1998) weaken their overall
argument for a reconceptualization of the knowledge base for language teacher
education by taking teacher education as a unitary concept in itself and then
by raising two charges against current practice in language teacher education
as if both were equally important and not in need of separate treatment. They
weaken their argument because by putting their two charges together, they risk
losing everything if either one of the charges does not stand up successfully
to further scrutiny. In this regard, it is important that both of the charges are
about the status quo in teacher education programs and about the historical
tradition that underlies the current situation. In this sense, they are matters of
fact rather than matters of value judgment. In other words, although we would
be happy to agree with Freeman and Johnson that if their charges accurately
describe the status quo then the situation for language teacher education is
indeed currently highly regrettable, we feel we should at least pause first to
ask ourselves if the situation is quite as bad as they suggest with regard to both
of their charges.

Charge One. Language teacher education programs currently fail to take

what we know about teacher learning properly into account as a part of the
knowledge base for the design of language teacher education programs.
Certainly there is an increasing awareness of the importance of teachers’
prior learning experiences in shaping their beliefs and practices and the need
to get teacher learners to reflect on that prior experience (cf. Crandall, 2000,
 Second Language Teacher Learning and Student Second Language Learningâ•… 9

p. 35). However, is it true that current second language teacher education

programs do not take this into account? This charge is a descriptive one, not
restricted geographically within the Freeman and Johnson (1998) article.
Therefore it will stand or fall depending on our knowledge of teacher education
practices around the world. It is obviously difficult to have an authoritative
view on this matter though if it is truly intended as a global claim put forward
as descriptively true of all (or even only most) teacher education programs
everywhere for teachers at all stages of their careers. We can, however, accept
that Freeman and Johnson may perhaps have more of a right to an opinion
on the matter than most given their established positions in the field. Yet
we should probably also hold on to the thought that the issue at hand is in
principle a matter of fact, an empirical matter. In the absence of a presentation
of the empirical evidence, Freeman and Johnson’s position is necessarily an
opinion, a professional judgment, and as such, we would not wish to take
issue with them here.
If we provisionally accept the charge as stated, then, and also accept that
it calls attention to an undesirable state of affairs, then we can also accept
the proposition that the field needs to give thought to the role of what we
know about teacher learning in general and about second language teacher
learning in particular as part of the knowledge base that should inform second
language teacher education program design. It is in this specific area that we
hope that our chapter will contribute to the debate.

Charge Two. Current second language teacher education programs fail to

include coverage of social context as an issue.
We have just seen that the first charge was essentially a matter of fact for
which we had to, and were willing to, rely on authoritative opinion. This second
charge is also a matter of fact about current language teacher education practices
globally. It is also a matter of judgment, presumably because what constitutes
coverage of social context could be a matter of unending (although possibly
also endlessly stimulating) debate. We might therefore expect legitimate
discussion as to whether any given language teacher education program does
or does not represent social context considerations satisfactorily.
In fact, we do see this particular charge as contentious and its presentation
in Freeman and Johnson’s (1998) article as unhelpful both to their position
and to the field in general. It would have been more helpful to the field,
we suggest, to acknowledge the good practice (in Freeman and Johnson’s
terms) that we believe does exist and to show how to build on it rather than
to risk appearing to wish to deny that it exists at all. We do not believe that
it would be at all difficult to find current practical examples of language
teacher education programs that do in fact pay considerable attention to social
10â•… Second Language Teacher Education

context in the ways suggested as important by Freeman and Johnson. Yet such
programs may not conform to Freeman and Johnson’s first criterion: that what
is known about teacher learning has actually formed a significant part of the
knowledge base on which the overall language teacher education program had
been designed.
We believe that confounding the two importantly different issues involved
in the two charges does not serve well Freeman and Johnson’s (1998) overall
purpose, as we see it at least, of recruiting supporters for a campaign of radical
change in second language teacher education.
We believe that Freeman and Johnson (1998) would have been more
persuasive if they had adopted as their unique proposition the eminently
defensible claim that the most important issue facing language education
programs currently is how to use our developing understanding of teacher
learning to inform the design and conduct of second language teacher
education programs. It is to this issue itself that we now turn.

MAPPING OUT A RESEARCH PROGRAM

What is our developing understanding of teacher learning? We may have

certain understandings about the nature of language teacher learning, but
as Freeman and Johnson (1998) point out,1 there is little research in our
journals on teacher preparation to directly support or contradict many of those
understandings. Although we agree with Freeman and Johnson that there is
an established body of research on general teacher learning, we also believe,
with such scholars as Crandall (2000), that more research on second language
teacher learning—research such as that in Freeman and Richards (1996) and
Johnston and Irujo (2001)—is urgently needed. Similarly, however, it would
be deeply damaging to any such research program if it were based on an idea
that we find constantly alluded to throughout the Freeman and Johnson article,2
the contention that the only context that really matters for language teacher
learning is that of the actual second-language classroom. We also believe that

1
Specifically Freeman and Johnson (1998) note, “A search of the TESOL Quarterly cumulative
indexes from 1980 to 1997 reveals that only 9% of the featured articles are listed under the topic
teacher preparation” (pp. 397–398).
2
Note Freeman and Johnson’s (1998) claim that “the bulk of this research argues that what teachers
know about teaching is largely socially constructed out of the experiences and classrooms from
which teachers have come” (p. 400). Also, “Learning to teach is a long-term complex developmental
process that operates through participation in the social practices and contexts associated with
learning and teaching” (Freeman and Johnson, 1998, p. 402; not, apparently, through participation
in the social practices and contexts associated with teacher learning).
 Second Language Teacher Learning and Student Second Language Learningâ•… 11

it would be deeply damaging if the research program failed to reflect, as we

suggested at the outset of this chapter, the potentially very different modes
of learning that might be optimal for language teachers at different stages of
their careers.
We need longitudinal studies documenting both the contexts and ways in
which novice (preservice) and experienced (inservice) language teachers learn
to teach languages. Such studies should examine separately the experience
of the preservice teacher and the inservice teacher because these teacher
learners, as we have noted, may in fact learn in different contexts and ways
from one another. Such longitudinal studies should examine second language
teacher learning as it takes place in contexts such as these: in the language
classroom, in hallways in conversations with colleagues, in university
courses, in university practicum experiences; at professional conferences
and at home reading professional publications such as this one. Such studies
should also examine the various ways in which this teacher learning takes
place: through imitation of mentor teachers, through observation of all kinds
of second language (L2) classrooms, through challenges to one’s system
of beliefs about the way languages are learned encountered in academic
classrooms and readings, through observation of second language learners
in classroom contexts, through quiet reflection on one’s own teaching (and
learning) practice, and through discussions with colleagues and peers. Our
understanding of second language teacher learning will surely develop more
quickly and more precisely as results from such studies come in.

Redesigning Language Teacher Education Programs

Next, we need to find ways for our developing understanding of language

teacher learning to inform our design and conduct of second language teacher
education programs. Our understanding cannot, as we have just seen, be
informed at present by much research on language teacher learning. The lack
of direct research on language teacher learning certainly presents us with an
immediate and very practical problem. How can we presume to start altering
the overall design of language teacher education programs when only a
handful of studies on language teacher learning have been done? Freeman and
Johnson (1998) point to the large body of general teacher-learning research and
argue that research on general teacher learning might for the present impact
our design and conduct of language teacher education programs. Indeed, it
appears that many of us have already started in this direction, altering our
programs in ways we later describe. First, however, we feel we should look
more closely at what it might mean to allow the design and conduct of second
12â•… Second Language Teacher Education

language teacher education programs to be directly influenced by what we

know about general teacher learning.

The Academic Fallacy. We believe that two possible shapes of future second
language teacher education programs can already be ruled out. The first of
these is what we might call “the academic fallacy”: the belief that a novice can
become an effective second language teacher merely by taking a set of content
courses on teaching, learning, and language structure and so developing a
body of declarative knowledge about what language teaching and learning
involve. This, for example, is the belief that a graduate student who learns
the rules for the formation of passive sentences and who understands the
function of the passive in English discourse will then be well prepared to
teach English as a second language (ESL) students how to use the passive
voice. Or a methods teacher might believe that the best way to train student
teachers to respond to student errors is to show them examples of various
methods of providing corrective feedback. It is this fallacy that Freeman and
Johnson (1998) appear to be battling against most explicitly in their article,
as when they say, “teachers are not empty vessels waiting to be filled with
theoretical and pedagogical skills” (p. 401). The discontinuity between these
academic content courses and the language classroom appears to set up a gap
that cannot be bridged by beginning teacher learners. The content of these
academic content courses either is or appears to novice language teachers to
be irrelevant to the process of learning to teach languages more effectively
to real students in real classrooms. Alternatively, it may be content that,
however relevant in principle and in the long term, cannot yet be used by
novice teachers in the context of their own teaching. In this sense, the content
of academic courses is effectively decontextualized. Even worse, perhaps, the
mere fact that content is being presented academically in academic courses
may lead novice teachers who share the commonly held lay view that the
only place for learning to teach is in the classroom to assume that declarative
knowledge of such content is not going to be of any value to them.

The Noninterface Fallacy. However, there is a second (converse) fallacy of

language teacher education, and this is what we would call the “noninterface
fallacy,” the fallacy of doing away with academic content courses and trying
instead to make the teacher learning situation identical to the target teaching
situation. This fallacy asserts that language teachers can only acquire the
ability to teach languages in the context of the language classroom itself; no
teacher learning can take place outside that context. This fallacy is similar to
claims made about second-language acquisition (SLA) by Krashen (1982),
namely, claims that consciously learned information about language can have
 Second Language Teacher Learning and Student Second Language Learningâ•… 13

no beneficial impact on the process of acquisition of that language. By analogy,

language teachers might be assumed to learn best by being put into a language
classroom, possibly under the guidance of a mentor teacher, and told to teach.
This essentially noninterface position would suggest that things consciously
learned in academic content courses can have no impact on actual language
teaching. It is a kind of learning by doing approach. However, one needs
more than the ability to speak a language fluently and to manage a classroom
if one is to be an effective second-language teacher: One must be able to
think analytically both about the structure of the language itself and about
the learning processes of the students to make decisions about course content
that meets student needs. For example, this fallacy might assume that any
native speaker who spends a bit of time in a classroom will be able to answer
student questions effectively. However, is it true that anyone who has taught
ESL in a sixth-grade classroom can also explain to college-level international
students exactly why they can say “He looked carefully at the picture” but not
“He looked carefully up the word?” (Yule, 1998, p. 155). The danger of the
learn-by-doing approach is that when an individual’s only teacher education
consists of being put into a language classroom and asked to learn to teach by
teaching, even with the guidance of a mentor those individuals are unlikely to
emerge with the flexibility to cope with teaching contexts different from those
in which they have been apprenticed.3 Mentors engaged in teaching their own
classes often have very little time to spend with novice teachers, imparting,
beyond skills, a body of knowledge and a framework of understanding;
many may in fact may even find it very difficult to articulate for novices the
rationale for their actions in the classroom. In fact, individuals who have been
placed in language classrooms with no previous preparation are precisely
those who typically apply to our teacher education programs as in-service
teachers seeking a better knowledge base and understanding of the process
of language teaching and language learning in the halls of academe. Second
language teacher learners, like second-language learners, seem to need some
conscious learning of information, and experienced teacher learners seem to
hold to an “interface” position, believing that things they consciously learn
in a content course can eventually have an impact on their actual language
teaching performance.
We worry that Freeman and Johnson (1998) may risk appearing to fall
into the noninterface fallacy when for example they claim that in traditional
language teacher education programs, “the true locus of teacher learning lay

3
In Britain, this approach to industrial training (known as “sitting with Nellie”) was abandoned
many years ago as entirely unsuited to the complexity of modern industrial working practices.
14â•… Second Language Teacher Education

in on-the-job initiation into the practices of teaching and not in the processes
of professional teacher education” (p. 399).

Reconsidering the Complexity of the Teacher Learner Population

The research on general teacher learning that Freeman and Johnson (1998)
brought to our attention appears to suggest that second language teacher
education programs should provide some better integrated way of presenting
the (now reconceptualized) knowledge base of language teaching so that
its content can be more immediately accessible to, and useful for, language
teachers in the process of classroom teaching. This suggests that more and
better bridges must be built between learning a body of knowledge and using
that body of knowledge in teaching language in the classroom.
Yet will research show this to be true of all language teacher education? The
heterogeneity of the second language teacher learners we deal with is surely
a central question. For example, the need for integration in the presentation
of the knowledge base in teacher education programs might be essential for
novice teachers but less so for experienced ones.
Distinguishing earlier between training, education, and development,
we argued that although all include some focus on skills, knowledge, and
understanding, they can be distinguished because they emphasize these
three kinds of knowledge to different degrees. Novice teachers may require
more teacher training than experienced ones because they are likely to need
relatively more learning of concrete teaching skills. At the same time but to a
lesser degree, they need to begin to form a base of knowledge and to acquire
enough understanding to begin to construct a framework within which they
can make informed decisions about the use of their newly acquired (or learned)
skills or new knowledge. However, for them the integrated presentation of
knowledge and skills within a coherent framework of understanding may be
essential. They may not yet know why they will eventually find it helpful
to know about phonetics or morphology or second language acquisition.
They may need guidance in understanding why certain kinds of knowledge
are needed or when certain skills and bits of knowledge should be exercised
in their classrooms. Such questions can only be answered in an integrated
presentation of the knowledge base. Research may show that it is beginning
teachers without a well-developed framework of understanding who may
need the most integrated presentation of the knowledge base.
Of course, some lack of integration in language teacher education, even
for novices, may be unavoidable. Research may show that novice language
teachers need to learn a lot that is narrowly about second language teaching
 Second Language Teacher Learning and Student Second Language Learningâ•… 15

and learning, information that may not have any immediate use but that they
may find they need later. Then, when confronted, for example, by a student
question about verb aspect, it may be helpful for them to remember that they
were taught something about syntax, that they did learn it, or at least they
still know where to look for an answer. That may give them the confidence to
promise to return to the matter in a subsequent lesson when they have done
their own homework instead of fudging the issue in class. In other words,
although novice teachers may be found to benefit from language teacher
education programs that are highly integrated, there may be some aspects of
such programs that really need not be fully integrated.
Conversely, inservice teachers who already engage in best practices in their
classrooms are more likely to need teacher education or teacher development:
more emphasis on the declarative knowledge base or on understanding than
on the acquisition of skills. They are also more likely to feel comfortable
with a less integrated presentation. Indeed, experienced inservice teachers
are often people who return to teacher education programs for an in-depth
understanding of theory to support their current classroom practice or for very
specific, decontextualized coursework: courses on grammar, for example,
or courses on phonetics or technology training. They are also likely to read
research articles to improve their understanding. As a consequence, they might
possibly change or fine-tune their teaching practices at the level of teaching
skill. For example, an anonymous reviewer of this chapter shared with us
the experience of reading a research article by Laufer and Hulstijn (2001)
that stimulated a personal rethinking of pedagogical practices in teaching
vocabulary. Other experienced teachers might read the same article and find
justification for continuing their current pedagogical practices. Such teachers
may want an in-depth understanding to make their life’s work more coherent
and smooth running, to reexamine and justify for themselves their most basic
orientation to second language teaching. Similarly, experienced teachers who
already have worked out a framework of knowledge and understanding within
which to make informed teaching choices may be the people most likely to seek
out specific bodies of knowledge that fill identified gaps in their framework
(e.g., for technology training or structure of language). They may be able to
contextualize these pieces of the knowledge base themselves. A real-world
example of a popular ESL teacher education program set up precisely for
these sorts of experienced teachers seeking specialized inservice coursework
focusing on content is described in Mabbott and Heinze (2001).
Of course, research may find that some experienced inservice teachers—
those who have not thought about their framework of knowledge and
understanding for some time and who may need to reconstruct that
framework—may benefit from an integrated presentation of the knowledge
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h 1323 Arthur rd — Richd C (Myrtle) assmblr Genl Motors h 1541
Westcott rd Keren Nicholas (Therese) emp Win Utilities Commn -
Water Div h 1683 Alexis rd —Nicholas J (Irene) utilitymn R P Scherer
Ltd h n s Tecumseh blvd e (Sand E Twp) Kerester Steve J (Mable)
motormn CN Exp h 520 Cameron av Kerestes Anna (wid Zimiond) h
2257 Howard av --Elizth (wid Geo) h 516 University av e Keresztyen
Louis T (Eunice) janitor John Campbell Schl h 1438 Central av —
Ronald r 1624 Cadillac Kerinskey Esther r 1245 Victoria av Kerinsky
Morris r 365 Marentette av --Sadie (wid Nathan) h 365 Marentette av
Kern Jakob (Theresa) dental techn Jos D Scarfone h 2153 Ouellette
av —John (Susanne) barber Palace Barber Shop) h 1058 Parent av
— Robt die caster Win Die Casting Co h 1686 Benjamin av
Kernaghan Bonnie studt r 2244 Chandler rd (Sand E Twp) —Sami
stkmn Fords h 3483 Cross — Wm (Edith) stmftr Fords h 2244
Chandler rd (Sand E Twp) Kemasevic Steve (Ann) emp Chryslers h
2309 Chandler rd (Sand E Twp) Kemisky Frank Rev (Mary) pastor St
Vladimir's Ukrainian Orthodox Church h 1581 Albert rd —Ivan studt r
1581 Albert rd Kemohan MacLean canteen mgr r 511 Pelissier Kerns
Lila Mrs h 2373 Mercer Kerr Ada Mrs r 1475 Huron Line —Alex trk
drvr Natl Grocers r 780 Gladstone av —Alex J br mgr J C Wilson Ltd
— Allan R emp Detroit r 819 Gladstone av — C Bruce (Eleanor) supt
of specifications Chryslers h 3rd fir, 10, 308 Randolph av — Chas D h
458 Victoria av — Clifford W r 3264 Turner rd (Sand E Twp) —Cora
M (wid Henry A) h 538 Crawford av — Customs Brokers Ltd Roddy E
Kerr pres & dir, Lawrence J Bannon vice-pres & dir, Walter H
Townsend sec-treas & dir custom brokers 526 Goyeau —Daisy (wid
Albt E) h 372 Moy av —Donald D tool dsgnr Chryslers r 2215
Woodlawn av —Earl (Eileen) hob grndr Colonial Tool h 12422 Ottawa
(Tecumseh) — Elizth Mrs r 230 Strabane av — Emily (wid Jas) h
1910 University av w --Geo H (Rita) group leader Duplate Ltd h 1634
Pillette rd --Gordon J (Gladys) welder's hlpr A C McCrindle Ltd h 976
Bridge av — Howard E (Myrtle) h 1567 Dougall av — Jack W h 2nd
fir, 4, 308 Randolph av --Jane Mrs r 976 Bridge av —Jerome J
(Louise) slsmn Murphy Tobacco Ltd h 3156 Dominion blvd (Sand W
Twp) —Jessie (wid Wm) h 3264 Turner rd (Sand E Twp) —John
(Velma) insp Fords h 467 McKay av —John C (Phyllis) off elk Fords h
3527 Wells --John W (Eleanor) mach opr Fords h 515 Randolph av —
Josephine (wid Edwd R) h 2361 Windermere rd --Marguerite C nurse
Metropolitan Hosp r 1234 Bruce av —Marion (wid Nelson) h 819
Gladstone av —Robt L D (Fay) car insp New York Central Rly h 1729
Union —Roddy pres & dir Kerr Customs Brokers Ltd h 6, 280 Park w
--Ronald (Dinah) tchr h 1523 Parent av —Sally A tchr Harry E Guppy
High Schl of Commerce r Rutland rd (R R #1 Tecumseh) —Thos h
2215 Woodlawn av —Thos (Elizth) h 582 Pine —Vivien (wid Gordon
A) h 2135 Pelissier —Walter H (Christie) parking lot attdt Cartier
Parking h 1234 Bruce av --Wm P (Emma) h 804 Ducharme (Sand S
Twp) Kerridge Wm tchr Lowe Vocational Schl h 2, 638 Glengarry av
Kerrigan Theresa slsldy Doree's Shop r 703 May av Kersey Archd h
973 Howard av —Clarence (Caroline) drvr D Pearl & Sons h 880
Mercer — Cleo I (wid Ernest) h 1518 Lincoln rd —Elizth (wid Sidney)
h 357 Esdras pi (R'Side) — Elmer (Elizth) h 3164 Woodland av (Sand
W Twp) --Elmer (Effie) moulder Walker Metal Prod h 461 Tournier --
Eugene (Maude) stkrm Fords h 1122 Marion av — Floretta studt r
461 Tournier — Ford trk drvr Zalev Bros r 442 Elliott e —Geo
(Eunice) emp Detroit h 1062 Goyeau —Geo H (Marie) emp Detroit h
747 St Antoine — Harold r 3164 Woodland av (Sand W Twp) --
Harold (Bernice) lab Fords h 939 McDougall — Karen J studt r 101
Patrice dr (R'Side) --Karl W (Catherine) h 945 McDougall --Kenneth S
(Gladys) asst adv suprvsr Hiram Walker's h 101 Patrice dr (R'Side) —
Rebecca (wid Albt) r 3587 Sandwich — Roger W (Rosemary) off wkr
Fords h 2176 Moy av — Ronald studt r 939 McDougall —Shirley Mrs
emp Chryslers h 793 Chilver rd — Thos (Ethel) h 1759 Victoria av
(Sand W Twp) —Vivian r 939 McDougall Kershaw Marguerite emp
Detroit h 1505 Ouellette av Kerstner John J (Edith E) hsekpg
Assumption Univ of Win h 178 Bertha av (R'Side) --Jos (Ivan) btehr
Dorn Stores h 980 Partington av Kerwin John C (Lorraine) studt h
1950 Francois rd Keseru Frank (Katherine) h 1127 Albert rd
Keskeney Wm (Annie) emp Top Hat h 333-335 Goyeau Kessel John S
(Frances) emp Inti Tool & Die h 412 Homedale blvd (R'Side) Kessl
Lawrence emp Dom Forge r 1067 Erie e Kessler Elizth (wid Peter) r
2269 Gladstone av —Janos (Ilona) orderly Metro Genl Hosp h 2552
Meldrum rd (Sand E Twp) — Morley (Rosaline) buyer Buy-Rite
Furniture Ltd h 305 Parkview av (R'Side) --Nicholas (Mary) (Kessler's
Antiques) h 1185 Wyandotte e --Paul (Elizth) mach repr Fords h 369
Laporte av (R'Side) Kessler's Antiques (Nicholas Kessler) 1186
Wyandotte e Ketchson Kenneth (Lillian) drvr Checker Cab h 957
Windsor av Kett Allan H (Margt) utilitymn Fords h 1346 Lincoln rd —
Cecil (Clara) yard cond NYC Rly h 909 Elm av —Cecil C (Irene) grndr
Kelsey-Wheel h 1842 Albert rd —Corona (wid Percy) h 2597 Pillette
rd (Sand E Twp) — D Roy (Alice) engineer C & O Rlwy h 3230
Academy dr (Sand W Twp) —242—
 KETT — Geo (Helen) maint Fords h 3743 Riverside dr e —
Geo W (Gladys) stmftr Chryslers hl639 Olive rd — Grace r 230
Strabane av — Margt h 2, 1015 Albert rd —Rhea (wid Lyle) hi, 1015
Albert rd Kettlewell Chas (Vera) tool & die Fords h 934 Church av —
Evert D offr Customs & Excise h 435 Laporte (R'Side) — Lorne E
(Marjorie) refrig mech Purity Dairies h 229 Christopher dr (R'Side) —
Lynn sec Wm P Harvie r 934 Church Kettyle Geo emp Chryslers r
1245 Gladstone av Keun Willem J (Henrietta) mech engineer Fords h
308 Buckingham rd (R'Side) Keutgen Geo O (Inez) genl mgr Fords h
1517 Riverside dr (R'Side) Kew Gregory G (Laura) h 3920 Riverside
dr (R'Side) Kewley Gerald R (Kathleen) opr Hiram Walkers h 1396
Bernard road Key Barbara J elk Eatons r 309 Villaire av (R'Side) —
Chas C (Doris) foremn Candn Motor Lamp h 2237 Parent av — Herbt
(Lily) h 309 Villaire av (R'Side) — Thos navy r 309 Villaire av (R'Side)
Keyes Joan studt r 2282 Hall av --Norman B (Mary A) emp Fords h
984 Brock — Perley F (Alma) income tax assessor h 2137
Windermere rd — Ruskin G (Ella) schl dir Churchwood Metro Schl h
2282 Hall av — Wesley r 1404 Howard av Keyeux John (Nellie) h
3655 Bliss rd (Sand E Twp) —John studt r 3655 Bliss rd (Sand E
Twp) --Peter pntr Ace Paint Shop r 3655 Bliss rd (Sand E Twp) Keys
Albt N (Mildred) h 526 Alexandrine (R Park) — Jas T (Blanche)
western divisional mgr Direct -Winters Transp h 760 Roselawn dr
(Sand W Twp) —John W (Ruth) foremn Chryslers h 3231 Everts av
(Sand W Twp) — Orval A (Thelma) emp Windsor Packing h 1530
Everts av (Sand W Twp) —Wilbur J (Mary L) insp Kelsey Wheel h
3237 Virginia Park av (Sand W Twp) Keyser Donald G (Jean) custom
man Dept Customs h 1629 George avenue —Howard (Marie) h 1878
George av —John sec-treas Windover Restaurants Ltd res Toronto
Keystone Contractors Ltd Antonio Colautti pres & genl mgr, John
Costaperaria vice-pres, Gilbert A Bayard sec, Walter Colautti
(Ottawa) treas sewer & road bldg contrs 2490 McDougall (Sand W
Twp) —Press (Thos A Garrity) comml prntrs 3rd fir, 258 Chilver rd
Kezem Della Mrs h 4, 287 Tuscarora Kherbeguian Vahan arch W C
Crosbie Architect r 1596 Victoria avenue Khoubesserian Deko (wid
Gabrel) h 2440 University av w — Loolwig studt r 2440 University av
w Khoury Confectionery (Salloum M Khoury) 851 University av w —
Michl studt r 377 Campbell av —Salloum M (Marie) (Khoury
Confectionery) h 377 Campbell av Khouw B Tie tchr Essex College,
Assumption Univ of Win h 2, 368 Partington av Kibbee Roy L (Irene)
orderly Detroit h 1565 Felix av Kibble Albt E (Sarah) h 918 Pillette rd
— Bernard R (Dorothy) chief elk Dept Pub Works (City) h 2222
Chilver rd —Christina (wid Chas) h 479 University av w — Sidney J h
749 Memorial dr Kibom Carl (Madeline) servicemn Hobart Mfg h 112
John M (R'Side) — Robt F (Lee) sec Chryslers h 501 Virginia av
(R'Side) Kic Cazimer (Louise) paint shop Chryslers h 2314 Chandler
rd (Sand E Twp) Kicksee Frances (wid Wm) elk Win Pub Library h
260 Homedale blvd (R'Side) Kidd Alan W (Madeline) mgr Ford
Cleaners h 3189 Everts av (Sand W Twp) — Archd H (Mary) h 996
Felix av —Arthur D (Margt) prin Western Pub Schl h 1234 Northwood
dr (Sand W Twp) — Fred H W r 3338 Sandwich — Geo A (Noreen)
emp Chryslers h 1732 Durham pi — Harold C (Helen) prin David
Maxwell Schl h 1203 Chilver rd — John (Bernice) drvr Genl Motors h
582 Charles (R Park) — Margt (wid Jas) h 1403 Goyeau —Paul J G
QC (Elizth) vice-pres Hiram Walker & Sons h 2520 Riverside dr
(R'Side) —Robt A Jr studt r 3569 Maisonneuve av (Sand W Twp) —
Robt A (Margt) vendors contact Chryslers h 3569 Maisonneuve av
(Sand W Twp) —Virginia E studt r 2520 Riverside dr (R'Side) — Wm
(Anna) bulldozer hlpr Fords h 107, 286 Pitt w Kieboom Jos (Jean)
emp Genl Motors h e s Pillette rd (Sand E Twp) Kiefaber Edwd G
(Mildred) terminal mgr Inti Cartage Lid h 300 Buckingham rd
(R'Side) — Paul F studt r 300 Buckingham rd (R'Side) Kiefer Jos
(Elizth) (Kiefer's Barber Shop) h 660 Aylmer av Kiefer's Barber S.hop
(Jos Kiefer) 660 Aylmer av Kiellek Clemens (Sophie) btehr Win
Packing Co h 1, 954 Ottawa Klely Wm r 1582 Victoria av KIESLER
Kiesler Frank (Theresa) lab Frank Wetzel h 1286 George av Kietzer
Alice C vice-pres Allen Stevenson Products Ltd r 3898 Howard av —
Emilie (wid Herman) h 3898 Howard av (Sand S Twp) Kiff Raymond
D (Jeanet) h 1588 Victoria av Kijanowski Louis (Pauline) insp Walker
Metal h 2252 Lillian Kilbey Frances E (wid Claude) h 332 Cameron av
Kilborn Claude (Renaud's TV) r 80 Watson av (R'Side) --Fred C
(Laura) ins agt Cooperators Ins Assn h 234 Edward av (R'Side) --
Gerald (Stella) drvr Vet Cab h 1071 Drouillard rd — Jos J (Phyllis)
sander Win Body & Fender Ltd h 6, 1663 Wyandotte w — Oscar J
emp Detroit h 80 Watson av (R'Side) Kilbourn Jack r 349 Chatham e
Kilbreath John (Irene) stmftr Chryslers h 1007 Oak av —Kenneth
(Louisa) shpr M G Butler Co h 1180 Josephine av —Wesley (Pearl)
stmftr Chryslers h 761 Chatham e Kilbrei Ferdinand (Mathilda) h
1174 Langlois av Kilgour Jas S (Jean) pntr & paperhanger Roy &
Huebert Ltd h 2335 George av (Sand E Twp) Kilkerran Apts 125-133
McKay av Killaire Frank A (Olivine) transportation Chryslers h 706
Ducharme (Sand S Twp) —Laura (wid Oda) r 209 Villaire av (R'Side)
—Loretta R elk Candn Imp Bank of Com r 949 Marion av — Nellie
Mrs h 776 Hall av —Olivine (wid Ulric) r 3801 Chappelle (R'Side) —
Russell P (Sabina) civil engineer Dept Transport h 3872 Mount Royal
dr (Sand W Twp) —Theodore J (Shirley) acting plant mgr Genl Foods
h 774 Hall avenue Killarney Apts 990 Erie e —Castle Supper Club
(Mathias Dragonette) restaurant 170 Wyandotte w —Hotel (Win) Ltd
Mathias Dragonette pres, Ernest M Dragonette vice-pres, Mrs Rose
Dragonette sec-treas 170 Wyandotte west Killeen Bryan wldr Border
City Wire & Iron r 1287 Oak av — Dennis watchmkr Detroit r 3640
Barrymore Lane —Frank B (Madeline) hsekpg suprvsr Assumption
Univ of Win h 1287 Oak av — Jos (Lily) mach Fords h 1040 Howard
av —Victor A (Florence) drvr Inter City Truck Lines h 3471 Mark av
(Sand W Twp) — Wayne r 1287 Oak av Killen Kenneth M (Irene) p c
Pol Dept h 1793 Buckingham rd (Sand E Twp) — Leo (Pearl) h 1166
Moy av --Ronald (Patricia) slsmn Purity Dairies h 1408 Gladstone av
Killian Andrew (Mary) h 1538 Benjamin av --Andrew r 1538 Benjamin
av —Anthony (Appolonia) press opr Candn Battery h 1538 Benjamin
avenue Killingback Albt E (Beverly) window clnr Border Cities
Window Clnrs h 2771 Clemenceau blvd (Sand E Twp) —Alfred J
(Doris) emp Win Utilities Comm (Hydro Div) h 2533 Clemenceau blvd
(Sand E Twp) Killop John A C (Madeline) terminal supt Imperial Fuels
(operating Sterling Fuels) h 2950 Everts av (Sand W Twp) Killoran
Brian (Monica) acct Detroit h 441 Belleperche pi (R'Side) Kilpatrick C
Mfg Co Ltd Arthur R Hewines pres, Mrs Annie Sutherland vice-pres,
Mrs Jean Hewines sec jwlrs 360 Park w —Grace Mrs emp Chryslers h
2276 Byng rd —Thos studt r 2276 Byng rd Kilrea Walter (Rowena)
with Wellington Hotel (Belle River) h 3, 278 Josephine av Kilsch
Werner (Annelie) (Win Orthopaedic Appliances) h 1537 Howard av
Kim Chong r 357 McKay av Kimball Howard H (Eleanor) lab Chryslers
h e s Huron Line (Sand W Twp) —John H studt res Huron Line (Sand
W Twp) — & Russell (Ont) Ltd Richd McGraw genl mgr wooden
window frames 2465 Howard av Kimberley Audrey r 511 Pelissier
Kime Sidney (Mary) drvr Fords h 2462 Clemenceau blvd (Sand E
Twp) Kimmerly Audrey off sec Hough & Hough r 511 Pelissier —Earl
r 979 Chilver rd Ernest (Elaine) dairy wkr Purity Dairies h 1434
Marentette av — G Kenneth elk Bendix -Eclipse r 914 Parent av —
Gordon (Violet) carmn NYC Rly h 914 Parent av — Haven E
(Minerva) acct Dayton Mfg Co h Unit D-25, 610 Wyandotte (R'Side) -
-Jas A vice-pres Dayton Mfg Co r Unit D25, 610 Wyandotte (R'Side)
— John H (Fern) sec-treas Dayton Mfg Co Ltd h 2571 Gail rd —Karen
studt r 914 Parent av — Ross (Arlene) emp Detroit h 971 Dougall av
—Ruth L studt r 1220 Kildare rd —Thos A (Ruth) slsmn h 1220
Kildare rd — Wm E (Mary J) pres Dayton Mfg Co Ltd h 1948 Verdun
av Kimpanov Stanley (Tina) (Starts Barber Shop) h 521 Lincoln rd
Alphabetical, White Page 243
 KINAL KING Kinal Michl J (Bernice) asst mgr S S Kresge Co
h 1863 Gladstone avenue Kincade Ann (wid Wm) r 2585 Riverside dr
w Kincaid Andrew M (Theresa) spray pntr Larry's Paint Shop h 2522
Arthur rd (Sand E Twp) --Frank A lab Carling Breweries h 10, 773
Pelissier — Jeanie (wid Andrew) h 113 St Louis av (R'Side) —John
(Edith) (Kincaid Machine & Tool Co) res Tecumseh —Machine & Tool
Co (John Kincaid) 1469 Crawford av — Robt (Jacqueline) messr
Union Gas h 365 Moy av --Susan r 10, 773 Pelissier Kincardine Paper
Box Ltd Osmond A Post pres, Mrs Rose Post vice -pres, Mrs Verna
Martin sec-treas 320 Elinor (R'Side) Kindiak Alex (Felina) emp Fords
h 869 Hanna e --Mary office Essex Packing Co r 869 Hanna e Kindi
Frank (Hilda) h 244 Janisse dr (R'Side) — Jos S (Katherine) die
leader Win Tool & Die h 184 Bertha av (R'Side) —Mike (Frida) hsemn
Prince Edward Hotel h 432 Louis av Kindrachuk John H (Alice) mech
h 2215 Wellesley Kindree Mary E (wid L Judson) h 3811 Glenfield
King Albt E (Lettie) foundry Fords h 1917 Central av --Alberta h 568
Pelissier --Anne medical records Grace Hosp res Leamington —
Annette nurse Hotel Dieu r 840 Marentette av —Annie Mrs slsldy
Bartlet Macdonald & Gow h 2351 Tourangeau rd (Sand E Twp) --
Arnold (Anna) h 476 Elm av --Arthur r 285 Dougall av --Bernard G
(Marion) engineer Fords h 79 Prado pi (R'Side) --Bernice D studt r
526 Rankin av --Betty L emp Detroit r 1181 Ouellette av --Building
356 Ouellette av — C Russel (Rachel) immigration offr Immigration
Br h 133 McEwan av — Chas A (June) emp Genl Foods h 1450
Wyandotte w — Chas A yard brkmn NYC Rlrd h 567 Stanley (R Park)
— Chas J (Blanche) h 950 Maisonville av —Clifford S (Lena) lab
Chryslers h 3902 Turner rd (Sand E Twp) — Cyril W (Myrtle) emp
Hiram Walkers h 24 Isabelle pi (R'Side) — Dale G studt r 2347
Woodlawn av — Donald Jr studt r 269 Homedale blvd (R'Side) --
Donald L (Margt) dept mgr Fords h 269 Homedale blvd (R'Side) --
Dora (wid Edgar) r 601 Eugenie (R Park) --Douglas E (Sylvia) stk
drvr Fords h 840 Marentette av — Edwd (Yvonne) lab Genl Motors h
3391 Riberdy rd (Sand E Twp) — Edwd G (Pauline) studt r 2818
Wyandotte (R'Side) --Edward Schl Peter M Mitchell prin 853 Chilver
rd —Eileen J tchr Marlborough Schl h 5, 559 Partington av — Elizth
(wid Carmen) h 1361 Campbell av --Ernest H (Mabel) with Chesley-
Sarnes (Essex) h 3630 Ouellette av (Sand W Twp) --Floyd (Anne) off
wkr Fords h 2823 Dominion blvd (Sand W Twp) —Francis E mech
Webster Motors Win res Tilbury — Geo E (Helen) customs Ryder
Machinery h 3435 Charlevoix av (Sand W Twp) —Geo H h 1181
Ouellette av — Geo R (Emma) dist rep Workmen's Compensation Bd
of Ont h 3002 Academy dr (Sand W Twp) — Gladys K r 1628 Felix av
— Gordon J (Elizth) millwright Kelsey-Wheel h 2347 Woodlawn
avenue — Harold D (Dorothy) offr Customs & Excise h 1006
Partington avenue — Harold P (Alice) pressmn Detroit h 574 Stanley
(R Park) --Harvey H (Catherine) purch agt Young Spring & Wire Corp
h 2359 Windermere rd — Hector W (Myra) h 225 Dougall av —Helen
emp Detroit r 2351 Tourangeau rd (Sand E Twp) —Hugh A R
(Dorothy) mgr Win Daily Star h 526 Rankin av — Jas E (Myrtle) sec-
treas Campbell Claim Service h 3950 Ronald av (Sand W Twp) —Jas
L (Maria) h 2, 1150 Campbell av — Jas M baker's hlpr Can Bread r
1581 George av —Jennie (wid Hector M) h 1628 Felix av —John E
(Vida) slsmn Salada Tea h 960 Curry av — Jos h 466 Rankin av —
Kenneth W (Hazel) sis rep Dorn Glass h 4459 Menard (R'Side) --
Margt (wid John L) h 1190 Wigle av — Margt A studt r 2823
Dominion blvd (Sand W Twp) --Martin (Elsie) welder Fords h 336
Glidden av (R'Side) --Mary -Ellen tchr St Thomas Aquinas Schl r 2823
Dominion blvc (Sand W Twp) --Mina (wid Albt L) h 961 Dougall av --
Ming J (Goo Yung) chef East Win Hotel h 1191 Albert rd —Nancy
(wid Lloyd) r 581 Elm av — Nenone C (wid Chas S) h 982
Devonshire rd — Norman studt r 3002 Academy dr (Sand W Twp) —
Patricia elk Charron Quality Mkt r 950 Maisonville av — Paulette
studt r 84Q Marentette av — Phoebe Mrs r 622 Bruce av --Raymond
C (Margt) milk slsmn Silverwood Dairies h 1895 Westcott rd — Regd
S (Nellie) mach Fords h 117 St Louis av (R'Side) — Richd H acct
Hiram Walker & Sons h 2515 Rossini blvd (Sand E Twp) —Richd J
(Olive) mach Genl Motors h 2628 Alexis rd (Sand E Twp) —Robt A
(Eileen) prntr Win Star h 1981 Pillette rd — Robt B (Carol J) emp
Win Utilities Commn - Water Div res R R #1 Belle River --Robt D
(Helen) mach Fords h 1619 Aubin rd --Robt E (Jean) rep Imperial
Life Assce Co of Can h 448 Rosedale av — Robt J (Adele) attdt
Millgram Station h 4, 547 Partington av — Ronald H (Lila) h 2562 St
Louis av (Sand E Twp) — Thos studt r 1619 Aubin rd — W Leo
(Muriel) emp Detroit h 1724 Riverside dr (R'Side) --Wm C (Mary)
slsmn h 1290 Wyandotte e — Wm G G (Clara) appraiser Customs &
Excise h 1302 Josephine avenue — Wm H tchr r 1006 Partington av -
-Wm J (Marie) emp Detroit h 1882 Olive rd Kingbyle Goldena M studt
r 341 Chappell av Kingdom Hall of Jehovah's Witnesses after 3790
Howard av (Sand E Twp) 1219 Ottawa & 4281 Wyandotte e Kinghorn
Calvin H servicemn Alpha Electric Refrigeration r 863 Pillette rd --
Dolores R M emp Detroit h 1906 Glendale av (Sand E Twp) --
Florence (wid Wm S) elk Moore's Bakery h 863 Pillette rd —Geo W
(Margt M) distributor Twin Pines Dairy h 1734 Westminster av (Sand
E Twp) --Mabel (wid David) h 1217 Windermere rd --Robt r 863
Pillette rd --Ronald K delivery Lakeview Pharmacy Ltd #2 r 863
Pillette rd — Wm deliverymn Whiteman Furniture r 863 Pillette rd
Kingma Archie r 1, 360 Grand Marais rd e (Sand W Twp) Kingsbury
Barry G (Patricia) buyer Chryslers h 3501 Rankin av (Sand W Twp) —
June L emp Chryslers r 1293 Monmouth rd —Wilfrid G (Ivy) h 1293
Monmouth rd Kingsley Chas E barber Renauds r 2250 Wellesley —
Chas J (Shirley) guard Argue Protection Service h 1215 Labadie rd --
Diane studt r 3161 Peter —Edwd (Blanche) h 2250 Wellesley —John
R (Bernice) bartender Essex Gold Club h 3161 Peter — Mary r 1340
Marentette av Kingston F Temple Rev (Pauline) prof Canterbury
College h 833 Kildare rd Kinik Ann tchr John McCrae Schl res
Kingsville Kinloch Dorothy emp Detroit r 4, 285 Cameron av — Jessie
(wid Wm) h 4, 285 Cameron av Kinnaird Frank J (Irene) foundry
Fords h 262 Ford blvd (R'Side) Kinnee Donald D (Lily) h 700 Cartier
dr (Sand W Twp) Kinney Bessie cash Geo H Wilkinson Ltd r 1623
Felix av --Chester (Bessie) h 1623 Felix av --Gilbert R (Edna) pntr
contr h 420 Oak av Kinnin Edwd (Betty) tchr Win Teacher College h
520 Matthew Brady blvd (R'Side) — Margt (wid David) h 2332 Lillian
Kinread Lizzie (wid Harry) h (rear) 1522 Gladstone av Kinschella
Thos (Charline) produce elk Discount Foods h 6, 880-886 St Luke rd
Kinsella Thos M (Mary) trainmn CNR h 1080 Roseland dr s (Sand W
Twp) Kinshella Gary A (Shirley) receiver Dom Store h 2216 Union —
Irene M tchr Sacred Heart Schl r 1622 Felix av —Jos M (Mary) drvr
St Vincent de Paul Salvage Bureau h 1622 Felix av Kinsman Allison R
(Martha) h 1206 Hall av Kinsmen Club of Windsor 504 Victoria av —
Training Centre Mrs Amy McKernan dir schl n s Northwood dr (Sand
W Twp) Kint Bernadette dental asst Lionel J Schiller r 1173 Riverside
dr (R'Side) Kipfer Ivan (Olga) lab Dom Forge r 876 Langlois av Kipp
Deanna M cash Baum & Brody r 3934 Longfellow av (Sand W Twp)
—Russell W (Marie) vice -pres Dom Twist Drill Ltd h 3934 Longfellow
av (Sand W Twp) --Thos (Marilyn) genl mdse handler Dom Stores h
2340 Howard avenue Kippen Meredith D (Edith) maint CNR h 1537
York Kipps Gwen Mrs h 3326 Baby --Norman J (Evelyn) process
engnr Fords h 2910 Alexandra av (Sand W Twp) Kirachuk Fred
(Mary) h 403 St Rose av (R'Side) Kiraly Anna Mrs hsekpr h 1624
Cadillac —Jos (Helen) h 1841 Arthur rd Kirby Alex J (Adeline) staty
engineer Fords h 912 Windermere rd — Clayton (Elizth) drvr City of
Win h 943 Church — Fred (Yvonne) emp Detroit r 635 Erie e —
Glynell F Rev (Hazel) pastor Church of God h 2664 Byng rd — Harold
r 246 Lincoln rd --Keith B (Florence) mech Pep Truck Lines h 1590
Olive rd —Lloyd B (Mildred) foremn Inti Tool & Die h 4390 Mount
Royal* dr (Sand W Twp) — Margt A studt r 912 Windermere rd --
Ralph (Ralph Kirby Garage) h n s Third Concession rd (Sand W Z2E>
—244—
 KIRBY KISS --Ralph Garage (Ralph Kirby) n s Third
Concession rd (Sand W Twp) — Sarah h 968 Monmouth rd Kirchhoff
Hans E dental techn Strong Dental Lab h 3, 588 Wyandotte e Kircos
Kathy bkpr Morton Tobacco Ltd r 424 Erie w --Kriakos (Marie)
(Kavanaugh's Restaurant) h 424 Erie w Kiriak Eremy h 2519 Meldrum
rd (Sand E Twp) —John (Lucy) welder Fords h 2229 Marentette av —
Wm r 1779 Hickory rd Kirinsic Geo improver Stephan Tool & Die r
1524 Hickory rd --Ivan J r 1524 Hickory rd Kirk Barbara Mrs r 743
Rankin av --Barbara dom r 2849 Radisson av (Sand W Twp) --
Catherine (wid Wm) h 2135 Ontario —Chas E (Pearl) drvr Jeffrey
Cleaners h 3120 Wyandotte w —Gordon C (Elizth) tchr Hugh Beaton
Schl h 3841 Birch —Ida M Mrs assmblr Young Spring & Wire Corp h
1572 Janette avenue — Jas studt r 1572 Janette av —John M C
(Muriel) slsmn Rolph Clark Stone h 240 Esdras pi (R'Side) — Kenneth
(Myrtle) emp Chryslers h 1593 Hall av --Raymond (Altie) h 3477
Riberdy rd (Sand E Twp) --Rosalie (wid Robt) h 173 Aylmer av Kirkby
Thos (Lizzie) staty engineer Can Pittsburgh Paint r 1443 Dufferin pi
Kirkham Charlotte (wid Thos) h 18, 16 Ellis av e Kirkhope Thos emp
Fords h 5, 531 Erie e Kirklevski Victor h 1564 Benjamin av Kirkpatrick
Geo A mach Fords h 1570 Gladstone av --Gordon C (Lillian) slsmn
Seabrook-Harris Paper Products h 456 Belleperche pi (R'Side) —
Margt (wid John) h 1910 Arthur rd --Violet Mrs slaim offr UIC r 360
Giles blvd e — Wm (Jean) mach Fords h 1662 St Luke rd — Wm F
(Alice) drvr Auto Haul Away h 431 Laporte av (R'Side) Kirkup Ada B
(wid Fred) h 1141 Monmouth rd Kirkwood Chas M (Lillian) credit mgr
Jas D O'Neill Ltd h 2302 Turner rd — H Stanley (Jean M) expediter
Fords h 1642 Ellrose av — J Gordon (Marion) engineer Candn Bridge
h 1140 Kennedy dr n (Sand W Twp) —Jessie (wid John A) h 1481
Church --Peggy E (wid Jas H) h 1533 Dufferin pi Kironda Mary Mrs h
1164 Cadillac Kirsch John (Magdalena) emp Sunshine Laundry h
1515 South Cameron blvd (Sand W Twp) — Martin (Catherine) die
setter Fabricated Steel h 313 Reedmere av (R'Side) — Michl (Anne)
lab Fabricated Steel h 2101 Dominion blvd (Sand W Twp)
Kirschenbaum Bemholtz & Randall Morton M Bemholtz res partner
chartered accts 503, 76 University av Kirst Henry (Annie) mach Fords
h 2869 Norman rd (Sand E Twp) — Henry H (Mary) h 2898 Pillette
rd (Sand E Twp) --Jas electn Chryslers r 1709 Pillette rd —Mary (wid
Eugene) h 1709 Pillette rd — Robt (Joyce) mach Dom Forge h 527
Belleperche pi (R'Side) Kirton Amy G (wid Arthur) r 965 Victoria av
— Fred (Laura) elect Candn Rock Salt h 2312 Lincoln rd Kirwin Jas
(Margt) tool & die mkr Fords h 2475 Dominion blvd (Sand W Twp) --
Jas F (Joanne) cost acct Fords h 372 Laporte av (R'Side) — Margret
T suprvsr Bell Tel r 2475 Dominion blvd (Sand W Twp) Kirychuk Alex
(Lynda) emp Auto Specialties h 709 Charles (RPark) --Arthur
(Josephine) cable reprmn Bell Tel h 3203 Riberdy rd (Sand E Twp)
Kirzner Irving (Sara) pres Capitol Egg & Poultry Co h 1118 Victoria
av Kisch Harriet (wid Paul) h 1043 Campbell av — June Mrs dental
asst Tremaine N Robinson h 1043 Campbell av --Michl A stk elk r
3584 Girardot av —Michl M W (Helen) h 3584 Girardot av — Pearl
Mrs h 653 Assumption — Rose certified nurse IODE Hosp r 1043
Campbell av —Stephen h 1533 Pelissier Kish Alex r 1224 Marentette
av —Catherine G elk Carnegie Library r 4, 962 Pelissier Kishkon
Nicholas (Elizth) tool engnr Chryslers h 153 Ford blvd (R'Side) Kisil
John (Anne) p c Pol Dept r 1393 Giles blvd e —Nick r 1444
Gladstone av —Stanley (Mary) cement fnshr McGill Allan Constn h
1393 Giles blvd e — Wm S (Mary) bkpr Wm Egleston Ltd h 2428
Dandurand blvd (Sand W Twp) Kiss Elizth (wid Jos) h 1566 Lincoln
rd — Geza (Elizth) h 1676 Drouillard rd — John press opr Natl
Radiator h 1519 Lillian — Jos (Maria) pntr h 1345 Marentette av —
Julius (Mary) moulder Auto Specialties h 2348 Mercer —Michl (Mary)
lab Inti Tool h 2364 Westcott rd (Sand E Twp) — Rose (wid Julius) h
1707 Parent av —Stefan I (Margt) janitor Adelman Dept Store h
2314 Forest av — Steve r 1644 Elsmere av --Steven (Piros) (Steve's
Barber Shop) h 1236 Elsmere av Kissau Alfonse (Susie) belter
Hartwell Bros h 1554 Moy av — Ella h 1575 Marentette av — Robt A
(Gail) estimator J D Branch Lumber h 516 Belleperche pi (R'Side)
Kissman Geo emp Genl Motors r 1636-38 Drouillard rd Kissner
Clarence (Daisy) emp Chryslers h 1394 Tecumseh blvd west —
Donald R r 1394 Tecumseh blvd w — Joan studt nurse Metropolitan
Genl Hosp r 2240 Kildare rd —Ronald R r 1394 Tecumseh blvd w Kit
Alex (Angela) slsmn Gordon A MacEachern Ltd h 1633 Buckingham
dr (Sand E Twp) Kitchen Asa r 1475 Huron Line —Audrey tchr Prince
of Wales Pub Schl h 112, 1616 Ouellette av --Beatrice (wid Donald)
h 1640 Martin — Cecile (wid Hilliard) dom Hotel Dieu Hosp h 710
Argyle rd —Jas (Elsbeth) lab Chryslers r 580-582 Devonshire rd --
Philip P (Lois) storekpr Hiram Walker & Sons h 1653 Bett's av (Sand
W Twp) — Wm H (Joyce) drvr Hiram Walker & Sons h 324 Homedale
blvd (R'Side) Kitchenkraft Distributors Cyril Bulcke mgr cooking
utensils 31 Wyandotte e Kitching Clifford (Eleanor) agt Empire Lite
Ins h Z371 Howard av — Deanna R typist Moncur Electric Motors r
2371 Howard av —Eleanor assmblr Auto Flo Corp of Can Inc r 2371
Howard av —Oscar (Georgina) h 2371 Howard av Kiteley David C lab
r 680 Bruce av — Geo (Viola) trkr h 680 Bruce av — John slsmn h 8,
1469 Ottawa Kitka Doris M Mrs typist Central Mortgage & Housing
Corp res R R #3 Amherstburg Kitley Arthur pin setter Palace
Recreation h 231 Grove av Kitowski Bronislaw (Florence) stmftr
Fords h 4068 Roseland dr east (Sand W Twp) — F Michl studt r 4068
Roseland dr e (Sand W Twp) Kitso Trayamor maint Harbour Lights
Yacht Club h 337 Elm av Kitson Jack E (Sally) typesetter Arcadia
Press h 445 Esdras pi (R'Side) Kitsos Chris heat treater Budd
Machine Tool Co r 374 Elm av --Geo (Evelyn) r 374 Elm av —Mary
hairdresser Royal Barber & Beauty Shop r 374 Elm av --Thos
(Panayota) emp Balkan Club h 374 Elm av Kitton Arthur J (Lillian)
mach repr Fords h 1795 Francois rd — Walter J (Ethel) h 1882 Aubin
rd Kitty Sam (Helen) h 2167 Moy av Kitzul Stephen J (Gloria) grndr
Fords h 1468 George av Kivell Olga Mrs cash woolco r 836 Elliott e
Kivi Mathew (Jennie) metal fnshr Chryslers h 2452 Rossini blvd
(Sand E Twp) Kivinen Harold (Edna) distillery wkr Hiram Walkers h
803 Monmouth rd Kivisto Ate J (Helmi) store mgr S K Automotive
Supply Co h 2482 George av (Sand E Twp) — Norman studt r 2421
Rossini blvd (Sand E Twp) — Svea (Dorothy) pres S K Automotive
Supply Co h 2421 Rossini blvd (Sand E Twp) — Toivo N (Lempi) door
fitter Chryslers h 2315 Westcott rd (Sand E Twp) — Waino ( Ester)
vice-pres S K Automotive Supply Co h 2336 Westcott rd (Sand E
Twp) Kizik Andrew (Mary) mach Chryslers h 1815 Chandler rd Kizima
John (Barbara) emp Chryslers h 1855 Albert rd Kizis Michl (Ulanda)
janitor Sep Schl Bd h 3, 570 Louis av Kjarsgaard Arthur S (Anne)
engnr NYC Rly h 276 Edward av (R'Side) —Keith (Mary J) off elk
Fords h 535 Hildegarde (R Park) Klaich John punch press opr Fords r
1150 Albert rd — Mateja (Milka) h 555 Elliott w — Steve welder Dom
Forge r 1757 Alexis rd Klambauer Anna (wid John) r 1063 Bruce av
— Anna (wid John) r 1063 Bruce av — Gabriel (Agnes) prof Wayne
Univ h 1063 Bruce av Klamut Henry (Katherine) emp Candn Bridge h
1302 Aubin rd Klancek Johanna emp UIC h 15, 280 Erie w Klapouch
Edwd (Alma) tool & die mkr Fords h 331 Watson av (R'Side)
Klapowich Jacob (Gladys) tool grndr Fords h 335 Watson av (R'Side)
—Jos P (Anne) (Westcott Service) h 2735 Buckingham dr (Sand E
Twp) Klarich John (Stephanie) lab Fords h 1392 Hickory rd Klatt Inga
h 1252 Marentette av — June A Mrs reg nurse Detroit r 1573 Bruce
av Klauzer Geo techn Hotel Dieu r 909 Bruce av Klay August (Helga)
pntr Natl Painting & Decorating h 1575 Lincoln rd Klean-Ez Co (Danl
Iannicello) bleaching products 2172 McDougall Klebba Gladys I (wid
Peter) h 811 Walker rd Kleberg J Albt (Rose) chckr CP Frt r 4434
Howard av (Sand S Twp) Alphabetical, White Page 245
 KL EIDER KLINGBYLE Kleider Victor (Tanya) neuro surg
1579 Ouellette av h 1941 Richmond Klein Amelitta stenog Essex
College, Assumption Univ of Win r 1157 Ouellette av — Annie Mrs h
986 Giles blvd e — Armin (Anne) h 381 Moy av — Dorothy Mrs elk
CBC r 3443 Byng rd (Sand E Twp) — Edwd M (Lenore) sec-treas
Downtown Motor Sales (Win) Ltd h 3140 Woodland (Sand E Twp) —
Elona Mrs opr Lazare's Furs r 801 Victoria av — Frank (Mary) btehr
Win Packers h 1584 Bruce av --Frank (Lucretia) tool & die mkr Inti
Tools h 3590 Morris dr (Sand W Twp) --Fred (Hilda) metal fnshr
Chryslers h 3366 Parkwood av (Sand E Twp) — Geo emp Chryslers h
1551 Albert rd —John (Kathie) h 554 Langlois av — Jos (Rose)
(Modern Meat Market) h 358 Askin av --Kathleen (wid Eugene)
(Downtown Parking Lot) h 2313 Riverside dr (R'Side) — Madeline
(wid Jos) h 976 Marion av — Michl (Anneliesa) emp Prince Edwd
Hotel h 958 Monmouth rd --Nancy (wid Theodore A) with Klein
Travel Service h 2424 Westminster (Sand E Twp) — Paul E sec Klein
Travel Service r 2424 Westminster blvd (Sand E Twp) — Robt E
(Mary) pres Klein Travel Service h 27 Shorehaven Wynd (R'Side) --
Rudolf (Mary) tool & die mkr Chryslers h 2329 Alexis rd (Sand E
Twp) --Steve (Velma) (Klein's Upholstering) h 351 Isack dr (R'Side)
— Stuart r 358 Askin av --Travel Service Ltd Robt E Klein pres, Paul E
Klein sec 17 Wyandotte e — Wm (Klein's Jewellers) h 205, 1844
Wyandotte (R'Side) Klein's Jewellers (Wm Klein) 1409 Tecumseh blvd
e — Upholstering (Steve Klein) 1033 Wyandotte e Klem Anthony
(Helen) distributor Twin Pines Dairy h 518 Wallace av (Sand S Twp)
— Nester radio techn Uptown Radio & TV res R R #1 Windsor —
Wm slsmn Silverwood Dairies r 983 McKay av Klemer Matthew A
(Susan) tool & die setter Kelsey Wheel h 121 Thompson blvd
(R'Side) Klempner Ben (Ethel) sis mgr Spotless Cleaners h 3591
Morris dr (Sand W Twp) — Julius (Norma) elev opr PO h 2362 Parent
av Klenkseak Gunter baker Inti Baking r 743 Erie e —Helman
(Caroline) (Inti Baking) h 743 Erie e Klepacki Kasmir (Lena) setupmn
Fords h 2556 Kildare rd — Matthew K (Violet) head drftsmn Trace &
Glos h 3829 Blackburn ct — Stanley (Florence) metal fnshr Chryslers
h 2272 Woodlawn av Klepak John (Marie) h 1089 Pierre av
Kletenchuk Michl (Donka) h 1838 Drouillard rd Klicha Mike bartender
Munro House Klickovic Nikola emp Chryslers h 918 Albert rd Klie
Janet nurse Metropolitan Genl Hosp r 1866 Chilver rd Kligman Jos
prin I L Peretz Schl h 3A, 706 Elliott e Klimawcki Edwd (Maureen) h
808 Ypres blvd Klimchak Julian M studt r 2647 Chandler rd (Sand E
Twp) — Patricia nurse Hotel Dieu Hosp r 2647 Chandler rd (Sand E
Twp) —Peter (Pauline) caretkr Our Lady of Lourdes Sep Schl h 2647
Chandler rd (Sand E Twp) Klimecki Walter (Lela) foremn Meikar
Roofing h 1166 Oak av Klimkowski Agatha (wid Egnatz) h 2023
Wyandotte (R'Side) --Eugene (Lorraine) production wkr Genl Motors
h 341 Fairview blvd (R'Side) — Helen elk Genl Motors r 2023
Wyandotte (R'Side) Klimowicz Enrique (Sofia) h 1308 Langlois av
Klinck Donald G (Joan) vice-pres Orchard Farm Nursery h 542
Charlotte (R Park) --Harold A (Edith) pres Orchard Farm Nursery h n
s Talbot rd north (Sand S Twp) --Karl E (Theresa) slsmn Occidental
Life h 3535 Longfellow av (Sand W Twp) --Michl r n s Talbot rd n
(Sand S Twp) --Ralph A engineer Great Lakes Forgings Kline Hilda
nurse IODE h 2, 523 Caron av --Isaac (Esther) (Kline's Meat Mkt) h
406 Hall av — Katherina r 3035 Clemenceau blvd (Sand E Twp) —
Michl (Mildrau) trk drvr East Side Plating h 3035 Clemenceau blvd
(Sand E Twp) Kline's Meat Mkt (Isaac Kline) 700 Brock Klinec Jos
(Dorothy) wldr Candn Bridge h 1020 Cadillac --Mary (wid Julius) h
1020 Cadillac Kling Rudy (Marianne) pntr Natl Painting Co h 44 Giles
blvd e Klinga Otto h 2515 Bernard rd (Sand E Twp) Klingbile Clayton
R (Elizth) insp Genl Motors h 2774 Clemenceau blvd (Sand E Twp) —
Gerald (Marguerite) reprmn Fords h 3575 Matchette rd — Wm h
2496 Cadillac (Sand E Twp) Klingbyle Alfred (Louise) (Win Vacuum)
h 4620 Talbot rd (Sand W Twp) — Howard (Irene) sis mgr Gitlins Ltd
h 967 Wellington av —Joanne tchr St Hubert's Schl —Joyce D slsldy
Antique Jewellery Ltd res R R #1 River Canard --Kenneth (Shirley)
hwy drvr Direct -Winters Transp h 3405 St Patrick's dr (Sand W Twp)
— Leland H (Carol) drvr Essex Packers h 776 Rankin av --Leonard P
off elk Overland Exp r 341 Chappell av — Louise (wid Herman) r 333
Cameron av — Percy (Rinda) mach opr Fords h 341 Chappell av —
Raymond servicemn Border City Tire r 776 Windsor av — Sherman J
(Eleanor) plant supt Monitor Ind h 917 California av Klingel Gerhard
tool mkr r 3974 Mount Royal dr (Sand W Twp) — Jos (Elizth) btehr
Sandwich Sausage Co h 3974 Mt Royal dr (Sand W Twp) Klinger
Adam (Marie) asst foremn Kelsey Wheel h 1864 Hall av — Diane E
stenog Bank of Montreal r 1864 Hall av — Katie chief elk Bank of
Montreal r 1555 Hall av — Nick (Katharina) tool rm Kelsey-Wheel h
1555 Hall av —Magdalene (wid John) r 1574 Alexis rd — Michl
(Barbara) (Mike Klingler Service) h 1630 Hall av — Mike Service
(Michl Klingler) serv stn 3199 Walker rd (Sand E Twp) Klinkhamer
Irene Mrs wtrs Red Rose Grill r 757 Janette av Klinksiek Gunter
(Madgelene) wldr Chryslers h 1149 Walker rd Klipa Michl (Sophie)
(Variety Centre) h 3314 Walker rd (Sand E Twp) Klishin Donna h 680
Lincoln rd — Geo V (Mary A) h 1268 George av Klocanka John
(Anna) h 396 Me Ewan av Klockes Hans (Helen) pres Freezeway
Food Ltd h 2704 Chandler rd (Sand E Twp) Klodnicki Genieve stenog
Bendix Eclipse r 1725 Gladstone av —Ida Mrs h 1725 Gladstone av
— Irene emp Detroit r 1725 Gladstone av Klokman Stanley J (Rita)
pres South Win Cab Ltd h 3698 Rankin av (Sand W Twp) —Steve
(Antonina) millwright Bendix -Eclipse h 2268 Chari (Sand W Twp)
Klonz Ernst (Sonja) emp Inti Tools h 960 Scofield av (Sand S Twp)
Kloos Karl (Giesela) treas European Car Repairs Ltd h 3531 Virginia
Park av (Sand W Twp) — Michl (Kathryn) moulder Walker Metal Prod
h 312 Eastlawn blvd (R'Side) Kloostian Isabel hrdrsr Betty Strong's
Beauty Shop Kloschinsky Grace A bkpr Airport Tire & Battery Service
r 976 Lawrence rd —John (Rose) (Win Refrigeration Co) h 976
Lawrence rd Kloske Nettie (wid Fred) h 1667 Bruce av Kloss Donna
Mrs (Donna's Beauty Salon) r 185 Bertha av (R'Side) Kloster Anne
Mrs r 2040 Pillette rd Klosterman Beatrice Mrs r 2856 Riverside dr w
Klotzer Edwin studt r 2475 Meldrum rd (Sand E Twp) — Ewald (Else)
trkmn Auto Specialties Mfg h 2475 Meldrum rd (Sand E Twp) —
Reinhold (Berma) barber Maich's Barber Salon h 2578 George av
(Sand E Twp) Klub John (Mary) emp Candn Bridge h 1106 Pierre av
Klucznik Wladyslaw assmblr Genl Motors h 4, 954 Ottawa Kluk
Nicholas r 3783 Birch Kluke Danl (Paulette) lab Champion Spark Plug
h 253 Pierre av Klunis Roy A (Armeline) h 1088 Albert rd Klus Irene
emp Detroit r 4585 Riverside dr e —Martin G (Mary) (Win
Beverages) h 4585 Riverside dr e — Wm (Win Beverages) h 307,
1844 Wyandotte (R'Side) Klyberg Cedric C (Elizth) caretkr Bd of Educ
h 1531 Redwood av —Doris Mrs r 326 Randolph .av Kmec Frances
tchr Holy Family Schl r 1180 High —Johanna elk Detroit r 1180 High
— Shirley stenog Blonde & Little Ins r 1180 High —Tom (Mary) h
1180 High Kmetiuk Luke r 550 Sandison av (Sand E Twp) Kmit Fred
(Agnes) trk drvr Swift Candn h 370 McEwan av —Steve (Louise)
(Riverside Barber Shop) h 1417 Wyandotte (R'Side) Knabe Gerhard
W (Else) with Bittner Delicatessen h 4023 Eden dr (Sand W Twp)
Knackstedt Christine Mrs elk Dorn Store h 819 Wellington av Knaggs
Wilhelmina Mrs h 1485 York Knapek Frank (Elizth) shoe repair 624
Campbell av h 627 Campbell av Knapp Ann Mrs h 1164 Mercer —
Anna r 1149 Marion av —Arthur J (Rose) (Big Chief Service Stn) h
117 Riverdale av (R'Side) —Donald D (Rachelle) attdt Big Chief
Service Stn h 1614 Tourangeau rd --Eugene L (Isabel) emp Detroit h
2540 Chilver rd —Henry (Estelle) maint Sisters of Good Shepherd h
1149 Marion avenue — John (Sophia) emp City of Win h 2209 Hall
av — Lawrence attdt Big Chief Service Stn h 1564 Lillian — Leo
(Knapp & Altenhof Auto Sales) res MacGregor --Lucille tchr St Claire
Schl r 1149 Marion av — Nilida Mrs r 1508 Rossini blvd —
Ramomond J attdt Big Chief Service Stn r 925 Victoria (Tesumseh) —
246—
 KNAPP KNOLL —Sami A (Genevieve) trk drvr Sterling
Constn h 181 Rankin av — & Altenhof Auto Sales (Leo Knapp &
Jacob Altenhof) 1253 Drouillard rd Knapper Henry (Alice) mech
Service Products h 1537 South Cameron blvd (Sand W Twp)
Knappett Herbt L (Dorothy) prof engineer Fords h 3312 McKay av
(Sand W Twp) Knapton Max E tech Dept Transport h 954 Dougall av
Kneale John (Joyce) staty engineer Win Hydro h 2115 Ontario —
Wm D (Fern) pntr Toledo Scale h 1493 Wyandotte e Knebl Adam
(Anna) carp h 1525 South Cameron blvd (Sand W Twp) —Elizth
hsekpr r 2226 Hall av Knechtel Caroline (wid Danl) r 1324 Ouellette
av — Clifford S (Mildred) attdt Sasino Supertest Service h 1732
Daytona rd (Sand W Twp) —Roy R (Leah) emp Detroit h 3037
Rockwell av (Sand W Twp) --Stuart (Meryl) h 377 Wahketa Knehler
Horst R (Patricia) steel engraver Natl Tool h 2481 Pillette rd (Sand E
Twp) Knevels Ruth (wid Robt E) h 1293 Victoria av Knezev Jas
(Rose-Marie) mach opr Candn Battery h 448 Frank av (R'Side) —
Steve (Daisy) emp Fords h 1515 Francois rd Knezevic Radoje (Lillie)
editor Avala Printing & Publishing Co h 3, 661 Windermere rd Kniesel
Philip bkpr Post Paper Box h Alberta (Sand W Twp) Kniffen Fay studt
nurse r 103 Liberty (Sand W Twp) — Hazen G (Florence) supt
London Life h 103 Liberty (Sand W Twp) Knight Agnes (wid Percy) r
1059 Dawson rd — Albt J (Kathlene) beverage mgr Prince Edward
Hotel h 413, 280 Park w —Annie (wid Wm) h 3383 Byng rd (Sand E
Twp) —Arthur instructor Western Ont Inst of Technology Win h 217
Esdras pi (R'Side) — Arthur P (Beverley) tchr Sand W Union Sep Schl
Bd h 510 Belleperche pi (R'Side) —Arthur R (Emily) foundry wkr
Fords h 2935 Trenton --Beauty & Barber Shop (Sami H Knight) 766
Irvine av —Carl F press opr Young Spring & Wire Corp res River
Canard — Chas R (Anna) artist CKLW h 2256 Moy av —Cora (wid
Stuart) h 2553 Lloyd George blvd (Sand E Twp) — Cora M (wid
Harold) h 312, 1164 Ouellette av --David W (Laura) emp Win Utilities
Commn - Water Div h 1741 Pillette rd —Delbert (Eleanore) wldr
Fords h 3296| Russell --Donald studt r 2570 Chandler rd (Sand E
Twp) —Donald M (Salomie) h 2570 Chandler rd (Sand E Twp) —Earl
R (Doris) h 1574 Pierre av — Edwd A (Virginia) insp Genl Motors h
1737 Central av —Ellen Mrs account elk Eatons h 631 Aylmer av —
Eric E (Joann) supt Comml Printing Co h 2852 Princess av (Sand E
Twp) — Fredk W (Beverley) barr Bartlet, Richardes & Jessup h 2066
Vimy av — Garnet trk drvr Western Transport r 2998 Tecumseh blvd
e — Gerald emp Candn Steamship Co r 510 Chippawa --Glenn B
(Jessie) asst mgr Loblaws h 908 Partington av --Howard (June)
mach Hiram Walkers h 3219 Academy dr (Sand W Twp) —John
(Carol) h (rear) 825 Howard av — Louise (wid F W) emp Hotel Dieu
Hosp h 364 Partington av — Marguerite Mrs emp Sunshine Uniform
Supply h 32l£ Chilver rd —May mgrs Laura Secord r 1359 Wyandotte
e — Mervin opr Inti Hair Styles res Leamington — Michl J (Olive) h
1839 Gladstone av — Ray E (Stella) foremn R P Scherer Ltd h 4051
Roseland dr e (Sand W Twp) — Robt W M (Valda) emp Champion
Spark Plug h 459 Josephine av --Sami H (Gladys) (Knight Beauty &
Barber Shop) h 766 Irvine av —Sandra emp Grace Hosp r 1231
Argyle rd — Thos (Charlotte) h 905 Howard av — Thos W tchr Ivor
Chandler Schl r 1741 Pillette rd — Vem (Marie) insp Chryslers h 1231
Argyle rd —Walter N h 636 Chatham e — Wilfred (Norma) janitor
Gilmore Pub Schl h 738 Charles (RPark) — Wm E (Dorothy) tool &
die mkr Fords h 1059 Dawson rd — Wm J emp Detroit r 1186
Ouellette av Knightley Richd R (Ruby) emp Detroit h 1476 Dufferin pi
Knighton John H (Mary B) millright Chryslers h 1707 Jefferson blvd
(Sand E Twp) .—Rose (wid Fred) elk Royal Bakery h 1248 Albert rd
Knights Cecil (Dorothea) (Win Private Medical Hosp) h 2191 Pelissier
—Cecil J slsmn Paul Robarts & Co r 2191 Pelissier — of Columbus
Edwd Fortune Grand Knight fraternal organization 1140 Goyeau
Knipe Wm utilitymn Chryslers h 156 Marentette av Knoche Leo
(Maria) lathe opr Universal Button h 826 Arthur rd —Minna Mrs r 826
Arthur rd Knolbauck Stanley r 749 Dougall av Knoll Adolf (Elizth) trk
drvr Dorn Auto Carriers h 2286 Byng rd —John r 1152 Pierre av —
Jos (Barbara) pntr & dec h 1152 Pierre av --Leopold (Margt) buffer
Acme Chrome (Win) Ltd h 1171 Curry avenue --Reinhold emp Inti
Tool Ltd r 2286 Byng rd —Reinhold (Margt) emp Candn Bridge h 266
Greendale dr (R'Side) —Rose (wid John) r 2286 Byng rd Knotek
Frank (Eva) assmblr Chryslers h 941 Cousineau rd (Sand W Twp)
Knott Douglas W tchr St Jules Schl h 10, 416 Lincoln rd —Fred J
(Doris) slsmn S & M Green Stamps h 4, 1515 Ouellette avenue --Jas
M (Bernice) slsmn S & M Premium Co h 3149 McKay av (Sand W
Twp) —Kathleen r 3149 McKay av (Sand W Twp) —Kenneth W
(Gladys) insp Bendix Eclipse h 1765 Labadie rd —Myrtle (wid Harry)
h 394 Ellis av w --Robt M (Barbara) acctg elk Fords h 1830 Francois
rd Knotty Pine Restaurant (Geo Sipos) 3067 Dougall av (Sand W
Twp) Knowels Rebecca S tchr h 2nd fir, 7, 308 Randolph av Knowl
Adolf refnshr's hlpr J Brochert & Co r 2286 Byng rd Knowler
Cameron B (Ethel) stock elk Roy Paterson Pharmacy r 2364 Louis av
— Chas (Mary) insp Fords h 1796 Moy av —Chas W (Joan I) mach
Win Star h 3414 Maisonneuve av (Sand W Twp) —Ethel Mrs r 2337
Howard av — Jean asst dietitian Grace Hosp r 2337 Howard av —
John W (Norma) offr Customs & Excise h 1425 Francois rd —
Kenneth (Jean) h 2337 Howard av Knowles Elizth (wid Harry) h 2,
1342 Wyandotte w —Geo G (Suzane) flight controller Trans Can Air
Lines h 3 St Paul av (R'Side) —Geo W F (Myrtle) (The Wool Shop) h
488 Partington av —Glen R (Julie) lcPOh 1515 Arthur rd —Gordon G
(Susan) pass agt TCA r 3 St Paul av (R'Side) — Robt E (Yvonne)
supvy 1 c PO h 1048 Josephine av — Ronald C (Nancy M) announcer
CKLW h 615 Ducharme (Sand S Twp) — Wm G (Winnifred) plmbr
2484 Princess av (Sand E Twp) h same Knowlton Claude H watchmkr
300, 182 Pitt w red RR#1 Belle River Knox Douglas D (Carrol) (Knox
Souvenirs) h 3570 Church (Sand W Twp) —Frances (wid Wm) h
3189 Riberdy rd (Sand E Twp) — Geo G (Rosemary) mtl fnshr
Chryslers h 3617 Tecumseh blvd west — Gloria M J studt h 7, 1441
Wyandotte e — Marjorie M (wid Donald) (Knox Souvenirs) h 7, 2145
University avenue w — Mary h 1181 Lincoln rd —Presbyterian
Church Rev Thos G M Bryan minister n s Wyandotte w —Souvenirs
(Mrs Marjorie & Douglas Knox) 407 Ouellette av Knuckle Carole L
studt r 2162 Wellesley —Gary r 2268 Windermere rd — J Patk
(Blanche) foremn Bendix-Eclipse h 2268 Windermere rd —Jos P
(Kathleen) prod mgr Champion Spark Plug h 770 Rosedale blvd —
Lawrence A (Irene) mach opr Bendix Eclipse h 2959 Lloyd George
blvd (Sand E Twp) — Patricia emp Detroit r 770 Rosedale av — Philip
G (Agnes) security pol Bendix-Eclipse of Can h 2162 Wellesley —
Sharon studt r 2268 Windermere rd —Terrence J asst advtg mgr
Green Giant r 2162 Wellesley Knudsen Elizth r 1377 Hall av — Robt C
(Elizth) trust aide Detroit Bank & Trust h 1639 St Gabriel cres (Sand
W Twp) Knudson Charlotte (wid Conrad) h 1851 Oneida ct Kobelski
Fred (Lena) h 1773 St Luke rd —Geo (Rose) emp Chryslers h 2558
Meighen rd (Sand E Twp) — Wm (Jennie) foremn Chryslers h 2594
Bernard rd (Sand E Twp) Kobielski Cass (Stella) mldr Auto Specialties
h 2792 Parent blvd (R Park) Koblosh Peter (Mary) emp Genl Motors h
3864 Birch Kobren Katherine (wid Stanley) h 3669 King Kobryn
Edmund (Olga) constn wldr h 1387 Harrison ct --Henry (Catherine)
rec sec Essex County Bldg & Constn Trade Council h 684 Patricia rd
Kocak John E elk Fords r 1822 Drouillard rd —Mary (wid John) h
1822 Drouillard rd Kocela Geo (Katherine) acct Natl Rev h 401
Parkview av (R’Side) Geo (Barbara) maintmn Fords h 1481 Rossini
blvd —Michl (Violet) emp Candn Bridge h 112 LaPorte av (R’Side)
Koch Adam J comptroller & treas Chrysler Canada Ltd res Detroit . —
Harry (Ethel) solicitor Reimer Exp r 403 Watson av (R Side) —Walter
M (Katherine) mgr Eastside Plating Co h 222 MatthewBrady blvd
(R’Side) Kochan Bernice stenog Elmwood Casino r 1505 Ellrose av —
Chas (Jessie) h 1505 Ellrose av , /0 . --Edwin C (Patrica) millwright
Union Hall h 3453 Bliss rd (Sand E Twp) Alphabetical, White Page
247
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