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Supporting French Immersion Teachers: A Look into the Linguistic Needs of Canadian French Immersion Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Supporting French Immersion Teachers: A Look into the Linguistic Needs of Canadian French Immersion Teachers./
作者:	Learning, Austin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	143 p.
附註:	Source: Masters Abstracts International, Volume: 83-10.
Contained By:	Masters Abstracts International83-10.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29043341
ISBN:	9798209934196

Supporting French Immersion Teachers: A Look into the Linguistic Needs of Canadian French Immersion Teachers.
Learning, Austin.

Supporting French Immersion Teachers: A Look into the Linguistic Needs of Canadian French Immersion Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 143 p.

Source: Masters Abstracts International, Volume: 83-10.

Thesis (M.A.)--McGill University (Canada), 2021.

This item must not be sold to any third party vendors.

French immersion education in Canada has provided students with the opportunity to develop proficiency in both of Canada's official languages: English and French. While these programs indeed boast strong academic and linguistic outcomes, there are flaws inherent to such programs. In particular, French immersion teachers, who are often non-native speakers of French themselves, tend to face challenges with regard to their French language proficiency (Bayliss & Vignola, 2007; Christiansen & Laplante, 2004; Veilleux & Bournot-Trites, 2005). Furthermore, this is exacerbated by high demand for and low supply of French immersion teachers in Canada, which has forced schools and school boards to lower their hiring standards to fill these positions insofar as the level of French spoken by teachers varies considerably (Bournot-Trites, 2008; Mady, 2018; OCOL, 2019). Using Likert-scale questions and semi-structured focus group interviews, this mixed-methods thesis investigated the linguistic needs of French immersion teachers (N = 219) by exploring their perspectives regarding French proficiency and desires for language-related professional development. The perspectives and desires expressed by the teachers in this thesis study will be shared to inform Canadian French immersion teacher training and professional development initiatives with regard to French language proficiency and will contribute to the development of a universal framework for French immersion teacher competencies.

ISBN: 9798209934196Subjects--Topical Terms:

517098
Teaching.

Supporting French Immersion Teachers: A Look into the Linguistic Needs of Canadian French Immersion Teachers.
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520 $a French immersion education in Canada has provided students with the opportunity to develop proficiency in both of Canada's official languages: English and French. While these programs indeed boast strong academic and linguistic outcomes, there are flaws inherent to such programs. In particular, French immersion teachers, who are often non-native speakers of French themselves, tend to face challenges with regard to their French language proficiency (Bayliss & Vignola, 2007; Christiansen & Laplante, 2004; Veilleux & Bournot-Trites, 2005). Furthermore, this is exacerbated by high demand for and low supply of French immersion teachers in Canada, which has forced schools and school boards to lower their hiring standards to fill these positions insofar as the level of French spoken by teachers varies considerably (Bournot-Trites, 2008; Mady, 2018; OCOL, 2019). Using Likert-scale questions and semi-structured focus group interviews, this mixed-methods thesis investigated the linguistic needs of French immersion teachers (N = 219) by exploring their perspectives regarding French proficiency and desires for language-related professional development. The perspectives and desires expressed by the teachers in this thesis study will be shared to inform Canadian French immersion teacher training and professional development initiatives with regard to French language proficiency and will contribute to the development of a universal framework for French immersion teacher competencies.
520 $a L'immersion francaise au Canada donne aux eleves l'occasion de developper des competences langagieres en francais et en anglais, les deux langues officielles du pays. Bien que ces programmes se targuent d'avoir de bons resultats sur le plan scolaire et linguistique, il y a certains defauts qui sont inherents au programme. En particulier, les enseignants d'immersion francaise, qui sont souvent des locuteurs non-natifs eux-memes, font face a certains defis concernant leur competence en francais (Bayliss & Vignola, 2007; Christiansen & Laplante, 2004; Veilleux & Bournot-Trites, 2005). De plus, la forte demande et la faible offre d'enseignants d'immersion au Canada exacerbent ce probleme, ce qui oblige les ecoles et les commissions scolaires a abaisser leurs attentes et leurs normes de recrutement pour combler ces postes dans le mesure ou le qualite de francais des enseignants varie (Bournot-Trites, 2008; Mady, 2018; OCOL, 2019). A l'aide de questions a echelle de Likert et d'entrevues semistructurees avec des groupes de discussion, cette these a methodes mixtes a examine les besoins linguistiques des enseignants d'immersion francaise (N=219) en explorant leurs perspectives concernant leur competence en francais et leurs desirs en matiere de perfectionnement professionnel lie a la langue. Les perspectives et les desirs exprimes par les enseignants dans cette etude de these seront partages pour informer les initiatives de formation et de perfectionnement professionnel des enseignants d'immersion francaise en ce qui concerne la competence en francais et contribueront d'ailleurs a l'elaboration d'un cadre universel pour les competences des enseignants d'immersion francaise.
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