This article focuses on the experiences of Grade 12 students using a language portfolio based on the principles and guidelines of the European Language Portfolio (ELP) in their second language classes in a large urban high school. As part of a larger action-research project, focus group interviews were conducted to gather data related to experiences and perceptions regarding second language learning. In particular, the research questions focused on the learners' experiences with the language portfolio and its potential role in contributing to learner autonomy. Three overarching themes emerged from the data collected from learners who participated in this study. These themes related to general perceptions of learning, to language learning experiences, and to experiences with the language portfolio. The article concludes with a discussion of the pedagogical linkages to learner autonomy and suggests implications for educators who wish to promote learner autonomy.

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. Interview data were collected from 10 students who remained in FI mathematics and from six students who did not. The data suggest that for both groups, the decision involves the perceived importance of the FI program, worry and anxiety, and input from parents and others. For students who continued in FI mathematics, reported experiences in the course focused on learning mathematics in the L2, speaking French, use of the L1, and general difficulties. For those who pursued mathematics in English, the reported experiences centred on the transition period and the differences between mathematics in the L1 and the L2.

This phenomenological study explores students’ decision-making 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. Interview data were collected from 10 students who remained in FI mathematics and from six students who did not. The data suggest that for both groups, the decision involves the perceived importance of the FI program, worry and anxiety, and input from parents and others. For students who continued in FI mathematics, reported experiences in the course focused on learning mathematics in the L2, speaking French, use of the L1, and general difficulties. For those who pursued mathematics in English, the reported experiences centred on the transition period and the differences between mathematics in the L1 and the L2.

No abstract

No abstract