<i>Pente</i>or Slope? Using Student Voices to Explore Program Choice and Experiences in Secondary French Immersion Mathematics

Culligan, Karla

doi:10.3138/cmlr.66.3.421

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…Findings from this study revealed that the use of such multilingual tools enhanced student engagement in their respective multilingual contexts and reduced isolation of newly arrived students who were able to comprehend the stories that were being presented in their L1. Similarly, Culligan (2015) found that student and teacher use of English in a FI high school mathematics class did not have a negative impact on student achievement. Students reported that using their L1 to negotiate meaning was a useful tool in the context of their mathematics course.…”

Section: Changes In Pedagogy To Support the Recognition And Use Ofmentioning

confidence: 93%

Teaching in a French Immersion Setting: A Review of the Who, the What and the How

Garrett,

Mady

2024

OJML

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The French immersion (FI) program has been offered for over 50 years in Canada. Given that more than five decades brings changes to context and understanding, this review focuses on the foundation of the program and its present iteration. In particular, we focus on and identify past and current student populations (the who), program design (the what), and approaches and practices (the how) in FI programs in Canada. Research used for the development of this literature review was limited to Canadian-based empirical studies published in peer-reviewed journals and book chapters between 2012 and 2022 as identified through the use of ERIC-EBSCO and ÉRUDIT databases, with the exception of certain foundational articles (Cummins & Swain, 1986) to the study of FI in the Canadian educational context which surpass the 10-year parameters set out for this literature review in addition to the inclusion of more dated references to support statements.

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Section: Changes In Pedagogy To Support the Recognition And Use Ofmentioning

confidence: 93%

Teaching in a French Immersion Setting: A Review of the Who, the What and the How

Garrett,

Mady

2024

OJML

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“…Its aim is to understand the common experiences of some individuals about a phenomenon by doing phenomenological interview and observation. Manen (2007) cited in Culligan (2015) states that in the phenomenology research, the researcher will do observation in the research site with the specific period of time based on what the data collection and research objectives to know how the participants' feel and act towards a phenomenon. In this study, the writer investigated small groups such as classrooms of EYL in Palembang to identify the "scaffolding" during the online interaction in the Pandemic Covid-19 situation and what the teachers' perceptions and attitudes to face and handle it as the participants.…”

Section: The Methods Of the Studymentioning

confidence: 99%

Scaffolding Online Interaction: EYL Teachers’ Perceptions and Attitudes during Covid-19 Pandemic Era

Sylvia¹,

Vianty²,

Sitinjak³

2022

AIJP

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Scaffolding, a teacher’s act that provides adaptive assistance to young learners, is revealed to be effective in some studies. However, scaffolding in online learning is hardly visible. Therefore, this phenomenology study aims to discover the types of scaffolding used in online learning and what teachers’ perceptions and attitudes are towards it. In this study, English teachers from a primary school in Palembang, Indonesia, were chosen as participants. Data were collected using interviews, observation and field notes and were analysed into themes and constantly interpreted using Thematic Analysis. To check the research credibility, member checking was used. The findings claimed that scaffolding in online interaction is infiltrated into internet platforms containing virtual language exposure and collaborative learning where the virtual environment, communication, and brainstorming are crucial points for teachers to be considered in order to scaffold the English for EYL. Teachers are the main educators who assist them to reach lesson goals with cooperation of the parents’ participation in using technology and internet in this Covid-19 pandemic era.

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“…In the two quotations that are shared here, it is also worth noting their shared concern for progress in math class because of challenges with the target language. As shown in Culligan (2010), language skills in French are a concern to teachers in relation to math study in immersion.…”

Section: Views On Exempting Ells From Fslmentioning

confidence: 99%

Exemption and Exclusion from French Second Language Programs in Canada: Consideration of Novice Teachers’ Rationales

Arnett¹,

Mady

2018

eei

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This case study is focused on a small group of novice teachers of French as a second language (FSL) in the Canadian K–12 context. More specifically, it presents the perceptions and ideas that inform new teachers’ views toward the suitability of French as a second language and toward exemption and/or exclusion for two populations: students who are English language learners (ELLs) and students with learning difficulties and other special needs. The data from the current study are drawn from semi-structured interviews implemented over the first four years of a larger five-year study. The findings reveal that there was general openness to the idea of including students who are ELLs and who have learning difficulties in FSL programs. However, in some instances the participants viewed exemption as a reasonable path for the student population when, in isolated ways, the program was considered as unsuitable for their needs.

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Penteor Slope? Using Student Voices to Explore Program Choice and Experiences in Secondary French Immersion Mathematics

Cited by 7 publications

References 17 publications

Teaching in a French Immersion Setting: A Review of the Who, the What and the How

Teaching in a French Immersion Setting: A Review of the Who, the What and the How

Scaffolding Online Interaction: EYL Teachers’ Perceptions and Attitudes during Covid-19 Pandemic Era

Exemption and Exclusion from French Second Language Programs in Canada: Consideration of Novice Teachers’ Rationales

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