Novice Teachers' Perspectives on the Use of Languages in French as a Second Language Classes That Include English Language Learners

Autor/inn/en	Mady, Callie; Arnett, Katy
Titel	Novice Teachers' Perspectives on the Use of Languages in French as a Second Language Classes That Include English Language Learners
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 28 (2019) 2, S.82-95 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	Foreign Countries; Beginning Teachers; Second Language Instruction; French; English Language Learners; Teacher Attitudes; Preferences; Inclusion; Immersion Programs; Native Language; Language Usage; Expectation; Language Teachers; Canada + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Fremdsprachenunterricht; Französisch; Lehrerverhalten; Inklusion; Immersionsprogramm; Sprachgebrauch; Expectancy; Erwartung; Language teacher; Sprachunterricht; Kanada
Abstract	In the Canadian context, although most considerations for home-target language use are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants to Canada in general and to southern Ontario in particular has provided an impetus to extend the discussion to include the use of languages beyond Canada's official languages. Through the use of questionnaires with novice teachers pre- and post-Bachelor of Education programs and interviews for 3 years following graduation, this study sought to explore novice teachers' perspectives on the use of languages in FSL classes that include English language learners (ELLs). Novice teachers consistently identified the need to maximize French use, minimize English use, and include languages from students' language repertoires as useful means to support the FSL acquisition by ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. Participants' consideration of English and languages other than French were limited to teacher use. Additional teacher reflection on if and when to provide space for students to use all their language knowledge may prove advantageous to supporting plurilingual development. (As Provided).
Anmerkungen	Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01