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Altman, Howard – Canadian Modern Language Review, 1975
Descriptors: Individualized Instruction, Individualized Programs, Language Instruction, Language Programs
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Majhanovich, Suzanne – Canadian Modern Language Review, 1990
An Ontario language teachers' association survey of school boards concerning projected staffing needs, status of current core and immersion French programs, planned expansion and development, and areas of particular need for qualified French second-language teachers is summarized. Data and issues raised by respondents are presented. (Author/MSE)
Descriptors: Foreign Countries, French, Immersion Programs, Language Teachers
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Ullmann, Rebecca; Hainsworth, Howard – Canadian Modern Language Review, 1991
The need for qualified teachers of French as a second language and ways of renewing teacher education programs to meet the need are discussed. Preservice and inservice teacher education are considered. (27 references) (Author/MSE)
Descriptors: Curriculum Development, French, Language Teachers, Program Development
Peer reviewed Peer reviewed
Annandale, Eric – Canadian Modern Language Review, 1985
Discusses the increased demand for French immersion teachers, the concomitant demand for improved teacher education programs, and the joint efforts of the University of Manitoba's faculty of education and French department to create a course for senior students and practicing teachers to meet these needs. (MSE)
Descriptors: Course Content, Foreign Countries, French, Immersion Programs
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Obadia, Andre A. – Canadian Modern Language Review, 1984
French immersion teacher training should have its own structure, philosophy, and criteria, and should not be confused with or diluted by other types of teacher training. At Simon Fraser University, French immersion teachers spend twelve months specializing in immersion, with six months spent in classroom practice. (MSE)
Descriptors: Bilingualism, Foreign Countries, French, Immersion Programs
Peer reviewed Peer reviewed
Elling, Barbara – Canadian Modern Language Review, 1978
The trends toward competency-based teacher education (CBTE) and its basic characteristics are described. The meaning of CBTE to the foreign language profession as a whole, to secondary school foreign language teachers, students preparing to be teachers, and college faculty is discussed. A model for program development is presented. (SW)
Descriptors: Competency Based Teacher Education, Higher Education, Language Instruction, Language Teachers