French Immersion teachers are constantly frustrated by both the amount of and skill level of their students when using French in informal situations. My research attempts to answer: How can informal language be taught in the French Immersion context? Will teaching informal language in a systematic way in a Classroom Community of Practice improve the frequency of second language (L2) use by FI students in peer-to-peer interactions? Can we teach students to actually speak French – to spontaneously communicate in informal situations? Informal language is the language used in conversations and interactions beyond academic topics or class time such as conversations between students during group work, on field trips and during games and play time. Is it through pedagogical approaches or by developing a clearer understanding of the community of practice necessary for a successful language classroom? This study is an action research study conducted in Victoria, British Columbia with a team of 5 teachers, including the researcher as co-participant. Grounded theory was used to analyze the findings and the themes of ‘spaces’ are presented using creative nonfiction to recount the participants’ stories. The study concludes that it is the importance of the teacher as member of both the classroom community and as member of a community of educators that is critical to success. / Graduate
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3778 |
| Date | 03 January 2012 |
| Creators | Balabuch, Allison |
| Contributors | Sanford, Kathy |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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