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“French Teachers Can Figure It Out”: Understanding French as a Second Language (FSL) Teachers’ Work in the Context of the COVID-19 Pandemic
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“French Teachers Can Figure It Out”: Understanding French as a Second Language (FSL) Teachers’ Work in the Context of the COVID-19 Pandemic
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In: Canadian Journal of Applied Linguistics; Vol. 25 No. 1 (2022); 88-109 ; Revue canadienne de linguistique appliquée; Vol. 25 No. 1 (2022); 88-109 ; 1920-1818 ; 1481-868X (2022)
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Enhancing the Motivation and Classroom Engagement of EAP Learners in a Canadian Community College: A Participatory Action Research Approach
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Perspectives of Ontario School Board Administrators on Fostering Plurilingualism in Secondary Level International Languages Classrooms
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Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis
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Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis
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In: Canadian Journal of Applied Linguistics; Vol. 22 No. 1 (2019): Special Issue: In Memory of Larry Vandergrift; 60-84 ; Revue canadienne de linguistique appliquée; Vol. 22 No. 1 (2019): Numéro spécial : à la mémoire de Larry Vandergrift; 60-84 ; 1920-1818 ; 1481-868X (2019)
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Abstract:
Abstract This research synthesis aims to investigate the broader trends in K-12 French as a second language (FSL) published research from 2000-2017 (inclusive). We assembled a database of 181 peer-reviewed articles relating to FSL education to examine what we already know about specific issues. We used Nvivo 11 (Pro) to facilitate coding the articles for key words and findings (among other codes). Four prevalent research topics emerged in terms of frequency of occurrence: literacy, French language form, French language instruction, and student background. In this article, after exploring each issue by synthesizing main findings, we summarize what we know and what remains to be discovered about each topic. We conclude by suggesting relevant directions for future research, such as focusing on programs other than French immersion and working with First Nations, Métis, and Inuit communities to better understand FSL learning in these contexts. RésuméCette synthèse de recherche vise à faire une enquête des tendances générales de la recherche publiée dans le domaine du français langue seconde (FLS) de la maternelle à la 12e année entre 2000-2017 (inclusif). Notre base de données de 181 articles évalués par les pairs dans le domaine du FLS nous a permis d’extraire ce qu’on sait dans certains domaines spécifiques. Nous avons utilisé le programme Nvivo 11 (Pro) pour coder et analyser les mots-clés et les résultats (entre autres) de chaque article. Quatre thèmes en sont ressortis en termes de fréquence : la littératie, les formes de la langue française, la didactique du FLS et les caractéristiques des apprenants. Dans cet article, nous discutons de chaque thème en synthétisant les résultats principaux ; ensuite, nous résumons ce que nous savons et ce qui reste à découvrir dans chaque domaine. En conclusion, nous offrons des pistes possibles pour les recherches à venir, telles que le besoin d’accroitre le nombre d’études effectuées dans les programmes de FLS autres que l’immersion française et le besoin de travailler davantage avec les communautés des Premières Nations, Métis et Inuits pour mieux comprendre l’apprentissage du FLS dans ces contextes.
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Keyword:
French language form; French language instruction; FSL K-12 contexts; FSL research; Literacy; research synthesis; Student background
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URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/28702
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Learning More about our Learners: Comparing the Orientations and Attributes of Allophone and English Speaking Grade 6 FSL Learners ...
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Language Development in Personal and Social Systems: Second Language Development from an Autopoietic Systemic Perspective
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| 9 |
The Common European Framework of Reference (CEFR) in Canada: A Research Agenda
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In: Canadian Journal of Applied Linguistics; Vol. 20 No. 1 (2017); 31-54 ; Revue canadienne de linguistique appliquée; Vol. 20 No. 1 (2017); 31-54 ; 1920-1818 ; 1481-868X (2017)
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| 11 |
Why AIM? - Educator Perspectives and Implementation of an Instructional Method for Teaching Core French as a Second Language in Ontario
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Exploring the dynamic relationship between the Accelerative Integrated Method (AIM) and the core French teachers who use it: Why agency and experience matter.
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education; 156-176 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 2 (2011): Numéro spécial : Tendances en didactique des langues secondes et en formation des enseignant(e)s; 156-176 ; 1920-1818 ; 1481-868X (2012)
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Exploring the “Situation” of Situational Willingness to Communicate: A Volunteer Youth Exchange Perspective
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In: Canadian Journal of Applied Linguistics; Vol. 13 No. 2 (2010); 1–26 ; Revue canadienne de linguistique appliquée; Vol. 13 No. 2 (2010); 1–26 ; 1920-1818 ; 1481-868X (2010)
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Research Perspectives on Core French: A Literature Review
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In: Canadian Journal of Applied Linguistics; Vol. 12 No. 2 (2009) ; Revue canadienne de linguistique appliquée; Vol. 12 No. 2 (2009) ; 1920-1818 ; 1481-868X (2009)
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Why AIM? - Educator Perspectives and Implementation of an Instructional Method for Teaching Core French as a Second Language in Ontario
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