Enseigner en immersion française au Canada : synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants

Cammarata, Laurent; Cavanagh, Martine; Blain, Sylvie; Sabatier, Cécile

doi:10.3138/cmlr.3889

Cited by 20 publications

(6 citation statements)

References 49 publications

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“…Opening a space for other languages in mainstream classrooms through translated or bilingual texts can foster self-refl ection among students' and their peers' use of home languages, ultimately leading to a greater understanding of their own multilingualism as a resource for academic learning (Po s, 2010). It is hoped that this brief article contributes to FSL teacher candidates' continued unlearning of monoglossic language ideologies in support of heteroglossic language practices (Flores & Bale, 2016), as well as corresponding approaches to assessment (Jared, 2008) in bilingual classrooms, and possibly inspires much-needed research (Cammarata, Cavanagh, Blain, & Sabatier, 2018) that a ends to the experiences of FSL teacher candidates.…”

Section: Final Thoughtsmentioning

confidence: 94%

Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom

Wernicke¹

2019

TESL Canada

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In English-majority contexts such as British Columbia, French second language (FSL) teachers are increasingly encountering students who are also learning French in addition to English and their home languages. Research findings show that dual language learners are successfully supported through multilingual pedagogies that acknowledge and explicitly value students’ prior learning experiences and multilingual knowledge as an integral resource in their language learning. This poses a particular challenge for FSL teacher candidates whose own language learning experiences have been shaped by institutional bilingualism and monoglossic approaches in bilingual education contexts. This article sets out the implications of this challenge and then describes a teacher education course that specifically addresses the Teaching of English as an additional language (TEAL) with teacher candidates in an elementary French specialist cohort program at a university in British Columbia. The discussion provides an overview of the course and then describes some of the ways in which critical language awareness can be fostered among FSL teacher candidates’ strategies to encourage a linguistically and culturally responsive approach to FSL teaching. Dans un contexte majoritairement anglophone comme celui de la Colombie-Britannique, les enseignantes et enseignants de français langue seconde (FLS) se trouvent de plus en plus souvent face à des élèves qui apprennent le français en plus de l’anglais et de la langue qu’ils ou elles parlent à la maison. Les recherches démontrent que les élèves qui apprennent deux langues bénéficient de pédagogies multilingues efficaces qui reconnaissent et mettent explicitement en valeur leurs expériences d’apprentissage antérieures et leurs connaissances multilingues, et ce, en en faisant une partie intégrante des ressources dans lesquelles ils peuvent puiser au cours de leur apprentissage linguistique. Cela pose un défi particulier pour les enseignantes et enseignants de FLS en formation dont les expériences d’apprentissage linguistique ont été façonnées par le bilinguisme institutionnel et une conception monoglossique des contextes éducatifs bilingues. Le présent article expose les implications de ce défi et décrit ensuite un cours de formation d’enseignantes et d’enseignants qui porte spécifiquement sur l’enseignement de l’anglais comme langue complémentaire (TEAL) dans le cadre d’un programme offert par une université britannico-colombienne à une cohorte de spécialistes de la langue française au niveau élémentaire. La discussion présente un aperçu du cours et décrit ensuite certaines façons de favoriser le développement d’une conscience linguistique critique dans le cadre des stratégies des enseignantes et enseignants de FLS en formation afin de promouvoir le développement d’une conception de l’enseignement qui prenne en compte les réalités linguistiques et culturelles.

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Section: Final Thoughtsmentioning

confidence: 94%

Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom

Wernicke¹

2019

TESL Canada

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“…In Canada, excluding the province of Québec, research and standardised testing over the past two decades have revealed a gap in writing achievement between students from English‐language public schools and those from French‐language public schools (Conseil des ministres de l'éducation, 2004; Programme pancanadien d'évaluation, 2019). This gap has been explained by numerous factors, including the difficult relationship that French‐speaking students have with the French language and culture (Blain et al, 2018), academic‐based challenges (Cavanagh et al, 2016), systemic inequities (Dalley and Roy, 2008; Gélinas‐Proulx and Villella, 2022), and the lack of appropriate resources and training in the explicit teaching of writing strategies (Gratton et al, 2014). Given the fact that ‘writing activities are the key components of critical thinking and efficient learning’ (İncirci and Şükrü Parmaksiz, 2016, p. 1263), if teacher education programmes do not attend to writing instruction, then the disparity in writing competency between Francophones (the minority) and Anglophones (the majority) will keep growing.…”

Section: Contextmentioning

confidence: 99%

Writing instruction for social justice: an investigation into the components of a teacher preparation course

Lavoie

Cavanagh

2023

Literacy

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Future teachers must notice, navigate, and address ideologies in order to counter inequities in the literacy classroom. This article presents the findings of two teacher educators who have taken up the call to critically reflect on their own underlying beliefs and discourses regarding writing instruction. Through an education design framework, they analysed important components of the course, arguing for a higher degree of visibility of the ideologies and social forces that impact writing instruction. They found that despite encouraging a fairly complex and all-encompassing view of learning to write to the future teachers in their course, the creativity discourse was present passively and the socio-political was downright absent, despite clear social justice aims in the course. They discuss how well-established discourses can serve as gateways to embed the socio-political into the course and address more granularly the question of exclusion through selected mentor texts.

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“…In an article that synthesizes a retrospective view of immersion research during the last ten years, Cammarata, Cavanagh, Blain, and Sabatier (2018) highlight these challenges in relation to both the development of a pedagogy adapted to an educational context that is increasingly diverse, linguistically and culturally, and to teacher preparation and development.…”

Section: Literature Reviewmentioning

confidence: 99%

Lessons learned from immersion in western Canada’s multilingual and multicultural post-secondary context across the disciplines

Spiliotopoulos

2018

OLBIWP

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The current educational context in post-secondary institutions world-wide is characterized by a widening participation agenda, and is greatly impacted by trends in globalization and internationalization (Burbules & Torres, 2000, Ilieva, Beck, & Waterstone, 2014). This multilingual and multicultural educational context brings about many opportunities and challenges for students, faculty, and other internal and external stakeholders (Arkoudis et al, 2012; Hafernick & Wiant, 2012; Murray, 2016). Given Canada’s increasing involvement in offering programs predominantly in English to international, transnational, and bi/plurlilingal domestic students, it is important to examine the lessons learned from Canada’s history with immersion (Cummins, 1998). and consider the implications for the post-secondary context (Knoerr, et al. 2016). To that end, it is perhaps time to reconsider language education policies, re-examine how language is used as a medium of instruction, redesign curriculum and instruction, as well as understand how students’ bi/plurlingualism can serve as an additional resource for learning across the disciplines (Camarata, 2016; Coste, Moore & Zarate, 2009; Cummins, 2007; Marshall and Moore, 2013). This article describes the educational development and scholarly activities of a Centre for English Language Learning Teaching, and Research at a comprehensive university in British Columbia, and shares emergent findings of a case study and pilot projects in which faculty in applied linguistics/language education collaborate with faculty across the disciplines to support students’ English language development alongside their disciplinary knowledge and literacy skills at the curricular, instructional, and assessment levels. Key practices and approaches in university French immersion education will be compared and contrasted with Content-based/‘CLIL’ and plurilingual approaches used by language education faculty working alongside disciplinary faculty in order to support students at the curricular core within programs where English is the language of instruction.

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Enseigner en immersion française au Canada : synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants

Cited by 20 publications

References 49 publications

Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom

Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom

Writing instruction for social justice: an investigation into the components of a teacher preparation course

Lessons learned from immersion in western Canada’s multilingual and multicultural post-secondary context across the disciplines

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