This paper seeks to understand how students in a French as a Second Language program can utilize their skills even after they graduate from high school. It specifically looks at a study done in New Brunswick on how their language programs differ from other provinces and what target goals they are meeting to ensure that […]
Resource Type: Thesis
Student Attrition in Specialized High School Programs: An Examination of three French Immersion Centres
This study attempts to understand why boys and girls are deciding to leave French Immersion schools at the high school level. Factors that impact one’s decision to leave include: the marks they are receiving in FI classes, challenges with learning the language, behavioural challenges and so forth. This article attempts to address concerns such as […]
INEQUITIES IN BLACK ET BLANC: TEXTUAL CONSTRUCTIONS OF THE FRENCH IMMERSION STUDENT
Une ancienne étudiante de Glendon, qui a suivi le programme BEd, a écrit sa thèse qui analyse comment la politique et le curriculum et d’autres documents pertinents à l’immersion contribuent à la surreprésentation des élèves blancs de la classe moyenne en immersion française. Il y avait le biais blanc en raison de son contenu euro […]
Yes oui can: Addressing British Columbia’s shortage of French immersion teachers
L’auteure suggère 5 options pour encourager les gens à devenir enseignant de français : (1) un programme de remise de prêt étudiant ; (2) augmenter les bourses pour les futurs candidats à l’enseignement qui étudient le français ; (3) une campagne de sensibilisation pour les étudiants qui parlent le français ; (4) augmenter les fonds […]
ENGAGEMENT OR DESPONDENCE? ONTARIO MIDDLE-SCHOOL CORE FRENCH TEACHERS` PERCEPTIONS OF AND EXPERIENCES WITH THE 2013 ONTARIO FRENCH AS A SECOND LANGUAGE CURRICULUM
L’étude analyse comment les enseignants du français cadre (de 7e et 8e année) mettent en œuvre les objectifs du nouveau curriculum « The Ontario Curriculum: French as a Second Language: Core, Grades 4–8; Extended, Grades 4–8; Immersion, Grades 1–8, 2013 ». Elle examine 4 enseignants du francais cadre et leurs exepriences en utilisant ce curriculum. […]
ENGAGEMENT OR DESPONDENCE? ONTARIO MIDDLE-SCHOOL CORE FRENCH TEACHERS` PERCEPTIONS OF AND EXPERIENCES WITH THE 2013 ONTARIO FRENCH AS A SECOND LANGUAGE CURRICULUM
L’étude analyse comment les enseignants du français cadre (de 7e et 8e année) mettent en œuvre les objectifs du nouveau curriculum « The Ontario Curriculum: French as a Second Language: Core, Grades 4–8; Extended, Grades 4–8; Immersion, Grades 1–8, 2013 ». Elle examine 4 enseignants du francais cadre et leurs exepriences en utilisant ce curriculum. […]
Engagement or Despondence? Ontario Middle-School Core French Teachers’ Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum
This resource looks at the implementation of the revised Ontario French as a Second Language curriculum in 2014. It brings in perspectives of FSL teachers and sheds light on how some aspects of the curriculum are in satisfactory to students – in core, immersion, extended programs – learning abilities. It also explores how there should […]
ENGAGEMENT OR DESPONDENCE? ONTARIO MIDDLE-SCHOOL CORE FRENCH TEACHERS` PERCEPTIONS OF AND EXPERIENCES WITH THE 2013 ONTARIO FRENCH AS A SECOND LANGUAGE CURRICULUM
L’étude analyse comment les enseignants du français cadre (de 7e et 8e année) mettent en œuvre les objectifs du nouveau curriculum « The Ontario Curriculum: French as a Second Language: Core, Grades 4–8; Extended, Grades 4–8; Immersion, Grades 1–8, 2013 ». Elle examine 4 enseignants du francais cadre et leurs exepriences en utilisant ce curriculum. […]
Exploring How Ontario School Administrators’ FSL Background Knowledge and Experience Influence Their Support of FSL Teachers
This resource analyzes the importance of school administration and how their knowledge and expertise in FSL impacts their ability to provide support for French as a Second Language teachers. It also explains how important it is for there to be more FSL training implemented for administrators so that they can accurately provide feedback for FSL […]
Inequities in Black et Blanc: Textual Constructions of the French Immersion Student
This resource examines the inequities and biases among Toronto and Ontario French Immersion Policies. It sheds light on how some policies were designed in the intention for white students and not for immigrants or people of colour. It highlights the needs for diversity and inclusivity in the French Immersion program. Save to Board […]
