Through the implementation of a closed and open-item questionnaire, parents’ (N=40) perceptions of and attitudes toward native and non-native French-speaking teachers (NFSTs and Non-NFSTs) of French as a Second Language in the Greater Toronto Area were investigated. Participants defined the native French speaker predominantly as someone who learned French as a first language and who learned French in informal environments – namely home and community. Descriptive statistics of 24 Likert-scale items revealed preference for NFSTs to teach oral-aural aspects, the written system of French and form better student relationships. Non-NFSTs were preferred to teach reading, vocabulary, learning strategies and make connections between English and French more salient. Parents stated a variety of strengths and areas needing improvement for both NFSTs and Non-NFSTs, which suggested complimentary and complementary views of these teachers.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/42630 |
| Date | 20 November 2013 |
| Creators | Kipp-Ferguson, Sarah |
| Contributors | Piccardo, Enrica |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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