Vers un nouveau profil des enseignants et des enseignantes au primaire en Suisse : bref portrait d’un futur dispositif de formation initiale entièrement bilingue

Buser, Melanie

doi:10.18162/fp.2017.a132

Cited by 2 publications

(2 citation statements)

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“…Or as García points out: 'Bilingualism is not monolingualism times two' (García 2009, 71). Accordingly, the bilingual is a fully competent speaker-hearer who uses the two languages for various purposes, in separate areas of life and with different people (Grosjean 1982(Grosjean , 1985(Grosjean , 1989(Grosjean , 2008Baker 2007Baker , 2011Heller 2007;Moore and Gajo 2009;García 2009;Cook 2012;Cenoz 2013;García and Li 2014;Buser 2014bBuser , 2017Buser , 2019.…”

Section: Theoretical Perspectives On Languagementioning

confidence: 99%

“…This clearly has implications for teacher training institutions and the instructors in those institutions who themselves must know and understand this pedagogy. With regard to a professional twoway immersion teacher training, a professional curriculum recently introduced in the region of Biel/Bienne aims to ensure that the goals of an effective two-way immersion education can be met and is dedicated to the professionalization of two-way immersion teacher education (Buser 2017).…”

Section: Specific Pedagogical Implications Of the Reported Studymentioning

confidence: 99%

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Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (Filière Bilingue) in a highly multicultural context

Buser

Melfi

2019

International Journal of Bilingual Education and Bilingualism

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The Filière Bilingue (FiBi) is a Swiss public two-way immersion program integrating French-speaking, German-speaking and allophone learners (having neither French nor German as an L1) in each class. Located in the bilingual city of Biel/ Bienne, the diglossic situation represented by the use of Swiss German and standard German results in francophone students learning both the dialect and the standard language up to a certain degree. In school, standard German is gradually introduced and exclusively used to teaching from Grade 1 on. Our longitudinal study reports findings from statistical analyses of FiBi learners' oral proficiency development in French and German (n = 138) and their monolingually taught peers (n = 94) by means of 1173 interviews during their first four years (K-4). Findings show that FiBi learners' performance in their registration language is significantly higher than in control classes during Kindergarten. Allophone learners' performance of both groups impressively increases but FiBi allophone learners' performance appears to be significantly higher compared to their monolingually taught peers. Regarding the partner language, performance in French of K-4 Germanspeaking FiBi learners impressively improves. Probably due to the diglossia, performance in German of French-speaking FiBi learners also significantly increases although less impressively. To conclude specific pedagogical implications are discussed.

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Section: Theoretical Perspectives On Languagementioning

confidence: 99%

Section: Specific Pedagogical Implications Of the Reported Studymentioning

confidence: 99%

Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (Filière Bilingue) in a highly multicultural context

Buser

Melfi

2019

International Journal of Bilingual Education and Bilingualism

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Les savoirs à la base de la formation à l’enseignement au Québec, en Ontario et en Suisse1

Morales-Perlaza

Buser

Tardif

et al. 2020

rse

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Haute école pédagogique du ValaisRÉSUMÉ−Cet article porte sur les programmes de formation des enseignant⋅e⋅s au Québec, en Ontario et en Suisse romande et alémanique. L'objectif général est de cerner les savoirs professionnels transmis aux enseignant⋅e⋅s à travers les programmes de formation initiale des universités canadiennes et des Hautes Écoles pédagogiques suisses. Pour ce faire, nous avons analysé un échantillon de 27 programmes de formation des enseignant⋅e⋅s du primaire à travers les descriptifs de cours qui se trouvent sur les sites respectifs (approche comparative et descriptive). Nous avons analysé 1534 descriptifs de cours dans ces trois contextes sociaux. Nous constatons que la formation des enseignant⋅e⋅s diffère d'une institution à l'autre, même au sein d'une même province ou du même pays. Néanmoins, comparer des programmes de formation entre différents contextes permet aussi de réfléchir à certains enjeux similaires dans la formation qui ne sont pas spécifiques à une seule institution, tout en permettant de présenter des innovations pertinentes comme celle du programme de formation bilingue en Suisse.

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Vers un nouveau profil des enseignants et des enseignantes au primaire en Suisse : bref portrait d’un futur dispositif de formation initiale entièrement bilingue

Cited by 2 publications

References 1 publication

Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (Filière Bilingue) in a highly multicultural context

Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (Filière Bilingue) in a highly multicultural context

Les savoirs à la base de la formation à l’enseignement au Québec, en Ontario et en Suisse1

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