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A call for cautious interpretation of meta-analytic reviews
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In: Education Publications (2020)
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| 2 |
Vocabulary learning and retention through multimedia glossing
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Ramezanali, Nasrin; Faez, Farahnaz. - : University of Hawaii National Foreign Language Resource Center, 2019. : University of Texas at Austin Center for Open Educational Resources and Language Learning, 2019
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Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers
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Abstract:
The purpose of this study was to examine the self-efficacy beliefs of novice elementary French as a second language (FSL) teachers. A mixed methods approach was used to investigate self-efficacy appraisals of core French (n = 14) and French immersion (n = 13) teachers in delivering instruction in FSL programs. A questionnaire was administered that explored teachers’ self-perceived efficacy in four categories: general teaching methodology, second language pedagogy, language proficiency, and cultural knowledge. Findings revealed that both groups of participants did not perceive themselves to be particularly confident in delivering instruction upon completion of their teacher education programs. The self-perceived confidence in FSL teaching abilities of both groups increased with classroom experience. However, French immersion teachers reported a higher sense of efficacy than their core French colleagues in all four categories. Implications of the findings for core French and French immersion programs as well as FSL teacher preparation programs are discussed. ; Cette étude a examiné les perceptions d’efficacité personnelle d’enseignants du français langue seconde (FLS) novices à l’élémentaire. Afin d’examiner les évaluations d’efficacité personnelle d’enseignants du français-cadre (n = 14) et d’immersion française (n = 13) quant à leur enseignement des programmes de FLS, une approche de méthodes mixtes a été adoptée. Un questionnaire, explorant les perceptions personnelles d’efficacité selon quatre catégories : méthodologie générale d’enseignement, didactique de la langue seconde, compétence langagière et savoir culturel, a été administré. Les résultats ont révélé que les deux groupes de participants ne se percevaient pas comme étant particulièrement confiants quant à leur enseignement à la fin de leur programme de formation d’enseignants. Les perceptions de confiance des deux groupes ont augmenté envers leurs habiletés d’enseignement du FLS avec l’expérience en salle de classe. Néanmoins, les enseignants d’immersion française rapportaient un sentiment de confiance plus élevé que leurs collègues en français-cadre dans les quatre catégories. Les implications des résultats pour les programmes du français-cadre et de l’immersion française, ainsi que pour les programmes de formation d’enseignants du FLS seront traitées.
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URL: https://doi.org/10.7202/1057963ar
http://id.erudit.org/iderudit/1057963ar
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| 4 |
Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers
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In: Canadian Journal of Applied Linguistics; Vol. 21 No. 2 (2018); 1-18 ; Revue canadienne de linguistique appliquée; Vol. 21 No. 2 (2018); 1-18 ; 1920-1818 ; 1481-868X (2018)
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| 5 |
Critical Language Awareness
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In: Education Publications (2017)
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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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Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 35 No. 3 (2012); 64-84 ; Revue canadienne de l'éducation; Vol. 35 No 3 (2012); 64-84 ; 1918-5979 ; 0380-2361 (2012)
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| 9 |
Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters
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In: Education Publications (2012)
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The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education; 1-19 ; 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; 1-19 ; 1920-1818 ; 1481-868X (2012)
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| 13 |
The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario
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In: Education Publications (2011)
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| 14 |
Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
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In: Education Publications (2011)
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Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 1 (2011); 29–49 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 1 (2011); 29–49 ; 1920-1818 ; 1481-868X (2011)
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