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Canadian FSL Teacher Candidate Beliefs about Students with Learning Difficulties

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Publisher:  Theory and Practice in Language Studies, Vol. 4, No. 3, pp. 447-457, March 2014 © 2014 ACADEMY PUBLISHER Manufactured in Finland.

Author:  Arnett, Katy||Mady, Callie||Muilenburg, Lin

Hosted by:  www.academypublication.com

Submitted by:  yorkfsl

Date Submitted:  April 12, 2021


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This content within this resource may be sensitive to some viewers.

Language of Resource: English

Media Format: Website

Prep time: N/A

Teaching duration: N/A

Through the lens of critical theory, and with consideration of research on the beliefs of teacher candidates and inclusion, this study considers the views of French Second Language pre-service teachers toward students with learning difficulties. This study reports on the results of two questionnaires, implemented prior to and following the participants’ classroom practicum experiences, as a way to determine if and how experience and/or other personal demographic factors shaped their beliefs. Results indicated that personal experience with individuals with disabilities, along with the length of the practicum experience were reasons for more positive views towards this student population, which support new conceptualizations of teachers’ work with students from different “cultures.”

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Program(s): Core French, Immersion, Late Immersion, Extended, Late Extended

Education Level: Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Subject(s): French Language, Civics/Guidance and Career Education

License: No license

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