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This study examines the perceptions of foreign language elementary school (FLES) teachers under current federal education legislation, specifically the No Child Left Behind Act (NCLB) of 2001. The study data was collected during the fall of 2008, while Congress continued to debate the reauthorization of NCLB and just prior to the U.S. presidential election. The study gives voice a traditionally under-researched group of teachers, elementary school foreign language teachers. Inner-city public FLES teachers at Murray Language Academy, a Chicago (Illinois, U.S.A.) Public School (CPS), shared their beliefs about working under NCLB in order to document the perceived impact of NCLB on their early foreign language curriculum and their own behavior. The study also provides a review of current literature illuminating NCLB's impact on FLES programs and FLES teacher behavior in the U.S. As a case study, the research included structured interviews and classroom observations which were designed and analyzed with the following research questions in mind: 1. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their curriculum? 2. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their own behavior? The interviews were analyzed using the constant comparative method (Glaser and Strauss, 1967) to methodically identify patterns in the ways in which FLES teachers are influenced by NCLB. To further enrich the study, classroom observations were conducted. The study participants did not note any reduction in FLES programming due to NCLB, however, the study uncovered two recurring critical issues for Murray FLES teachers in the climate of NCLB. The two recurring critical issues revealed by the study's participants are: (a) FLES teachers in CPS believe they face increased challenges in integrating students from NCLB failed schools into their language curriculum and (b) FLES teachers in CPS perceive increased workloads and increased use of school resources, including greater interaction with the school's special education staff, as a result of mainstreaming students with cognitive and behavioral disabilities into FLES programs under NCLB.

Dans ce travail de thèse, nous étudions les pratiques dialogales dans les classes de FLES au Liban. L’objectif est de caractériser le rapport existant entre les manifestations dialogales présentes, en amont, sous diverses formes (dialogue modèle, consignes…) dans un manuel de FLE et les phénomènes dialogaux observables, en aval, dans les classes de FLES qui les utilisent, en particulier lors des jeux de rôle mis en œuvre par les apprenants.La visée de cette recherche est d’étudier l’exploitation qui est faite du dialogue fictionnel du manuel à travers les interactions entre partenaires de la classe de langue au Liban. Qu’est-ce que les enseignants et/ou les apprenants en gardent et, au contraire, qu’est-ce qu’ils laissent de côté ? Comment les dialogues ou documents pédagogiques du manuel sont-ils exploités ? Les consignes du livre de l’élève sont-elles exécutées (ou non) à la lettre ? Les conseils « interactionnels » du livre du professeur sont-ils suivis (ou non) ? Etc. Nous tentons ainsi d’apporter une meilleure compréhension de la variété et de la spécificité des pratiques dialogales mises en œuvre dans des classes de FLES arabo-libanaises utilisant un manuel franco-français. / In this PhD thesis, we investigate dialogical practices in French as Foreign and Second Language (FFSL) classrooms in Lebanon. The objective is to characterize the relationship between the existing dialogical manifestations in various forms (model dialogue, instructions...) found in the FFL textbook and the dialogical phenomena observable in FFSL classes that use them, particularly during role-play activities performed by the learners.The aim of this research is to study the exploitation of fictional dialogue found in the textbook through interactions among partners in the classroom in Lebanon. What do teachers and/or students keep from the dialogue and what do they leave aside? How are the textbook’s dialogues or pedagogical documents implemented? Are the instructions of the student’s textbook applied literally or not? Are the interactional tips of the teacher’s book abided by or not? Thus, we try to provide a better understanding of the variety and specificity of dialogical practices implemented in Lebanese FFSL classes using a French textbook.

The primary goal of this study was to identify how middle school language teachers bridge the skills acquired and strategies taught in an elementary school language program with the skills taught and practiced at the middle school level. The study will answer in detail this question: What perceptions do middle school teachers form regarding their students' language skills and how do these perceptions impact a world language program? By identifying the language teachers' current perceptions as they relate to their lesson design and delivery, school districts may find relationships between the teachers' perceptions of their students' language abilities and the program's perceived benefits or deficiencies. The researcher examined a middle school language program through the participation of language teachers from three middle schools in an urban setting. The findings indicate that teachers in the program can improve the delivery of their instruction by implementing strategies identified as necessary for the continued growth of the program and for students' acquisition of the language skills needed in the 21st century. Three themes derived from the findings and results of this study are: 1) collaborating with the teachers from the previous level; 2) using question and answer techniques and; 3) minimizing the amount of time used for review. / Educational Administration

Ce travail s’inscrit dans le cadre de la didactique du Français sur Objectifs Universitaire. Il porte sur l’accueil des étudiants de nationalité étrangère en mobilité en France et les difficultés qu’ils rencontrent pour leur intégration dans le système universitaire français. L’objectif de ce travail est d’analyser les difficultés ressenties par d'étudiants en mobilité en France dans le cadre de leur parcours universitaire. Ces difficultés peuvent être liées aux dimensions linguistiques, culturelles et à l’organisation du système universitaire. Par ailleurs, ce travail cherche à donner des pistes et des alternatives pour améliorer l’intégration d'étudiants de nationalité étrangère en France ; donc nous avons essayé de proposer les bases pour l'élaboration d’un programme de Français sur Objectifs Universitaires (FOU) visant à préparer d'étudiants à l’acquisition de compétences langagières, disciplinaires et méthodologiques de la vie universitaire à partir de l’analyse de leurs besoins spécifiques. / This work is part of the pedagogy of “French as Foreign Language”, and more specifically French for university purpose. It focuses on the reception of foreign students who moved to France and are having difficulties relating to their integration into the French university system.The objective of this work was to analyze the difficulties felt by international students studying in France as part of their university career. The most difficulties were related to linguistic, cultural and organizational aspects of the university system..This work gives leads and alternatives to improve the integration of foreign students in French universities. There fore we propose basis for the development of a program for French university purpose aimed at preparing students to acquire linguistic, disciplinary and methodological skills for university life due to an analysis of their specific needs.