This qualitative case study was conducted to learn about the experiences of one language-minority student learning French in a core French class in Eastern Ontario. In-class observations and interviews with the language-minority learner (LML), his guardian, his teachers and principal were conducted over a six-week period. The data collected helped to create a thick description of the LML’s experiences. The results of the study show that the institution, family and friends all play a role in the LML’s experiences in learning French. It was found that the use and availability of resources, possible curriculum modifications, and effective teaching and learning strategies for language-minority students are important factors affecting the experiences of the LML. This study shows that peers have a strong influence on the experiences of the LML in learning French in the core French context. Finally, the Canadian School Stay program came under scrutiny and information was gleaned from the regional coordinator. Suggestions are made for improved content delivery and further research. / Thesis (Master, Education) -- Queen's University, 2007-08-24 13:27:50.613

The overriding objective of core French (CF) teaching in Canada since the National Core French Study (NCFS) is that of communicative competence (R. Leblanc, 1990). Results from the traditional form of CF, though, suggest that students are not developing desired levels of communicative competence in the drip-feed (short daily periods) model (Lapkin, Harley, & Taylor, 1993). The present study aims to investigate the role of compacted second language program formats in promoting higher levels of language proficiency and achievement among elementary core French students; in particular, the study investigates the pedagogic approach, based on the principle that longer class periods should facilitate a more communicative/ experiential teaching approach. Students in three Grade 7 classes served as participants. Two of the classes served as the compacted experimental classes, and the other as a comparison class. Pre-tests, immediate post-tests and delayed post-tests recorded differences in student achievement. A multi-dimensional, project-based curriculum approach was implemented in all three classes, and was recorded by teacher observations in her daybook and daily journal. Student attitudes toward their CF program format and their self-assessed language proficiency were measured during recorded focus group sessions and on student questionnaires. Parental and teacher perceptions of student attitudes were measured using a short survey. Results indicate that students in both the compact and comparison classes performed similarly, with few significant differences in measured language growth or retention over time. Parents of all classes indicated satisfaction with the teaching and learning activities, and with the program format in which their child was enrolled. Excerpts from the teacher daybook and reflective journal demonstrated that communicative activities fostering student interaction in the target language were more frequently and readily implemented in the longer compact CF periods. Students generally stated a preference for the program format in which they were enrolled, although only students in the compact classes outlined pedagogic reasons in support for their preference. Additionally, most students self-assessed a higher level of language competence than in previous years, which students in the compact (experimental) classes attributed to the longer class periods, stating that they promoted task completion, group work, in-depth projects and communicative activities.

The overriding objective of core French (CF) teaching in Canada since the National Core French Study (NCFS) is that of communicative competence (R. Leblanc, 1990). Results from the traditional form of CF, though, suggest that students are not developing desired levels of communicative competence in the drip-feed (short daily periods) model (Lapkin, Harley, & Taylor, 1993). The present study aims to investigate the role of compacted second language program formats in promoting higher levels of language proficiency and achievement among elementary core French students; in particular, the study investigates the pedagogic approach, based on the principle that longer class periods should facilitate a more communicative/ experiential teaching approach. Students in three Grade 7 classes served as participants. Two of the classes served as the compacted experimental classes, and the other as a comparison class. Pre-tests, immediate post-tests and delayed post-tests recorded differences in student achievement. A multi-dimensional, project-based curriculum approach was implemented in all three classes, and was recorded by teacher observations in her daybook and daily journal. Student attitudes toward their CF program format and their self-assessed language proficiency were measured during recorded focus group sessions and on student questionnaires. Parental and teacher perceptions of student attitudes were measured using a short survey. Results indicate that students in both the compact and comparison classes performed similarly, with few significant differences in measured language growth or retention over time. Parents of all classes indicated satisfaction with the teaching and learning activities, and with the program format in which their child was enrolled. Excerpts from the teacher daybook and reflective journal demonstrated that communicative activities fostering student interaction in the target language were more frequently and readily implemented in the longer compact CF periods. Students generally stated a preference for the program format in which they were enrolled, although only students in the compact classes outlined pedagogic reasons in support for their preference. Additionally, most students self-assessed a higher level of language competence than in previous years, which students in the compact (experimental) classes attributed to the longer class periods, stating that they promoted task completion, group work, in-depth projects and communicative activities.

While much of the literature in the field of second language (L2) motivational variance has focused on macro-level or societal variables to account for males’ disinterest to learn French, very few studies consider micro-level factors, that is, those within the language learning classroom. To fill this gap in the literature, this exploratory and descriptive study examines, from both the perspective of male Core French learners and Core French teachers, possible pedagogical elements that boys perceive as contributing factors to their demotivation to learn French. A mixed method design was employed and data were collected from a sample of 75 male Core French students and six Core French teachers on southern Vancouver Island. The quantitative data were collected through the use of modified questionnaires, while the qualitative data were gathered using focus group interviews. There are three major findings in the current study. First, male Core French learners reported being disinterested in the topics of study used in the Core French classroom and demotivated by the Core French textbook. Second, male Core French learners criticized the overdependence of written modality exercises implemented in the language classroom, suggesting that the repetitive nature of the written exercises discourages them to learn French. Third, male Core French learners were shown to strongly disfavour the teacher-centered approach most often described by learners. They reported that a more student-centered approach, which incorporated games and a significant increase in speaking and interactive activities, might encourage them to be more motivated to learn French. Based on these findings, implications and future research directions are discussed. / Graduate / dtrerice@uvic.ca

Since 2003, the Canadian government has repeatedly called for research into innovative ways to teach Core French (CF) – a non-immersion program, where French as a Second Language (FSL) is taught on a daily basis, or a few times per week. This exploratory study investigates the driving forces behind the widespread popularity of a CF method called the Accelerative Integrated Method (AIM), which combines target language use with gestures, high-frequency vocabulary, and drama to accelerate the development of fluency from the onset of classroom instruction. In order to learn more about the “meaningfulness” of this growing trend (Fullan, 2007), this mixed-method inquiry attempts to shift the focus from product to process, comparing educator perspectives and AIM implementation within two Ontario contexts: (a) where AIM was mandated for elementary (Grades 4-6) FSL instruction, and (b) where AIM was an optional method for FSL teachers to use (or not). Survey and interview data were collected from and triangulated across a variety of educators from both contexts, including FSL consultants (n = 18), principals (n = 8), CF teachers (n = 9), and one Ontario Ministry of Education representative. Four semi-structured interviews and multiple observations were also conducted with those CF teachers who were using AIM (n = 8). An additional CF teacher who had attempted to use AIM, and had subsequently rejected it, was also interviewed. Findings showed that AIM implementation and educator perspectives did not vary significantly based on whether AIM was mandated or optional for CF instruction. A clear preference emerged towards using AIM and the accompanying resources during the beginning stages of CF instruction. Discussion about the growing popularity of AIM was positive; however, it also exposed a range of emotions about when and how AIM should be used. In terms of implementation, while some AIM routines, activities, and strategies were used by all, each AIM teacher exercised their agency while using the method, supplementing and adapting for different reasons. Implications include the need to reexamine the objectives of micro-level AIM policies, recognize the adaptability of AIM, and consider including detailed observations in future research linking AIM to student achievement.

Since 2003, the Canadian government has repeatedly called for research into innovative ways to teach Core French (CF) – a non-immersion program, where French as a Second Language (FSL) is taught on a daily basis, or a few times per week. This exploratory study investigates the driving forces behind the widespread popularity of a CF method called the Accelerative Integrated Method (AIM), which combines target language use with gestures, high-frequency vocabulary, and drama to accelerate the development of fluency from the onset of classroom instruction. In order to learn more about the “meaningfulness” of this growing trend (Fullan, 2007), this mixed-method inquiry attempts to shift the focus from product to process, comparing educator perspectives and AIM implementation within two Ontario contexts: (a) where AIM was mandated for elementary (Grades 4-6) FSL instruction, and (b) where AIM was an optional method for FSL teachers to use (or not). Survey and interview data were collected from and triangulated across a variety of educators from both contexts, including FSL consultants (n = 18), principals (n = 8), CF teachers (n = 9), and one Ontario Ministry of Education representative. Four semi-structured interviews and multiple observations were also conducted with those CF teachers who were using AIM (n = 8). An additional CF teacher who had attempted to use AIM, and had subsequently rejected it, was also interviewed. Findings showed that AIM implementation and educator perspectives did not vary significantly based on whether AIM was mandated or optional for CF instruction. A clear preference emerged towards using AIM and the accompanying resources during the beginning stages of CF instruction. Discussion about the growing popularity of AIM was positive; however, it also exposed a range of emotions about when and how AIM should be used. In terms of implementation, while some AIM routines, activities, and strategies were used by all, each AIM teacher exercised their agency while using the method, supplementing and adapting for different reasons. Implications include the need to reexamine the objectives of micro-level AIM policies, recognize the adaptability of AIM, and consider including detailed observations in future research linking AIM to student achievement.

This qualitative study was guided by the framework of Intercultural Communicative Competence (ICC). In Canada, although researchers recognize that learning French through a cultural context will promote understanding and acceptance of cultural diversity, as well as the learning of the target language, there is little evidence to support the ways in which this methodology may influence the learning of elementary Core French students. The purpose of this study was to investigate the ways in which a group of Grade 4 students, from an English community, perceived their peers from a French community, and to describe any changes in their attitudes toward learning French as a Second Language in response to the opportunity to learn through a cultural context. This action research study used a questionnaire, an observation checklist of task-related behaviour, and semi-structured group photo-interviews to explore 15 Grade 4 students’ perceptions and attitudes in response to a new research-based teaching approach. As the cultural exchange unfolded, I sought evidence of the three savoirs (that according to the ICC model, primary students have the ability to develop), in order to promote interculturality: savoir être (related to students’ attitudes towards the other students), savoirs (related to knowledge of the other culture), and savoir apprendre/faire (related to behaviour toward the other culture). Results indicated that students showed evidence of two savoirs: savoir être and savoirs. Savoir apprendre/faire, however, was not shown. In addition to the two savoirs, the exchange promoted the learning of French in the classroom, and supported the development of students’ confidence in communicating in French. The findings of this study contribute to the teaching of Elementary Core French in Ontario, by providing valuable insights into the possible ways that learning French through an intercultural experience holds potential in developing students’ communication abilities as well as awareness and acceptance of otherness, which is the bedrock upon one can develop effective communicators in the target language. / Thesis (Master, Education) -- Queen's University, 2014-04-23 18:35:56.721