L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?

Abstract

This article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario. Data were collected through classroom observations and interviews with the teachers and early childhood educators, who also participated in a professional learning community addressing the needs of French language learners. The participants revealed that language use was their biggest concern. The majority of these teachers and early childhood educators indicated that participation in the professional learning community influenced their use of English in class. The participants stated that they had increased consciousness and confidence in students’ ability to learn French without the use of English, which motivated them to progressively reduce their English use while encouraging students’ French use.

Critical Literacy in Canada: A Systematic Review of Curricula and Literature

“…They outlined ways of teaching from a critical literacy perspective, which included connecting text to students' lives, encouraging dialogue on critical issues, empowering student voice, sharing multiple perspectives, and inviting students to use their funds of knowledge. Findings also underscored, on the one hand, the positive impact of literacy interventions, university-school partnerships, and professional learning communities in implementing critical literacies (see Hughes & Laffier, 2016;Kapoyannis, 2018;Mady, 2019;Truman & Elliott, 2020). On the other hand, neocolonial ways of thinking and doing appeared to persist.…”