The interactions of a linguistically mixed teaching staff of an immersion school in Montreal were explored to determine their influence on the integrative objectives of immersion programs. Teachers' formal and informal interactions were observed to feature the predominant use of English and the use of silence to avoid code switching and functioned to manage conflict to the detriment of integrative immersion goals. Conflict among the staff arose from disagreements about immersion programs, conflicting societal and professional norms and the school's organizational divisions. A projective technique was used to determine if perceptions of linguistic norms of 176 grades 1 to 6 pupils reflected the interactions of eight immersion and four English stream teachers. The study underlines the importance of the interactional context and organization of schools with mixed staff groups of achieving bilingual education goals. Attainment of integrative objectives may hinge on the degree of correspondence between stated aims and actual practice.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.68604 |
| Date | January 1981 |
| Creators | Cleghorn, Ailie, 1940- |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Faculty of Education) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 000138571, proquestno: AAINK54763, Theses scanned by UMI/ProQuest. |
Page generated in 0.002 seconds