Publisher: La Revue canadienne des langues vivantes
Author: Karla Culligan
Hosted by: muse.jhu.edu
Submitted by: Michael
Date Submitted: December 7, 2021
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 ability to get better grades in the English program, and dissatisfaction with course content” (p.426)Save to Board