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ERIC Number: EJ944120
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-1481-868X
A Critically Conscious Examination of Special Education within FSL and Its Relevance to FSL Teacher Education Programs
Arnett, Katy; Mady, Callie
Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, v13 n1 p19-36 2010
Using the lens of critical theory, this article explores the tenuous relationship between special education and French Second Language (FSL) education, particularly as it manifests in the issue of including students with language-based learning disabilities/difficulties within the French immersion context. Drawing on considerations of these issues within empirical, theoretical, and popular literature, the authors point out that the current tensions are borne of conflicting ideals about what should comprise the requisite educational experience of students who learn in atypical ways in an age where learner difference is fully expected to be accommodated. Through this analysis, the authors consider how FSL teacher education programs could become sites for reconciling these tensions and potentially enabling greater inclusion within FSL programs, even though their current structures could explain some of the tensions that exist between the fields of special and FSL education. (Contains 3 footnotes.)
Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A