ERIC Number: EJ1121756
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
French Second-Language Teacher Candidates' Positions towards Allophone Students and Implications for Inclusion
Mady, Callie; Arnett, Katy; Muilenburg, Lin Y.
International Journal of Inclusive Education, v21 n1 p103-116 2017
In Canada, there is a rising population of K-12 students who speak neither French nor English at home, and who are sometimes expected to learn both of the country's official languages in school. Applying the lenses of critical theory and positioning theory, this study uses questionnaire and interview data to frame considerations to explore how teacher candidates in French second-language (FSL) teacher education programmes across Canada position these Allophone students and their learning needs over the course of their year in teacher education. Findings showed mostly positive attitudes towards the students, and in some cases, apparent small changes in their perceptions of Allophone students in FSL classes but also revealed some uncertainty about the extent to which these positive positions led to recognition of the unique learning needs of this student population. Such findings raise questions about the potential for true inclusion of these students within the learning environment.
Descriptors: French, Language Teachers, Second Language Learning, Second Language Instruction, English, Native Language, Student Needs, Student Attitudes, Language Usage, Family Environment, Official Languages, English (Second Language), Questionnaires, Critical Theory, Teacher Education, Positive Attitudes, Inclusion, Elementary School Teachers, Secondary School Teachers, Foreign Countries, Semi Structured Interviews, Likert Scales
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A