Abstract
This article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario. Data were collected through classroom observations and interviews with the teachers and early childhood educators, who also participated in a professional learning community addressing the needs of French language learners. The participants revealed that language use was their biggest concern. The majority of these teachers and early childhood educators indicated that participation in the professional learning community influenced their use of English in class. The participants stated that they had increased consciousness and confidence in students’ ability to learn French without the use of English, which motivated them to progressively reduce their English use while encouraging students’ French use.
Highlights
Article abstractThis article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario
Au Canada, le français et l’anglais sont les deux langues officielles du pays (Gouvernement du Canada, 1969)
En Ontario, où le français est la langue de la minorité, selon l’article 23 de la Charte canadienne des droits et libertés (Gouvernement du Canada, 1982), les personnes considérées comme des ayants droit et peuvent alors faire instruire leurs enfants ont français sont celles qui (a) ont appris le français comme première langue et le comprennent encore ou (b) ont fréquenté une école primaire de langue française au Canada ou (c) ont un enfant qui a reçu ou reçoit son éducation primaire ou secondaire en langue française au Canada
Summary
This article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario. Data were collected through classroom observations and interviews with the teachers and early childhood educators, who participated in a professional learning community addressing the needs of French language learners. The participants revealed that language use was their biggest concern. The majority of these teachers and early childhood educators indicated that participation in the professional learning community influenced their use of English in class. The participants stated that they had increased consciousness and confidence in students’ ability to learn French without the use of English, which motivated them to progressively reduce their English use while encouraging students’ French use
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