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
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OKQ.1974/654 |
| Date | 29 August 2007 |
| Creators | Garbati, Jordana Francesca |
| Contributors | Queen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.)) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Format | 769385 bytes, application/pdf |
| Rights | This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner. |
| Relation | Canadian theses |
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