Core or Immersion? Canadian French-Second-Language Teacher Candidates' Perceptions and Experiences of the Best and Worst Program Options for Students with Learning Difficulties and for English Language Learners

Autor/inn/en	Arnett, Katy; Mady, Callie
Titel	Core or Immersion? Canadian French-Second-Language Teacher Candidates' Perceptions and Experiences of the Best and Worst Program Options for Students with Learning Difficulties and for English Language Learners
Quelle	In: Exceptionality Education International, 27 (2017) 1, S.17-37 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Foreign Countries; French; Second Language Learning; Second Language Instruction; Immersion Programs; English Language Learners; Student Needs; Statistical Analysis; Questionnaires; Learning Problems; Practicums; Student Attitudes; Preservice Teachers; Language Teachers; Student Teaching; Qualitative Research; Interviews; Preservice Teacher Education; Canada + Suchen Sie Ihr Suchwort? Ausland; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Statistische Analyse; Fragebogen; Lernproblem; Practicum; Praktikum; Praktika; Schülerverhalten; Language teacher; Sprachunterricht; Teaching practice; Unterrichtspraxis; Qualitative Forschung; Interviewing; Interviewtechnik; Lehramtsstudiengang; Lehrerausbildung; Kanada
Abstract	Responding to the needs of and/or including students with different need profiles has been an area of focus within Canadian French Second Language (FSL) education for many years. This study draws on quantitative data from two questionnaires (administered before and after Canadian teacher candidates in FSL education completed their practica) and on qualitative interview data from a volunteer sample of questionnaire participants. The purpose of the study was to explore how these participants viewed the best and worst FSL program options, among four choices, for students who had learning difficulties or who were English language learners, and to see the extent to which these views could be linked to their practicum experience. Though some participants did mention less common programs, most participants restricted their responses to the traditional FSL program dichotomy of core French and French immersion. We noted differences in the participants' views according to the program of their student teaching practicum and according to the learning need under consideration. Implications for FSL teacher education and FSL education are discussed. In particular, we recommend providing research information to teacher candidates at the Bachelor of Education level in order to encourage teacher candidates to consider evidence as they move toward greater inclusion in FSL; given that these future teachers will need to support varying student needs in their career, this information should be included in their preparation. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01