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ERIC Number: EJ1093477
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1467-5986
Conformists & Mavericks: Introducing IT-Enabled Plurilingual Pedagogy Informed by the CEFR in High School French Immersion
Taylor, Shelley K.
Intercultural Education, v26 n6 p515-529 2015
This exploratory case study investigates pathways taken by a Canadian French immersion high school teacher invested in pedagogical change. To fairly evaluate the successfulness of her attempt to effect change, Cummins' "framework of coercive and collaborative relations of power manifested in macro- and micro-interactions" was employed. Its use shed light on the structural adaptations needed for the innovation she was attempting to introduce to succeed. The teacher wanted to introduce plurilingual pedagogy informed by the "Common European Framework of Reference for Languages" (CEFR) into a French-medium content-based course by drawing on student ease with using technology such as "i-Movie." The findings gained through an analysis of classroom-based observation, interviews, documents and artefacts suggest the structural challenges she faced led her to make decisions at odds with her beliefs and goal of implementing innovative pedagogy (she modified a key aspect of a social justice task). They further suggest a mismatch between what she anticipated student reactions to the innovation would be as compared to their actual reactions. Students welcomed the chance to draw on their out-of-school digital knowledge to reflect their (linguistic) identity through their work, suggesting IT-enabled plurilingual pedagogy informed by the CEFR merits further exploration.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A