Ayant comme première langue apprise ou d’usage le français, les élèves francophones issu·es de l’immigration récente (EFIIR) sont souvent directement inclus·es en classe ordinaire dans le niveau scolaire de leur groupe d’âge (MELS, 2014d). Elles et ils ne reçoivent généralement pas de soutien particulier puisque l’école considère leur maîtrise de la langue d’enseignement suffisante. Pourtant, ces EFIIR sont confronté·es à des obstacles potentiels de taille (Gosselin-Gagné, 2018a). Pour favoriser leur plein épanouissement, l’inclusion scolaire est alors un concept à mobiliser (Potvin, 2013). S’appuyant sur le socioconstructivisme, elle amène le personnel à reconnaître l’hétérogénéité des profils des élèves et à mettre en œuvre des pratiques équitables et adaptées à leurs besoins. Ce projet de recherche a 3 objectifs spécifiques : 1) documenter les facilitateurs et obstacles à la situation d’inclusion d’EFIIR dans leur groupe classe ordinaire du primaire; 2) dégager des pratiques inclusives et socioconstructivistes qui soutiennent leur situation d’inclusion; et 3) analyser leur situation d’inclusion en fonction de la synthèse retenue et des principes de l’inclusion scolaire. Le type de recherche adoptée est l’étude de cas multiples. La triangulation des données a été assurée par leur collecte auprès de trois types de personnes participantes, soit les EFIIR, leur parent et le personnel scolaire impliqué dans leur situation d’inclusion, et ce, avec des entretiens semi-dirigés. Les résultats se structurent autour de trois études de cas de situations d’inclusion d’EFIIR. Plusieurs facilitateurs, comme le soutien des parents et celui de la personne enseignante titulaire, ont été nommés par les personnes participantes et dégagés à la suite de l’analyse des données collectées. Les EFIIR ont également rencontré divers obstacles en lien avec leurs apprentissages en mathématiques, la diversité culturelle et linguistique du français, et la création de liens d’amitié. Ces facilitateurs et obstacles étaient davantage nommés par les personnes participantes comme étant intrinsèques aux EFIIR, ce qui a suggéré un manque d’adaptation réciproque de la part de l’école. De plus, une variété de pratiques inclusives et socioconstructivistes qui soutiennent la situation d’inclusion scolaire de ces EFIIR a été soulevée tels un protocole d’accueil réfléchi, l’enseignement explicite de l’empathie et l’accompagnement des élèves dans leur socialisation. / Students who have recently immigrated that master French as their first spoken language are often directly included in schools in ordinary classes associated to their age group (MELS, 2014d). They generally do not receive any particular support since schools consider their competencies of the language of instruction sufficient. However, these students face significant potential obstacles (Gosselin-Gagné, 2018a). To promote their full potential, inclusion is a concept to mobilize (Potvin, 2013). Based on the sociocultural theory, it encourages school staff to recognize the heterogeneity of student profiles and intervene in an equitable and adapted way to answer their needs. This research project has 3 specific objectives: 1) to document the facilitators and obstacles to the situation of inclusion of French-speaking students who have recently immigrated in ordinary classes in elementary schools; 2) to identify inclusive and sociocultural practices that support the situation of inclusion of these students; and 3) to analyze their situation of inclusion according to the retained synthesis of inclusive education and its principles. This project is a multiple case study. Triangulation of the data was ensured by collecting them from three types of participants, namely French-speaking students who have recently immigrated, their parents and school staff involved in their situation of inclusion, with semi-structured interviews. The results are structured around three case studies of the situation of inclusion of three French-speaking students who have recently immigrated. Several facilitators, such as support from parents and from the classroom teacher, were named by the participants and identified following the analysis of the data collected. These students encountered various obstacles related to their learning in mathematics, the cultural and linguistic diversity of French, and the creation of friendships. These facilitators and obstacles were often named as being intrinsic to the students, which suggested a lack of reciprocal adaptation on behalf of the schools. In addition, a variety of inclusive and sociocultural practices that supported the situation of inclusion of these French-speaking students who had recently immigrated were raised, such as a thoughtful reception protocol, the explicit teaching of empathy, and the support for students in their socialization.

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The Swedish curriculum emphasizes the importance of pupils’ active learning, influence over the education and communicative skills in language learning. The Storyline approach has since its entry in the educational context in the 1960s, influenced teaching all over the world. The approach emphasizes pupils’ interest, meaning-making processes and creativity and thus agrees well with the content of the Swedish curriculum. This research overview aims to offer insight into how the Storyline approach can affect pupils in an English as a second language context, in different ways. It focuses primarily on how the Storyline approach can promote pupils’ second language acquisition, what impact the story and its characters have on pupils’ motivation and what effects the aesthetics in Storyline have on pupils. It also gives an overview of challenges that pupils and teachers might encounter while working with a Storyline project. The findings of the study indicate that the Storyline approach, through group work and communicative, meaningful tasks, promote pupils’ learning of English. Moreover, the context of the story and the characters seem to enhance pupils’ intrinsic motivation to learn the English language and the aesthetics can make pupil active agents in their learning process and mediate their knowledge. However, the Storyline approach also involves different challenges for both pupils and teachers, such as trying to find a balance between the teacher’s and the pupils’ control, keeping the story and the characters alive throughout the whole project, dealing with lack of time, group work issues and presenting the work in front of other pupils.

Syftet med den här studien var att undersöka vilka arbetssätt lärare upplever bidrar till att elever känner motivation till läsning av skönlitteratur samt att ta reda på vilka utmaningar lärare står inför i det arbetet. Studien genomfördes med en kvalitativ metod med semistrukturerade intervjuer med tio informanter. Den tidigare forskningen som ligger till grund för studien handlar om hur skönlitteratur och läsning hänger ihop, hur läsning och motivation hänger ihop samt hur lärare arbetar med läsning. Studiens teoretiska grund bygger på den sociokulturella teorin av Lev Vygotskij samt expectancy-value theory som är grundad av Jacquelynne Eccles och hennes kollegor. Det resultat som studien visade var att lärarna som deltog i studien har flera metoder för att försöka ge eleverna motivation till läsning av skönlitteratur som placering, arbete med val av böcker, använda yttre aktörer och högläsning. De utmaningar som lärare upplever beskriver de som arbetet mot hemmen, elevens sociala situation, gruppstorleken samt dynamiken i gruppen. / The purpose of this study was to explore what working methods teachers consider having a contribution to the feeling of motivation in students regarding reading fiction and also what challenges teachers face with this work. This study was conducted using a qualitative method with semi-structured interviews with ten informants. The previous research that is the foundation for this study reflects how reading of fiction and reading are connected, how reading and motivation are connected and how teachers work with reading in the classroom. The study's theoretical basis is based on the sociocultural theory of Lev Vygotsky and expectancy-value theory, which was founded by Jacquelynne Eccles and her colleagues. The result of this study showed that the teachers that were participating used multiple methods in their work trying to motivate students to read fiction. Among these are placement in the classroom, thought into choosing books, the usage of external actors and reading aloud. The challenges that teachers face are described by the informers in this study as the collaboration with the home, the students social situation, group size and the dynamic of the group.

In South Africa, the issue of learners reading below their grade level is of great concern. In order to overcome this problem, the Department of Education made it possible that learners be taught to read early in Grade 1. However, despite the learners being taught to learn to read at an early stage, numerous studies have revealed that most of the learners, including those in Grade 3, are still experiencing reading problems. The purpose of this study is to explore how Grade 3 teachers support learners who experience reading problems in Full-service schools. Full-service schools are mainstream schools that were transformed to attend to the underlying inclusive principles and to provide quality education to all learners. In this study, a qualitative approach was used to collect data at the Tshwane North District in the Gauteng Province. The interview questions were piloted with one of the Grade 3 class teachers from a neighbouring full-service school. Then after the pilot study, eleven Grade 3 class teachers and six Learner Support Teachers from three identified full-service schools were interviewed and observed in their classroom while supporting learners experiencing reading problems. The documents that they used were also analysed. To analyse the empirical data an inductive approach and the method for analysing data suggested by Creswell (2000) was followed. The findings revealed that teachers who participated in this study followed a more prescriptive approach of supporting learners who were experiencing reading problems. Furthermore, the findings revealed they used different reading strategies and reading methods even though there were some challenges that hampered the implementation of the support. The issue of differentiating and adapting the reading support to suit the diverse reading needs of learners arose from the study. This was due to the fact that most of the teachers were not trained to adapt the reading support based on the reading needs of the learners. Based on the findings, recommendations were made, and guidelines to draw up an effective reading support based on an integrated approach for Grade 3 learners who experience reading problems in full-service schools was developed. The guidelines combined two theories that underpinned the study, namely, Bronfenbrenner’s ecological systems theory and Vygotsky’s sociocultural theory. The researcher concluded that learners’ improvement in terms of their reading abilities relies on how teachers provided support to them. Hence it is important for teachers to be equipped with sufficient skills and knowledge to provide individualised reading support to learners experiencing reading problems. / Inclusive Education / Ph. D. (Inclusive Education)

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.

Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students’ opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students’ opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language. Drawing on cultural historical activity theory, this study focuses on two aspects of learning: externalization, which emphasizes learners’ creation of new cultural artifacts and new contexts to apply the given artifacts, and internalization, which emphasizes learners’ acquisition of preexisting cultural artifacts. In this ethnographic study, I examined the activity systems of participatory action research (PAR) with the activity system of regular mathematics lessons. Within these activity systems, I focused on newly-arrived English language learners’ (ELLs) participation. Specifically, I examined the range of opportunities to learn afforded to students in the two activity systems and identified how focal ELLs accessed these opportunities to learn. In the activity system of PAR, which emphasized externalization, students conducted research and presented their conclusions in order to implement changes in their school environment. All students, however, did not participate equally. Specifically, the focal ELLs were not able to access these opportunities to learn as a result of group dynamics, marginalized social identities, and other students’ perceptions of their linguistic ability. In the activity system of regular mathematics lessons, which emphasized internalization, the teacher organized lessons in ways that allowed focal ELLs to receive extra support and resources to reach the curriculum expectations. These mathematics lessons allowed focal ELLs to increase their participation through mathematical reasoning, problem solving, and explanations with a variety of resources including visual representations. A critical examination of the interactions revealed that focal ELLs’ opportunities to learn were expanded or limited depending upon classroom configurations. Furthermore, this research suggests that students’ social identities serve as both a medium and a product of learning. These results have valuable implications for developing inclusive classroom practices and curriculum in multilingual content classrooms.

Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students’ opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students’ opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language. Drawing on cultural historical activity theory, this study focuses on two aspects of learning: externalization, which emphasizes learners’ creation of new cultural artifacts and new contexts to apply the given artifacts, and internalization, which emphasizes learners’ acquisition of preexisting cultural artifacts. In this ethnographic study, I examined the activity systems of participatory action research (PAR) with the activity system of regular mathematics lessons. Within these activity systems, I focused on newly-arrived English language learners’ (ELLs) participation. Specifically, I examined the range of opportunities to learn afforded to students in the two activity systems and identified how focal ELLs accessed these opportunities to learn. In the activity system of PAR, which emphasized externalization, students conducted research and presented their conclusions in order to implement changes in their school environment. All students, however, did not participate equally. Specifically, the focal ELLs were not able to access these opportunities to learn as a result of group dynamics, marginalized social identities, and other students’ perceptions of their linguistic ability. In the activity system of regular mathematics lessons, which emphasized internalization, the teacher organized lessons in ways that allowed focal ELLs to receive extra support and resources to reach the curriculum expectations. These mathematics lessons allowed focal ELLs to increase their participation through mathematical reasoning, problem solving, and explanations with a variety of resources including visual representations. A critical examination of the interactions revealed that focal ELLs’ opportunities to learn were expanded or limited depending upon classroom configurations. Furthermore, this research suggests that students’ social identities serve as both a medium and a product of learning. These results have valuable implications for developing inclusive classroom practices and curriculum in multilingual content classrooms.

The widely acknowledged doctor shortage in Canada has recently motivated a more critical look at the licensure rates of International Medical Doctors (IMDs), also known as International Medical Graduates (IMGs). However, very little research has been conducted on the experiences of IMDs before they enter the Canadian medical system. This qualitative study collected interview data from 15 diverse IMDs seeking licensure in Ontario, Canada. The participants varied with respect to age, country of origin, English language proficiency on arrival, and time in Canada. In addition, two bridging support programs were observed, and interviews were conducted with three educators from the programs. The interviews were analysed using thematic content analysis (Boyatzis, 1998; Miles & Huberman, 1994). An analysis of metaphors used by the IMDs to describe their experiences during the licensing process supported the use of poetic representation for key findings, resulting in three poems that are interspersed in the body of the thesis (Ellingson, 2011; Glesne, 1997; Richardson, 2002; Richardson & Adams St. Pierre, 2005). The theoretical framework of the research was informed by Vygotskian Sociocultural Theory, which views learning as inseparable from social interaction and context (Vygotsky, 1987). Third-generation Activity Theory (AT), which has descended from Vygotsky’s work, was applied to highlight the higher-level systemic issues related to medical licensing. Results of this study indicate that IMDs with lower English proficiency face substantial difficulties on arrival, with limited access to the type of medically-relevant language instruction needed to support them. In fact, all pre-licensure IMDs struggle to access the interactional learning opportunities (i.e., Vygotskian “mediational means”) to support their entry into the system. Licensing challenges include limited exam preparation resources that support acquisition of Canadian cultural content; unequal access to clinical observerships; and a selection process which lacks transparency and emphasizes a screening tool unfamiliar to IMDs, the residency interview. Implications of this study include the revisiting of immigration policy; increasing the transparency and effectiveness of the selection process/residency interview; reviewing the role of clinical observerships in the selection process and exploring the potential of observerships to function as a licensure portfolio assessment.

The widely acknowledged doctor shortage in Canada has recently motivated a more critical look at the licensure rates of International Medical Doctors (IMDs), also known as International Medical Graduates (IMGs). However, very little research has been conducted on the experiences of IMDs before they enter the Canadian medical system. This qualitative study collected interview data from 15 diverse IMDs seeking licensure in Ontario, Canada. The participants varied with respect to age, country of origin, English language proficiency on arrival, and time in Canada. In addition, two bridging support programs were observed, and interviews were conducted with three educators from the programs. The interviews were analysed using thematic content analysis (Boyatzis, 1998; Miles & Huberman, 1994). An analysis of metaphors used by the IMDs to describe their experiences during the licensing process supported the use of poetic representation for key findings, resulting in three poems that are interspersed in the body of the thesis (Ellingson, 2011; Glesne, 1997; Richardson, 2002; Richardson & Adams St. Pierre, 2005). The theoretical framework of the research was informed by Vygotskian Sociocultural Theory, which views learning as inseparable from social interaction and context (Vygotsky, 1987). Third-generation Activity Theory (AT), which has descended from Vygotsky’s work, was applied to highlight the higher-level systemic issues related to medical licensing. Results of this study indicate that IMDs with lower English proficiency face substantial difficulties on arrival, with limited access to the type of medically-relevant language instruction needed to support them. In fact, all pre-licensure IMDs struggle to access the interactional learning opportunities (i.e., Vygotskian “mediational means”) to support their entry into the system. Licensing challenges include limited exam preparation resources that support acquisition of Canadian cultural content; unequal access to clinical observerships; and a selection process which lacks transparency and emphasizes a screening tool unfamiliar to IMDs, the residency interview. Implications of this study include the revisiting of immigration policy; increasing the transparency and effectiveness of the selection process/residency interview; reviewing the role of clinical observerships in the selection process and exploring the potential of observerships to function as a licensure portfolio assessment.