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ERIC Number: EJ953780
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1479-0718
Inclusion of English Language Learners in French as a Second Official Language Classes: Teacher Knowledge and Beliefs
Mady, Callie
International Journal of Multilingualism, v9 n1 p1-14 2012
This paper reports on a mixed-method study that investigated French as a second official language (FSOL) teachers' knowledge and beliefs regarding the inclusion of English language learners (ELLs). Both questionnaire and interview findings show FSOL teachers to believe in the inclusion of ELLs in FSOL, the techniques used to teach FSOL as able to meet ELLs' needs and the study of French to support the study of English. FSOL teachers also revealed a desire for professional development opportunities to better meet the needs of the ELLs. Offering distinctions from other ELL research, this study suggests that FSOL teachers may be equipped to also provide professional development to others. (Contains 3 tables and 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada