French Immersion for English Language Learners?: Kindergarten Teachers' Perspectives

Autor/in	Mady, Callie
Titel	French Immersion for English Language Learners?: Kindergarten Teachers' Perspectives
Quelle	In: Alberta Journal of Educational Research, 62 (2016) 3, S.253-267 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	French; Immersion Programs; Kindergarten; Second Language Learning; Questionnaires; Multilingualism; Likert Scales; Teacher Attitudes; Preschool Teachers; Foreign Countries; English Language Learners; Information Sources; Parent Attitudes; Canada + Suchen Sie Ihr Suchwort? Französisch; Immersionsprogramm; Zweitsprachenerwerb; Fragebogen; Mehrsprachigkeit; Multilingualismus; Likert-Skala; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Information source; Informationsquelle; Elternverhalten; Kanada
Abstract	Given the increasingly diverse, multilingual student body in Canada, the call for increased inclusion in education, and in light of research highlighting the potential for inclusion in French immersion (FI) to be limited by gatekeepers, this study examines the beliefs of kindergarten teachers regarding the inclusion of English language learners in French immersion where entry begins in Grade 1. The theory of planned behavior as discussed by Ajzen (2005) served as a theoretical lens through which the data were examined. In particular, through their responses to a mixed format questionnaire, including a 12 item Likert scale of agreement and open-ended questions, kindergarten teachers revealed that a) French immersion is not for everyone, and b) may be disadvantageous to English language learners in particular. The teachers grounded their beliefs in the importance and influence of English on students' future endeavours. Beliefs that FI is not for all students were supported by the board's provision of information to parents as revealed by a document analysis. Such findings highlight the need for information sharing on multilingual language acquisition to extend beyond administrators to include parents and additional educators who have the potential to influence parents' choices for their children. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.ajer.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01