2. Learning French in British Columbia: English as Additional Language Learner and Parent Perspectives

Carr, Wendy

doi:10.21832/9781783090310-004

Cited by 10 publications

(6 citation statements)

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“…Table 4 presents an overview of her responses to the interview questions targeted for this analysis. In terms of the best context for ELLs, Delphine was consistent in her assertion that intensive French 5 -which is a popular model in BC (Carr, 2013) -was one of the best contexts. For the first three years of the study, she also included FI in that assertion, but as Table 4 shows, she sometimes would precise the entry point of the program.…”

Section: Delphinementioning

confidence: 69%

The Influence of Classroom Experience on Teacher Belief Systems: New French Second Language Teachers’ Beliefs About Program Options for English Language Learners and Students With Learning Difficulties

Arnett

Mady

2019

mje

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This longitudinal case study examines four new FSL teachers’ beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants’ Bachelor of Education program and near the end of each school year of their first three years of teaching. The case study considers how the teachers did or did not change their views as they gained experience in the classroom.

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Section: Delphinementioning

confidence: 69%

The Influence of Classroom Experience on Teacher Belief Systems: New French Second Language Teachers’ Beliefs About Program Options for English Language Learners and Students With Learning Difficulties

Arnett

Mady

2019

mje

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“…The majority of FSL teachers in Canada are second-language French speakers (Faez, 2011;Wernicke, 2020), but not all have developed the linguistic agility required to effectively facilitate the learning of French (Carr, 2007). Under-developed target language proficiency coupled with the language demands of communicative language teaching can have negative consequences on teachers' feelings of competence and confidence which affects their ability to provide effective instruction (Nishino, 2012;Swanson, 2012;Thompson & Woodman, 2019).…”

Section: Why Is Language Proficiency Essential For Fsl Teaching?mentioning

confidence: 99%

School Districts’ Assessment of the French Language Proficiency of Prospective FSL Teachers

Merchant

Jack²,

Hermans-Nymark

2023

cjeap

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It is a widespread practice among Canadian school districts to assess the French language proficiency of candidates applying for French as a Second Language (FSL) teaching positions. This pan-Canadian study used surveys, interviews, and website data to examine the French language proficiency assessment practices and processes used by Canadian schools when hiring FSL teachers. The findings show that almost 90% of Canadian school districts assess French language proficiency when hiring FSL teachers and that the most common form of assessment is to ask one to three questions in French (with candidates responding in French) during the employment interview. Evaluation of the candidates’ responses is rarely informed by a language proficiency framework or rubric; instead, evaluators’ decisions are informed by their overall impressions of the candidate’s language proficiency. Other promising assessment practices are described, along with suggestions about how districts may improve their French language proficiency assessments when hiring FSL teachers.

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“…Mady (2010) researched the motivation of Canadian-born secondary students and recent newcomers to study in core French programs and found that newcomer allophone students often considered official-language bilingualism an essential element of Canadian identity, whereas this perspective was less prevalent amongst their Canadian-born peers. Subsequently, Carr (2013) noted that many allophone parents believed French-English bilingualism was important to Canadian identity, due to the official status of the languages.…”

Section: Allophone Family Motivationmentioning

confidence: 99%

The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion

Davis

Ballinger²,

Sarkar³

2019

Canadian Journal of Applied Linguistics

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French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada’s two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse linguistic backgrounds of students throughout the province. The motivation, family support, and high academic achievement of allophone students learning French as an additional language have been documented extensively in Canada (Dagenais & Jacquet, 2000; Mady, 2013, 2014, 2015). Nevertheless, allophone students often do not benefit from the same access to second language education programs as their Anglophone and Francophone peers; indeed, such learners are sometimes excluded from French immersion programs on the basis of their lack of English language proficiency (Roy, 2015). Through Likert-scale surveys and semi-structured interviews, this mixed-methods research explored the perceived suitability of French immersion for allophone students by examining the perspectives of parents and educators in several schools in Saskatoon, Saskatchewan. This study will share the triangulated findings of the research, discuss the suitability of French immersion programs for allophone students, and provide recommendations for the future of such programs in Saskatchewan.

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2. Learning French in British Columbia: English as Additional Language Learner and Parent Perspectives

Cited by 10 publications

References 0 publications

The Influence of Classroom Experience on Teacher Belief Systems: New French Second Language Teachers’ Beliefs About Program Options for English Language Learners and Students With Learning Difficulties

The Influence of Classroom Experience on Teacher Belief Systems: New French Second Language Teachers’ Beliefs About Program Options for English Language Learners and Students With Learning Difficulties

School Districts’ Assessment of the French Language Proficiency of Prospective FSL Teachers

The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion

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