Abstract
With the view to responding to a call for information on instructional supports for students with special education needs (SSEN) in French as a second language (FSL) education, this article reviews the empirical literature from three Canadian contexts: core French, intensive French and French immersion. More specifically, we developed this literature review by conducting an electronic search for pertinent Canadian empirical studies and manually searching select Canadian journals from the last 15 years. Our findings revealed a variety of existing instructional supports to enhance the success of SSEN in FSL programs in general and strategies for identification and intervention in French immersion in particular.
Highlights
French as a second language (FSL) teachers in Canada have indicated the need for support as they endeavor to make their practice more inclusive of students with special education needs (Note 1) (SSEN)
There are three FSL programs offered across Canada: core French, intensive French and French immersion
Arnett’s (2003) observational study explored the strategies used by an FSL teacher with a Grade 9 applied core French class
Summary
French as a second language (FSL) teachers in Canada have indicated the need for support as they endeavor to make their practice (i.e., the act of teaching) more inclusive of students with special education needs (Note 1) (SSEN). On a national level, FSL stakeholders including administrators and teachers, indicated by way of focus groups, that integration of SSEN was a primary concern (Canadian Association of Second Language Teachers, 2004). In addition to such national need, such a focused desire for professional development has been echoed provincially in Ontario (Mollica, Phillips, & Smith, 2005) and British Columbia (Carr, 2007), for example. This outlining of research within a practical discussion document is one means of striving to have research inform practice
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