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ERIC Number: EJ967323
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-1481-868X
Exploring the Dynamic Relationship between the Accelerative Integrated Method (AIM) and the Core French Teachers Who Use It: Why Agency and Experience Matter
Arnott, Stephanie
Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, v14 n2 p156-176 2011
Over the last decade, almost 4,000 Canadian schools have moved to using the Accelerative Integrated Method (AIM) for core French (CF) instruction. Following researchers' recommendations (Brumfit, 1984; Lapkin, Mady, & Arnott, 2009; Larsen-Freeman, 1996, 2000; Prahbu, 1990), I am shifting the focus in this case study from product to process. In other words, investigating how AIM teachers use and shape the method during implementation instead of comparing AIM and non-AIM student outcomes (Bourdages & Vignola, 2009; Carr, 2001; Mady, Arnott, & Lapkin, 2009; Maxwell, 2001; Michels, 2008;). Four interviews and observation sessions were conducted with eight elementary-level CF teachers. Findings showed that while some AIM routines and strategies were used by all, teachers exercised their agency in supplementing recommended AIM activities and materials, especially those with more AIM and CF teaching experience. Establishing that using AIM engaged teachers' "senses of plausibility" (Prahbu, 1990) also exposed important implications for future AIM research and board-level policy. (Contains 7 footnotes and 4 tables.)
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 - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada