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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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Abstract:
In 2020, the coronavirus (COVID-19) pandemic forced teachers in Ontario to move online. Since then, teaching online or in hybrid models has been common across the province. To understand how French as a Second Language (FSL) teachers navigated these spaces, four Ontario French teachers were interviewed about their experience using educational technology and teaching online. Findings were analyzed in light of Hargreaves and Fullan’s (2020) reframing of classic understandings of teachers’ work in the context of the global pandemic. Findings show that factors influencing these teachers’ professional capital reflect common concerns among Canadian educators, alongside those specific to the FSL context. Participants' professional marginalization and seclusion demonstrates the importance of both the psychic rewards of teaching and cultures of collaboration. Ongoing efforts to capture ways in which teaching FSL has been shaped by the pandemic experience, therefore, require looking beyond individual classrooms to connected systems and systematic efforts of reform. ; En 2020, la pandémie (COVID-19) a forcé les enseignants de l'Ontario à se déplacer en ligne. Depuis lors, l'enseignement en ligne ou dans des modèles hybrides est devenu courant dans la province. Pour comprendre comment les enseignants de français langue seconde (FLS) naviguent dans ces espaces, quatre enseignants de français de l'Ontario ont été interrogés sur leur expérience de l'utilisation des technologies éducatives et de l'enseignement en ligne. Les résultats ont été analysés à la lumière du recadrage par Hargreaves et Fullan (2020) des conceptions classiques du travail des enseignants dans le contexte de la pandémie mondiale. Les résultats montrent que les facteurs influençant le capital professionnel de ces enseignants reflètent des préoccupations communes aux éducateurs canadiens, ainsi que des préoccupations spécifiques au contexte du FLS. La marginalisation et l'isolement professionnels des participants démontrent l'importance des récompenses psychiques de l'enseignement et des cultures de collaboration. Les efforts continus pour saisir les façons dont l'enseignement du FLS a été façonné par l'expérience de la pandémie exigent donc de regarder au-delà des salles de classe individuelles, vers les systèmes connectés et les efforts systématiques de réforme.
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URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/32024
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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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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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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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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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