Teaching for Transfer: Insights from theory and practices in primary-level French-second-language classrooms

Abstract

This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on several influential theoretical notions and data collected through interviews and classroom observations. All of these sources point to a multi-leveled approach to teaching for transfer that includes considerations of learning, teaching and contextual features. Study data suggest that CF teachers plan for transfer and use a range of strategies likely to promote its use with students. This paper connects theory, research and practice with the aim of strengthening dialogue among researchers and educators.

Core or Immersion? Canadian French-Second-Language Teacher Candidates’ Perceptions and Experiences of the Best and Worst Program Options for Students with Learning Difficulties and for English Language Learners

“…Within the field of FSL education, much of what is understood to be true about teacher perceptions of core French and French immersion programs and about the students enrolled in these courses has been largely anecdotal. Though there have been smaller studies-usually at the scale of a case study or exploratory case study-that have queried the beliefs and perceptions of the teachers who have been under consideration (e.g., Knouzi & Mady, 2014;Thomas & Mady, 2014), only one formal study has considered the views and, to some degree, the experiences of FSL teachers across Canada.…”

Sign language in d/Deaf students’ spoken/written language development: A research synthesis and meta-analysis of cross-linguistic correlation coefficients

“…They will also shed light on another question Padden raised that is more pedagogical in nature, that is, "how might a sign and a spoken language be organized together as a means of educating young deaf children?" by showing what sign language competences could and should perhaps be capitalized on to promote d/Deaf children's literacy development through "teaching for transfer" (Ballinger et al, 2020;Cummins, 2021;Thomas & Mady, 2014).…”

Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis

“…For example, observations by Simard and Jean (2011) showed that grammar-oriented interventions are a dominant part of FSL teaching when compared to English as a second language (ESL) teaching in the Canadian context (in this case, Quebec). Precise ways in which both CF and FI teachers can capitalize on students' existing language knowledge in order to promote transfer between languages have also been described in detail (Arnott & Mady, 2013;Cammarata & Haley, 2017;Thomas & Mady, 2014;Vandergrift, 2006). Researchers have used these findings to make suggestions about what is indeed pedagogically possible (or not) in the K-12 FSL context.…”

“…Setting aside the impact of pedagogy on student learning, a smaller proportion of the studies documenting FSL teacher practices included a complementary analysis of teacher perspectives on their FSL pedagogy, which offered additional explanations for what the researchers had observed. For example, interviews revealed that CF teachers specifically plan for transfer (Thomas & Mady, 2014) and that collaboration and coplanning are key to implementing literacy-based practices in this context (Arnott & Mady, 2013). Other researchers used interviews to conclude that teacher beliefs had a major influence on the FSL teacher practices that were observed (e.g., Arnett, 2010;Arnott, 2011).…”