Assessing AIM: A Study of Grade 8 Students in an Ontario School Board

Autor/inn/en	Mady, Callie; Arnott, Stephanie; Lapkin, Sharon
Titel	Assessing AIM: A Study of Grade 8 Students in an Ontario School Board
Quelle	In: Canadian Modern Language Review, 65 (2009) 5, S.703-729 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.65.5.703
Schlagwörter	Interviews; Measures (Individuals); Foreign Countries; Grade 8; French; Skill Development; Teaching Methods; Language Proficiency; Second Language Learning; Student Attitudes; Language Tests; Language Skills; Questionnaires; Language Attitudes; Second Language Instruction; Acceleration (Education); Program Evaluation; Canada + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Messdaten; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Französisch; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Schülerverhalten; Language test; Sprachtest; Fragebogen; Sprachverhalten; Fremdsprachenunterricht; Acceleration; Beschleunigung; Programme evaluation; Programmevaluation; Kanada
Abstract	This mixed-method study examines the proficiency in and perceptions of French language learning of Grade 8 students who were exposed to an instructional approach called the Accelerative Integrated Method (AIM). Six AIM classes (n = 125) and six non-AIM classes (n = 135) were observed and their students tested using a four-skills French as a second language (FSL) test package (Harley, Lapkin, Scane, Hart, & Trepanier, 1988). A larger sample of students (N = 439) initially completed a questionnaire about their attitudes towards French, and a sub-sample (n = 94) also participated in a semi-structured interview exploring their perceptions of their French proficiency and learning experiences. Analysis of the FSL test package and questionnaire results revealed no significant differences in French proficiency or attitude towards French between the AIM and non-AIM groups. Interviews offered explanations for observed student and teacher practices, providing insight into student perceptions of their French skill development and the pedagogical method they had experienced. The implications for core French pedagogy and future research are discussed. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10