Immersion Teachers Research Articles

Klangfarbenmelodie: Learner Identity and the Creative Arts

Written from the perspective of a Grade 5/6 French Immersion teacher, this paper examines the role of music, poetry, and the visual arts in enhancing learner identity, in the context of the elementary school classroom. It begins with a focus on artistic metaphors that represent cultural and linguistic hyphenation. It then addresses practical applications of these metaphors into classroom activities, projects, and lessons, enhancing community, academic curricular goals, and student self-awareness.

Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers

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.

Revitalising language through music: a case study of music and culturally grounded pedagogy in two Kanien’ke:ha (Mohawk) language immersion programmes

ABSTRACTSince the 1990s scholars, teachers, and policy makers have debated over the importance of culturally grounded or culture-based education (CBE) approaches in primary and secondary programmes. For Indigenous communities, CBE methods are often regarded as decolonising tools that support linguistic and sociocultural revitalisation efforts. A majority of Indigenous educational projects have prioritised teaching language above other cultural components, such as music, which has largely been overlooked as a powerful tool due to the pervasive assumption that traditional musical practices rely on the language to survive. This article explores how cultural components have a symbiotic rather than a hierarchical relationship, focusing on the interdependence between language and music. Based on ethnographic fieldwork and observations with four Indigenous language immersion teachers, I argue that music is a linchpin pedagogical tool that promotes intergenerational interactions, builds social relationships, and facilitates the daily use of language in and outside the classroom.

Rear-view Mirror: Towards a Better Understanding of the Needs of French Immersion Teachers in Regards to Professional Development in Visual Arts

An Ontario bilingual university and a community arts committee collaborated in offering a professional development program for elementary and high school teachers to improve their instructional competence in visual arts. A year after offering the professional development program, researchers did a qualitative study in order to verify the effectiveness of the program as well as gather detailed information about its impact on classroom teaching. The group of participants in the follow-up project was comprised of French immersion teachers. Data was collected with a questionnaire used during a phone interview with each participant. Findings indicate that the program was successful in changing practices. The critical factor effecting change was the emphasis throughout the program on participants playing the role of children in age-appropriate activities. Confidence and motivation increased considerably during field applications; skills and concepts were effectively integrated into the school curricula; and creativity, experimentation and flexibility were employed to overcome instructional obstacles and effectively deliver visual arts lessons.

“It was two hours […] the same old thing and nothing came of it”

AbstractThis article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ experiences of continuing professional development (CPD). Findings from this research indicate that teachers’ engagement and participation in CPD is low due to their dissatisfaction with current provision. According to participants, current CPD services do not address the complex sociolinguistic environment in which their professional practice is situated or their professional development needs within this context. Suggestions for policy and practice in CPD directed at Gaeltacht and immersion teachers are also considered.

Teacher adaptations to support students with special education needs in French immersion

Abstract As of late, French immersion (FI) teachers have been encouraged to adapt their instruction to support the inclusion and success of students with learning difficulties. In particular, pedagogical concepts such as Universal Design for Learning (UDL) (National Center on Universal Design for Learning, 2014) and differentiated instruction (Tomlinson, 2004) have been promoted as means to do so. This study used observations of nine FI teachers’ classes with the view to exploring their adaptations for students with learning difficulties in hopes of identifying future professional development directions. The observations revealed that the FI teachers were aptly adapting their instruction for the class as a whole whereas they were less apt to modify for individual students. In order to further their inclusive practices, the FI teachers in this study would benefit from future professional development opportunities that focus on differentiating instruction for individuals and conversations about if and how teacher language choices can provide additional means of differentiation.

Unpacking dimensions of immersion teacher educator identity

Abstract Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education setting. A community of practice (CoP) framework was utilised to provide insights into what Vygotsky (1987) terms the twisting path of all three TEs as they engaged in the CoP. Critical moments of defending content as priority, negotiating an integrated space, and becoming immersion-responsive were revealed. CoP played a vital role in facilitating new professional identities and illuminates in multiple ways the exclusive and complex process of becoming an ITE.

The Common European Framework of Reference (CEFR) in French immersion teacher education

Abstract Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers (n = 25) and the course instructor identified strengths and challenges associated with this initiative via surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for decision-making related to its use in ITE programs targeting FI teachers.

Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction

Abstract The knowledge and pedagogies needed for immersion classrooms are unique and complex. Although there is a growing body of research on immersion pedagogy, there is a dearth of research on professional development (PD) experiences that positively impact immersion teacher practices. This paper focuses on exploring immersion teacher perceptions of PD experiences in the area of language-focused content instruction that have a positive impact on their teaching. The theoretical framework guiding the study is “communities of practice” (CoP) (Wenger, 1998), and survey and focus group data were analyzed in relation to Wenger’s four realms of CoP (community, practice, meaning, and identity). Findings revealed specific features of high impact assignments and PD experiences. The paper concludes with implications for designing meaningful and effective PD experiences for immersion educators and others who teach in CBI settings.

In search of immersion teacher educators’ knowledge base

Abstract Although it has long been touted as a key ingredient to successful immersion practice, no research to date has examined immersion teacher educators’ (ITEs) knowledge base as it relates to the work of content, language, and literacy integration in curriculum planning and teaching. Thus, it is difficult to know whether or not ITEs are ready and able to support the pedagogical transition toward better-integrated practice in the immersion classroom. This qualitative study set out to fill this gap in our knowledge by exploring ITEs’ understanding of the nature and role of language and literacy in the context of their discipline of expertise through the use of an analytic framework designed to examine ITEs’ knowledge base. Key findings point to the need for the elaboration of a professional development (PD) program specifically dedicated to supporting ITEs’ continuous knowledge growth, particularly when it comes to the issue of pedagogical integration.

A Bakhtinian take on languaging in a dual language immersion classroom

Language brings a classroom to life and crafts the teaching and learning space. Sociocultural theories of language acquisition and learning focus on the role of language as a mediator for development. While research on languaging and translanguaging practices in English medium and multilingual classrooms is on the rise, less attention has been paid to the languaging work occurring in the translanguaging space of the dual language immersion classroom. To this end, this study explores the languaging choices of a second grade French immersion teacher as he imparts both language learning objectives and his enactment of critical peace education. This article provides a micro-discourse perspective of the speech genres utilized within a single lesson on adjectives conducted in both French and English. Data analysis revealed the ways in which students and their teacher together languaged academic French and peace education in and through different speech genres. This study demonstrates the affordances of a speech genre analysis for researching multilingualism in dual language learning settings. Implications for pedagogy and theory about bi/multilingual discourse are discussed.

“I wouldn't want to impose!” Intercultural mediation in French immersion

This article examines four French immersion (FI) teachers’ perspectives on the relationship between language and culture and on their roles as intercultural mediators in New Brunswick (NB), Canada's only officially bilingual province. Data were drawn from semi‐structured interviews with the teachers. Couched in the broader framework of Canada's multicultural policy, the cultural outcomes for NB's FI program underscore the importance of learning French in a multicultural and multilingual society. Understanding the relationship between language and culture is part of this; however, the department explicitly states that it does not intend for immersion students to “adopt” Francophone culture. This analysis shows that these teachers employ a variety of language ideologies, all of which culminate in a “language‐as‐code” approach, devoid of culture and removed from its social contexts of use. They do not consider deep cultural discussions to have a place in their classrooms, although each teacher demonstrates some level of intercultural awareness regarding the language/culture dialectic in their private lives. The works by Kohler (), Di Stefano (), and Kearney () are employed to consider possible ways forward for teacher training on intercultural mediation in immersion classrooms and on curriculum development to target students’ intercultural competence.

Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines

This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.

The Effect of Educational Input on the Development of Sociolinguistic Competence by French Immersion Students: The Case of Expressions of Consequence in Spoken French

In this paper we discuss the results of a comparative study examining the words used by 41 Grade 9 and 12 OntarioFrench immersion students to express the notion of consequence intersententially (i.e., between two clauses). The immersionstudents' usage is compared to that found in: a) the spoken Frenchof Quebeckers, b) the in-class speech of a sample of French immersion teachers, and c) a series of French language artsteaching materials used in French immersion programs.The comparison reveals that this notion of consequence is expressed bytwo variants, namely alors and done, that are used with differential frequencies in all four corpora, another variant, namely (9a) faitque, that is used almost exclusively by the speakers of Quebec French and a final variant, namely so, that is used only by the immersion students. Explanations for these findings are tied to a number of factors (e.g., the differential sociostylistic values attached to these variants, and inter- and intra-systemic properties of the variants). For instance, the absence of the frequent variant(9a) fait que in the student and educational corpora reflects this variant's vernacular status in Quebec French and, hence, its avoidance in the students' educational input. Also, the students' useof so is attributed to their not having fully automatized the French conjunctions of consequence and their occasional switching to thisEnglish equivalent. Finally, we discuss the pedagogical implications of our findings.

Integrated content, language, and literacy instruction in a Canadian French immersion context: a professional development journey

ABSTRACTAlthough immersion programs are very popular in Canada, they are complex to implement and not as successful as we would hope them to be when it comes to the development of students’ language skills. This article reports on the findings of a case study conducted within the context of an ongoing five-year grant funded project in Western Canada whose overarching goal was increased student achievement through targeted professional development (PD) intervention. The specific intervention, a year and a half-long PD program based on an adapted integrated framework for curricular development (Cammarata, Laurent. 2016. “Foreign Language Education and the Development of Inquiry-driven Language programs: Key Challenges and Curricular Planning Strategies.” In Content-based Foreign Language Teaching: Curriculum and Pedagogy for Developing Advanced Thinking and Literacy Skills, edited by Laurent Cammarata, 123–143. New York: Routledge/Taylor Francis) and a Lesson Study model, was designed for 15 participating grades 6–12 French immersion teachers. It aimed at increasing their ability to craft and implement well-integrated instructional modules in order to better support students’ linguistic and literacy skills development during subject-matter instruction. Data collected for this study exploring teachers’ experience of appropriating and implementing the integrated approach included co-constructed lesson plans, classroom observations, focus-group debriefing sessions, and surveys. Findings indicate that long-term and sustained PD interventions organized around collaborative work can have a positive effect on teachers’ ability to counterbalance content and language/literacy instruction. Important variables to ensure success are discussed and implications for immersion PD are shared.

Relating French Immersion Teacher Practices to Better Student Oral Production

This study examined seven Louisiana kindergarten immersion teachers’ practices to evaluate students’ oral target language production and compare the oral production elicited when different instructional practices were used over a single semester. Three rounds of three 20-minute observations in three different contexts – circle time, direct instruction, and centre time – were conducted in seven kindergarten teachers’ classrooms at the beginning, middle, and end of the semester. Using the Association canadienne des professeurs d’immersion (ACPI) accepted language proficiency levels, the researchers focused on students’ global capacity to communicate. Findings suggest that teacher practices influenced student oral language production and help identify specific, practical suggestions for improving language immersion teaching practices and immersion teacher training.

Good Night, Bat! : Good Morning, Squirrel! by P. Meisel

Meisel, Paul. Good Night, Bat! : Good Morning, Squirrel! Highlights, 2016.Paul Meisel, Geisel Honor award winning author and illustrator, creates a humorous story about friendship and miscommunication. This fictional picture book follows homeless Bat on his journey to finding the perfect new home. Through whimsical mis-read notes the friendship between Bat and Squirrel blossoms.The literary content in this story is invaluable for young readers. Meisel demonstrates the complexities of the English language by playing with simple words and phrases while demanding that readers also read the images. This play on words offers a charming world in which young children can explore and expand upon their vocabulary.Complimenting this hilarious story are illustrations that demand the reader’s attention. At a first glance, the visuals appear gloomy due to the brown, green and grey tones. However, the expressions of Bat and Squirrel, along with the simple but easily misunderstood leaf note’s enable young readers to become enthralled in the world of Bat and Squirrel.Combining the two essential features of playing with language and reading illustrations, Good Night, Bat! Good Morning, Squirrel! is an essential read-aloud story for any early childhood classroom.Highly Recommended: 4 out of 4 starsReviewer: Leah Den HaanLeah Den Haan is a grade one French immersion teacher with Edmonton Public Schools. She has always enjoyed children’s literature and loves sharing her love of reading with her students on a daily basis.

In the Red Canoe by L. Davidson

Davidson, Leslie A. In The Red Canoe, illustrated by Laura Bifano. Orca Book Publishers, 2016.“In the Red Canoe” is a fictional picture book written by Leslie A. Davidson and illustrated by Laura Bifano. This beautiful story takes place by a lakeside cottage and follows the magical exploration of nature by a grandfather and his grandchild. As they paddle along the lake in a red canoe, they are surrounded by the many delightful elements of nature including vibrant flowers, elusive frogs and soaring birds. Written in first person through the eyes of a young child, this book engages all readers who may have grown up with a family cottage and stimulates the curiosity of readers who may have not yet had the chance to explore nature.The poetic pattern of this text is presented in a smooth, rhythmic way. The descriptive language is delicate and the beauty of nature is captured through strong imagery. The author’s chosen words of “We don’t say much we mostly look” represent the magic of this book as the elegance of this story could have been depicted solely with the images.The vivid illustrations of this story capture the breathtaking scenery that exists in the outdoors and celebrate the personal connection of grandparent and grandchild through painted images of physical and emotional closeness. The pictures do not clearly specify the gender of the grandchild which make this story easy for most children to connect with.Highly Recommended: 4 out of 4 starsReviewer: Kerstin SkowKerstin Skow is a grade 2 french immersion teacher with Edmonton Public Schools and is currently completing her Master’s Degree in Elementary Education at the University of Alberta. Kerstin was an avid reader growing up and enjoys fostering a love of reading in her students.

Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams.

Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students' classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.

The design of the conception of upbringing activity of the teacher in the context of professional development

The development of pedagogical professionalism in the field of upbringing in the context of contemporary socio-cultural situation is connected with cultural development of the teacher and, consequently, there arise such tasks, as: first, discover how to introduce the philosophical, cultural and scientific heritage to the practicing teachers; secondly, how to construct their own professional activity on this base. In the article are described the levels of professional self-determination of teachers in their upbringing activity and is offered a type of simulating business game for immersion teachers into the philosophical, scientific, methodological traditions that, according to the authors, will facilitate the process of working out their own conception of upbringing activity.