Second Language Education in Canada

Early, Margaret; Dagenais, Diane; Carr, Wendy

doi:10.1007/978-3-319-02246-8_27

Cited by 6 publications

(3 citation statements)

References 17 publications

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“…Different than when Francophone teachers were hired into the FI program in the 1960s, today there have been changes to the teacher population necessarily expanding beyond Francophones to include graduates of the FI program as well as graduates from other FSL programs in an attempt to meet the demand for the program (Early et al, 2017). Universities across Canada offering teacher preparation programs recognize the responsibility of preparing teachers not only in terms of pedagogy related to the profession, but also providing opportunities for L2 speakers to engage and use French (Smith et al, 2023).…”

Section: Teaching In the Fi Programmentioning

confidence: 99%

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: Teaching In the Fi Programmentioning

confidence: 99%

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

Garrett,

Mady

2024

OJML

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“…Although L2 teacher education research has promoted dialogic practices that are enmeshed with classroom realities, how this is reflected in teacher education programs remains underexplored (Johnson, 2015). Indeed, in the Canadian context, numerous challenges and gaps have been identified relating to the preparation (Arnott & Vignola, 2018;Huhn et al, 2021), mentorship (Kastelan-Sikora, 2013Muhling, 2016), and the retention of FSL teachers (Masson et al, 2019;Swanson, 2012) within specific institutional and regional contexts (for more information on second language education in Canada generally, see Early et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

A Course or a Pathway? Addressing French as a Second Language Teacher Recruitment and Retention in Canadian BEd Programs

et al. 2022

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Institutions strive to offer programs that address both the needs of the educational system and incorporate current pedagogical research. Creating a program that is relevant, inspiring, and accessible to aspiring French as a Second Language (FSL) teachers, while also equipping them with the skills and knowledge deemed necessary by the education system, is a delicate balancing act. This study reviewed 44 FSL teacher education programs that lead to professional certification across Canada. Environmental scans drew information from the program websites related to admission requirements, program structure and content, practicum, and graduation criteria. Follow-up interviews with program stakeholders were conducted to verify or clarify the data. The results highlight the inconsistencies that exist among programs for developing FSL educators. We position the ways in which Canadian faculties of education might provide a more holistic “pathway” approach to recruiting, preparing, and retaining emerging FSL teachers.

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“…Moreover, in his fifth report, the Commissioner of Official Languages recommended the "youth option", which involved "shifting the focus of language policy to effective language education for children, so that they would grow up to become bilingual adults" (Hayday, 2013, p. 32). The federal government supported such recommendations by contributing a portion of the cost of provincial second official language education through the Official Languages in Education (OLE) program (Early et al, 2017); since 1970, over $7 billion has been spent by this program (Hayday, 2013). This massive investment in second official language education contributed to the explosion of various forms of French Immersion (FI) programs across the country since the 1970s (Dicks & Genesee, 2017).…”

Section: Language Education In Canadamentioning

confidence: 99%

A Made-in-Canada Second Language Framework for K-12 Education: Another Case Where No Prophet is Accepted in their Own Land

Bournot-Trites

Friesen

Ruest

et al. 2020

CJAL

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To ensure quality of education, a language framework should be the foundation on which second language curricula are developed. In 2010, the Council of Ministers of Education, Canada (CMEC), as suggested by Vandergrift (2006a, 2006b), recommended the use of the Common European Framework of Reference (CEFR) in the K-12 Canadian school context and presented several considerations for adaptation before it should be adopted and used. Although the CEFR is partially used across Canada, few of the CMEC’s considerations have been met to date. Given this state of affairs, we suggest the made-in-Canada, Canadian Language Benchmarks and les Niveaux de compétence linguistique canadiens (CLB/NCLC) as an alternative. We argue that the CLB/NCLC, profoundly revised in 2012, best embrace the Canadian context and, using Vandergrift’s criteria for a valid language framework, that CLB/NCLC are now superior to the CEFR in many aspects.

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Second Language Education in Canada

Cited by 6 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

A Course or a Pathway? Addressing French as a Second Language Teacher Recruitment and Retention in Canadian BEd Programs

A Made-in-Canada Second Language Framework for K-12 Education: Another Case Where No Prophet is Accepted in their Own Land

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