Giving Voice to Our Core French Students: Implications for Attrition and the Discourse on the Benefits of Learning FSL in Ontario

2022

IJERE

<p><span lang="EN-US">This study examined the current practices, difficulties and impacts of English as second official language (ESOL) teaching and learning in secondary schools in Cameroon. It investigated the perceptions and attitudes of students, teachers and parents towards the teaching and learning of ESOL, including prevailing teaching and learning practices. This study stemmed from the observation that the exit profile of most students in technical secondary schools does not correspond to the official exit profile set out by the Ministry of Secondary Education (MINESEC). It was therefore necessary to survey students, parents, and teachers with the goal of identifying areas of concern and proposing remedial solutions. Responses of these key stakeholders selected in four education institutions (including two technical high schools and two general high schools) to questionnaires have provided data for the study. Such responses offered insights into the current situation in Cameroon’s ESOL, as well as into the possible utility of, and desire for, the development of ESOL courses aimed at students learning in technical schools. The inclusion and development of English for specific purposes (ESP) in Cameroon’s ESOL teaching and learning could help bring education stakeholders and policymakers closer to what they want to see from the country’s ESOL program.</span></p>

Section: Methodsmentioning

confidence: 99%

Perceptions of, and attitudes towards, English teaching and learning in Cameroon’s technical education

Fassé

2022

IJERE

“…See Ontario Ministry of Education (2013b) cited earlier. For a discussion on secondary school participation amongst Core French students in Ontario, seeArnott (2019).…”

mentioning

confidence: 99%

French as second language management in Ontario secondary schools: achievements, issues, and prospects

Gillis

2021

SN Soc Sci

Examining the intended organisation of French as a Second Language (FSL) programmes in terms of its actual implementation is an important step in the development of FSL education. Such investigations facilitate dialogues on the current state of FSL programmes and on future strategies. Through a questionnaire given to the Ontario Ministry of Education's FSL Implementation Unit as well as official document sources, this study investigated, from a language management perspective, the current framework in place in the province and its goals. The Ministry's determination to further grow its FSL programmes, making French available to all its students, while also offering differentiated education for all, shows the positive potentials in FSL learning. Taking these forward-orientated goals into consideration, potential hurdles were considered which may demand other, new proactive approaches in the future.

Participation and Attitudes: An Exploratory Look into the Current Ontario French as a Second Language Program at the Secondary School Level

The Canadian Modern Language Review

Gillis

2022

Cet article vise à étudier les perceptions et les attitudes des intervenants clés tels que les élèves, les parents et les enseignants dans le programme de FLS de l’Ontario, et les impacts potentiels que ces attitudes pourraient avoir sur la participation future à l’apprentissage du FLS dans les écoles secondaires de la province. Il examine également certaines pratiques d’enseignement et d’apprentissage dominantes en relation avec le développement des programmes de FLS en Ontario. Plus précisément, cet article tente de répondre aux trois questions suivantes : Comment le programme actuel de FLS de l’Ontario est-il perçu par certains intervenants clés ? Qu’est-ce qui peut influencer ces perceptions ? Quelles sont certaines des implications possibles pour l’avenir du FLS en Ontario, surtout en ce qui concerne la participation ? Les données analysées dans cet article proviennent des questionnaires qu’ont remplis les élèves, les parents et les enseignants de FLS. Ce travail de terrain a été effectué dans six écoles secondaires de trois conseils scolaires de l’Ontario, dont deux étaient catholiques et l’autre public.