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Pente or Slope?: Using Student Voices to Explore Program Choice and Experiences in Secondary French Immersion Mathematics

This phenomenological study explores students’ decisionmaking about whether to remain in an optional French immersion (FI) mathematics course in Grade 11, as well as students’ subsequent experiences in their mathematics course of choice. “Survey data from FI students revealed that the main reasons for transferring from FI are quality of instruction, a perception of increased […]

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Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers

Tous les participants étaient les enseignants du français-cadre ou d’immersion (1er à 8e année). Ils étaient dans leurs premières 3 années d’enseignement. Cette étude examine la confiance des enseignants dans leur pédagogie de L2, leurs compétences linguistiques et leurs connaissances culturelles. L’étude montre que les enseignants du FLS aux écoles primaires en Ontario « ne […]

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Accessing opportunity: A study on challenges in French-as-a-second-language education teacher supply and demand in Canada

Les ministères d’éducation partout Canada ont identifié les défis de trouver les enseignants de français et propose les solutions pour régler ce problème. Les conseils scolaires soulignent les problèmes de recrutement (les enseignants non-qualifiés, un niveau faible de compétence linguistique), les conditions d’emploi difficile, un manque de ressources, un manque de soutien de la part […]

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Rethinking French Immersion

This article provides insight on the flaws within a French Immersion program. It examines how the lack of diversity, inclusivity and access to the program makes it difficult for children to be successful language learners. Save to Board […]

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The Impact of CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada

This study, based on ninety French as a Second Language teachers across Canada explores how professional learning from the Common European Framework of Reference for Languages: Learning, Teaching, Assessment can successfully enhance student’s learning in the classroom. This study focuses on how teachers used effective teaching strategies such as hands-on materials and action-based lesson plans […]

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