Canadian Journal of Educational Administration and Policy, Jan 28, 2010
Learning French as a Second Official Language 2 diverse influx of immigrants presents a challenge... more Learning French as a Second Official Language 2 diverse influx of immigrants presents a challenge to the linguistic duality of Canada-one of the federal government's identified characteristics of Canadian identity. Yet, voices from those diverse groups heard in two discussion forums offered by the present Commissioner of Official Languages, Graham Fraser, suggest that the challenge to official language duality comes not from the groups themselves, as they support official language duality, but from the lack of access to French-language learning opportunities in English-dominant areas across Canada (Office of the Commissioner of Official Languages, 2007). The majority of the participating focus groups identified official language bilingualism as a Canadian value that was complementary to cultural diversity. The participant groups acknowledged official language bilingualism as advantageous for the allophone community to enhance integration, social and economic mobility, and citizen participation. This article provides a review and an analysis of current federal language policies, provincial and territorial curriculum documents, and their implementation across Canada as they relate to Allophones and their access to in-school French-language learning opportunities. English and French second official language documents are examined for specific attention given to allophone issues. In particular, English and French second official language documents from English-dominant provinces were examined with respect to references to the inclusion or exclusion of allophone students in second official language study. In areas where learning French is obligatory at school and there is a great influx of immigrants in this area, our analyses reveal that allophone students are often excluded from in-school French-language learning opportunities. This exclusion may prevent Allophones from developing knowledge of both of Canada's official languages, whereas the potential exists for them to not only support linguistic duality and bilingualism but also derive personal benefit from the economic and socio-cultural
This article offers a review of policy and research as they relate to Allophones and their access... more This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in Englishdominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature. Notre article comprend une recension des documents de politique et des projets de recherche concernant les Allophones inscrits aux programmes de français langue seconde et officielle (FLSO) au Canada. Tout au long de l'article, nous tissons une série de questions de recherche possible pour le futur comme elles ont émergé pendant le développement de la recension des écrits.
This research reports results from a survey of274 coreFrench teachers across Canada to define tea... more This research reports results from a survey of274 coreFrench teachers across Canada to define teachers' belief systemstowards computer technology, teachers' experiences withcomputers, and factors contributing to the use of computers in thecore French classroom. Results revealed three principle constructsdefining core French teacher belief systems towards computertechnology, two representing affective perceptions towardscomputers and one representing a more cognitive perception of theeducational utility of computers in core French teaching. A majorityof teachers reported having used computers in their classes and feltcomputers enhanced their students' learning. In spite of this, asizeable number of teachers reported not having used computers intheir teaching, primarily due to lack of access and knowledge abouthow to integrate computers into core French curriculum.
This research reports results from a survey of274 core French teachers across Canada to define te... more This research reports results from a survey of274 core French teachers across Canada to define teachers' belief systems towards computer technology, teachers' experiences with computers, and factors contributing to the use of computers in the core French classroom. Results revealed three principle constructs defining core French teacher belief systems towards computer technology, two representing affective perceptions towards computers and one representing a more cognitive perception of the educational utility of computers in core French teaching. A majority of teachers reported having used computers in their classes and felt computers enhanced their students' learning. In spite of this, a sizeable number of teachers reported not having used computers in their teaching, primarily due to lack of access and knowledge about how to integrate computers into core French curriculum. RESUME: La presente recherche examine les resultats d'un questionnaire rempli par 274 enseig...
who has shepherded all of the French submissions through the review process and on to publication... more who has shepherded all of the French submissions through the review process and on to publication. She has continued to be a great sounding board along the way, even while on sabbatical. MERCI! Another thank you to Dr. Leif French from Université du Québec à Chicoutimi who continues as Editor of our book reviews.
Learning French as a Second Official Language 2 diverse influx of immigrants presents a challenge... more Learning French as a Second Official Language 2 diverse influx of immigrants presents a challenge to the linguistic duality of Canada-one of the federal government's identified characteristics of Canadian identity. Yet, voices from those diverse groups heard in two discussion forums offered by the present Commissioner of Official Languages, Graham Fraser, suggest that the challenge to official language duality comes not from the groups themselves, as they support official language duality, but from the lack of access to French-language learning opportunities in English-dominant areas across Canada (Office of the Commissioner of Official Languages, 2007). The majority of the participating focus groups identified official language bilingualism as a Canadian value that was complementary to cultural diversity. The participant groups acknowledged official language bilingualism as advantageous for the allophone community to enhance integration, social and economic mobility, and citizen participation. This article provides a review and an analysis of current federal language policies, provincial and territorial curriculum documents, and their implementation across Canada as they relate to Allophones and their access to in-school French-language learning opportunities. English and French second official language documents are examined for specific attention given to allophone issues. In particular, English and French second official language documents from English-dominant provinces were examined with respect to references to the inclusion or exclusion of allophone students in second official language study. In areas where learning French is obligatory at school and there is a great influx of immigrants in this area, our analyses reveal that allophone students are often excluded from in-school French-language learning opportunities. This exclusion may prevent Allophones from developing knowledge of both of Canada's official languages, whereas the potential exists for them to not only support linguistic duality and bilingualism but also derive personal benefit from the economic and socio-cultural
Parent involvement is an important indicator for student achievement and is especially important ... more Parent involvement is an important indicator for student achievement and is especially important in minority language education. Across Canada a steadily increasing number of students in French minority-language schools come from Anglo-dominant families or other non-Francophone families, where little or no French is spoken. This highlights the importance of understanding the involvement of non-Francophone parents whose children attend French minority-language schools. This paper conveys the experiences, beliefs, and involvement of non-Francophone parents who have chosen a French minority-language school for their children in Atlantic Canada. French school administrators and teachers were also consulted. We relied on a mixed methods approach to improve understanding of this situation. The parents reported satisfaction with their choice of a French minority-language school but also shared challenges they faced to being educationally involved with their children at home, at school, and...
International Journal of Applied Linguistics, 2012
In Glen Levine's view, educators must begin to consider the potential benefits of systematized fi... more In Glen Levine's view, educators must begin to consider the potential benefits of systematized first language use in second and foreign language (SL and FL) classrooms. In Code Choice in the Language Classroom, Levine argues for the need to raise teachers' and students' awareness of the benefits of codeswitching in the SL and FL classroom. He presents a principled approach to doing so, in which code-switching would become a matter of code choice. Across the three parts and seven chapters of his book, Levine uses theoretical approaches, empirical results, curricular models, and anecdotal evidence to detail his vision of the multilingual classroom. The book stems from the author's own experience as a German language teacher at the university level, and his own observations of what is arguably an age-old problem in SL and FL classrooms, that is, students' reluctance, inability, or refusal, to use the target language exclusively. Overall, Levine successfully calls educators and researchers to reexamine first language use in the SL and FL classroom. Moreover, he invites us to consider how we might view code choice as part of a multilingual approach that aims to maximize target language learning and use. In Part 1, Levine provides the reader with a 'conceptual framework' in which he discusses what he considers to be the prevailing assumptions guiding second language (L2) teaching and learning. This framework outlines the monolingual norms that Levine suggests prevail in L2 classrooms, as well as some common myths about first language (L1) use in L2 classrooms. According to the author, the monolingual norms and myths that have governed, and continue to govern, many L2 classrooms are based in both historical and popular beliefs. These norms and myths include, among others, notions such as that monolingual native speaker norms are the appropriate target for L2 learners, that L1 use will result in fossilization of L2 errors, and that any and all use of the L1, because it necessarily takes away from time spent in the L2, is detrimental to the learning process. Levine argues against these norms and myths and thereby promotes a multilingual approach in the language classroom. Vygostky's sociocultural theories, Van Lier's ecological bs_bs_banner
This article reports analysis of data collected from a quasi-experimental study in 2 Canadian lat... more This article reports analysis of data collected from a quasi-experimental study in 2 Canadian late French immersion science classes. We examine if, how, and when the first language (L1) is used when students in the first years of their second language learning talk about complex science concepts. We compare differences in groups following a 2-month intervention. Specifically, we study differences in complexity of oral utterances, and differences in use of L1 in oral utterances after participating in an intervention using a literacy-based approach, or the typical, district-prescribed approach. Furthermore, we assess whether increased use of the L1 in complex content statements is positively associated with gains in French and science knowledge. Advanced statistical analyses linked the complexity of student utterances with language use, written skills in French, and performance in science. In this way, this article makes a significant contribution to the existing body of literature on...
Since the first French immersion class started in St Lambert, Quebec, about 30 years ago, thousan... more Since the first French immersion class started in St Lambert, Quebec, about 30 years ago, thousands of non-francophone Canadians have graduated from either an early (EI), middle (MI) or late (LI) immersion program. 1 The total time spent studying French varies; most El programs ...
This article offers a review of policy and research as they relate to Allophones and their access... more This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in English dominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature.
New semiotic perspectives about the role of language in mathematics education indicate that teach... more New semiotic perspectives about the role of language in mathematics education indicate that teachers have a fundamental role in communicating and teaching the language that carries mathematical meaning. However, little is known about how educators of young children understand and use the language of mathematics. This study addresses this void. Supported by the understanding that mathematics has its own language (Pimm, 1987), the study focuses on code switching-the mixing of words from two languages-by educators as they shift between the language of instruction and the language of mathematics. A qualitative multiple case study approach utilizing discourse analysis was used to explore three early years teachers' math talk. Findings indicate that these educators code-switched to the mathematics register when they talked about numbers, number words and counting, to revoice students' ideas, to explain students' and teachers' actions, to provide new math information, and when they chose between two terms that belonged to the math register. Findings also demonstrated that educators preferred to avoid the use of the mathematics' register and relied instead on what the educators called "familiar language." Findings further indicated the presence of semantic patterns between perceptual terms and the mathematics register.
This series brings together titles dealing with a variety of aspects of language acquisition and ... more This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical fi ndings and, on the other, some degree of theoretical refl ection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective-sociolinguistic, psycholinguistic, neurolinguistic, and so on-deemed out of place. The intended readership of the series includes fi nal-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers and teachers in general whose interests include a second language acquisition component.
New semiotic perspectives about the role of language in mathematics education indicate that teach... more New semiotic perspectives about the role of language in mathematics education indicate that teachers have a fundamental role in communicating and teaching the language that carries mathematical meaning. However, little is known about how educators of young children understand and use the language of mathematics. This study addresses this void. Supported by the understanding that mathematics has its own language (Pimm, 1987), the study focuses on code switching-the mixing of words from two languages-by educators as they shift between the language of instruction and the language of mathematics. A qualitative multiple case study approach utilizing discourse analysis was used to explore three early years teachers' math talk. Findings indicate that these educators code-switched to the mathematics register when they talked about numbers, number words and counting, to revoice students' ideas, to explain students' and teachers' actions, to provide new math information, and when they chose between two terms that belonged to the math register. Findings also demonstrated that educators preferred to avoid the use of the mathematics' register and relied instead on what the educators called "familiar language." Findings further indicated the presence of semantic patterns between perceptual terms and the mathematics register.
This article offers a review of policy and research as they relate to Allophones and their access... more This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in English dominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature.
Canadian Journal of Educational Administration and Policy, Jan 28, 2010
Learning French as a Second Official Language 2 diverse influx of immigrants presents a challenge... more Learning French as a Second Official Language 2 diverse influx of immigrants presents a challenge to the linguistic duality of Canada-one of the federal government's identified characteristics of Canadian identity. Yet, voices from those diverse groups heard in two discussion forums offered by the present Commissioner of Official Languages, Graham Fraser, suggest that the challenge to official language duality comes not from the groups themselves, as they support official language duality, but from the lack of access to French-language learning opportunities in English-dominant areas across Canada (Office of the Commissioner of Official Languages, 2007). The majority of the participating focus groups identified official language bilingualism as a Canadian value that was complementary to cultural diversity. The participant groups acknowledged official language bilingualism as advantageous for the allophone community to enhance integration, social and economic mobility, and citizen participation. This article provides a review and an analysis of current federal language policies, provincial and territorial curriculum documents, and their implementation across Canada as they relate to Allophones and their access to in-school French-language learning opportunities. English and French second official language documents are examined for specific attention given to allophone issues. In particular, English and French second official language documents from English-dominant provinces were examined with respect to references to the inclusion or exclusion of allophone students in second official language study. In areas where learning French is obligatory at school and there is a great influx of immigrants in this area, our analyses reveal that allophone students are often excluded from in-school French-language learning opportunities. This exclusion may prevent Allophones from developing knowledge of both of Canada's official languages, whereas the potential exists for them to not only support linguistic duality and bilingualism but also derive personal benefit from the economic and socio-cultural
This article offers a review of policy and research as they relate to Allophones and their access... more This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in Englishdominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature. Notre article comprend une recension des documents de politique et des projets de recherche concernant les Allophones inscrits aux programmes de français langue seconde et officielle (FLSO) au Canada. Tout au long de l'article, nous tissons une série de questions de recherche possible pour le futur comme elles ont émergé pendant le développement de la recension des écrits.
This research reports results from a survey of274 coreFrench teachers across Canada to define tea... more This research reports results from a survey of274 coreFrench teachers across Canada to define teachers' belief systemstowards computer technology, teachers' experiences withcomputers, and factors contributing to the use of computers in thecore French classroom. Results revealed three principle constructsdefining core French teacher belief systems towards computertechnology, two representing affective perceptions towardscomputers and one representing a more cognitive perception of theeducational utility of computers in core French teaching. A majorityof teachers reported having used computers in their classes and feltcomputers enhanced their students' learning. In spite of this, asizeable number of teachers reported not having used computers intheir teaching, primarily due to lack of access and knowledge abouthow to integrate computers into core French curriculum.
This research reports results from a survey of274 core French teachers across Canada to define te... more This research reports results from a survey of274 core French teachers across Canada to define teachers' belief systems towards computer technology, teachers' experiences with computers, and factors contributing to the use of computers in the core French classroom. Results revealed three principle constructs defining core French teacher belief systems towards computer technology, two representing affective perceptions towards computers and one representing a more cognitive perception of the educational utility of computers in core French teaching. A majority of teachers reported having used computers in their classes and felt computers enhanced their students' learning. In spite of this, a sizeable number of teachers reported not having used computers in their teaching, primarily due to lack of access and knowledge about how to integrate computers into core French curriculum. RESUME: La presente recherche examine les resultats d'un questionnaire rempli par 274 enseig...
who has shepherded all of the French submissions through the review process and on to publication... more who has shepherded all of the French submissions through the review process and on to publication. She has continued to be a great sounding board along the way, even while on sabbatical. MERCI! Another thank you to Dr. Leif French from Université du Québec à Chicoutimi who continues as Editor of our book reviews.
Learning French as a Second Official Language 2 diverse influx of immigrants presents a challenge... more Learning French as a Second Official Language 2 diverse influx of immigrants presents a challenge to the linguistic duality of Canada-one of the federal government's identified characteristics of Canadian identity. Yet, voices from those diverse groups heard in two discussion forums offered by the present Commissioner of Official Languages, Graham Fraser, suggest that the challenge to official language duality comes not from the groups themselves, as they support official language duality, but from the lack of access to French-language learning opportunities in English-dominant areas across Canada (Office of the Commissioner of Official Languages, 2007). The majority of the participating focus groups identified official language bilingualism as a Canadian value that was complementary to cultural diversity. The participant groups acknowledged official language bilingualism as advantageous for the allophone community to enhance integration, social and economic mobility, and citizen participation. This article provides a review and an analysis of current federal language policies, provincial and territorial curriculum documents, and their implementation across Canada as they relate to Allophones and their access to in-school French-language learning opportunities. English and French second official language documents are examined for specific attention given to allophone issues. In particular, English and French second official language documents from English-dominant provinces were examined with respect to references to the inclusion or exclusion of allophone students in second official language study. In areas where learning French is obligatory at school and there is a great influx of immigrants in this area, our analyses reveal that allophone students are often excluded from in-school French-language learning opportunities. This exclusion may prevent Allophones from developing knowledge of both of Canada's official languages, whereas the potential exists for them to not only support linguistic duality and bilingualism but also derive personal benefit from the economic and socio-cultural
Parent involvement is an important indicator for student achievement and is especially important ... more Parent involvement is an important indicator for student achievement and is especially important in minority language education. Across Canada a steadily increasing number of students in French minority-language schools come from Anglo-dominant families or other non-Francophone families, where little or no French is spoken. This highlights the importance of understanding the involvement of non-Francophone parents whose children attend French minority-language schools. This paper conveys the experiences, beliefs, and involvement of non-Francophone parents who have chosen a French minority-language school for their children in Atlantic Canada. French school administrators and teachers were also consulted. We relied on a mixed methods approach to improve understanding of this situation. The parents reported satisfaction with their choice of a French minority-language school but also shared challenges they faced to being educationally involved with their children at home, at school, and...
International Journal of Applied Linguistics, 2012
In Glen Levine's view, educators must begin to consider the potential benefits of systematized fi... more In Glen Levine's view, educators must begin to consider the potential benefits of systematized first language use in second and foreign language (SL and FL) classrooms. In Code Choice in the Language Classroom, Levine argues for the need to raise teachers' and students' awareness of the benefits of codeswitching in the SL and FL classroom. He presents a principled approach to doing so, in which code-switching would become a matter of code choice. Across the three parts and seven chapters of his book, Levine uses theoretical approaches, empirical results, curricular models, and anecdotal evidence to detail his vision of the multilingual classroom. The book stems from the author's own experience as a German language teacher at the university level, and his own observations of what is arguably an age-old problem in SL and FL classrooms, that is, students' reluctance, inability, or refusal, to use the target language exclusively. Overall, Levine successfully calls educators and researchers to reexamine first language use in the SL and FL classroom. Moreover, he invites us to consider how we might view code choice as part of a multilingual approach that aims to maximize target language learning and use. In Part 1, Levine provides the reader with a 'conceptual framework' in which he discusses what he considers to be the prevailing assumptions guiding second language (L2) teaching and learning. This framework outlines the monolingual norms that Levine suggests prevail in L2 classrooms, as well as some common myths about first language (L1) use in L2 classrooms. According to the author, the monolingual norms and myths that have governed, and continue to govern, many L2 classrooms are based in both historical and popular beliefs. These norms and myths include, among others, notions such as that monolingual native speaker norms are the appropriate target for L2 learners, that L1 use will result in fossilization of L2 errors, and that any and all use of the L1, because it necessarily takes away from time spent in the L2, is detrimental to the learning process. Levine argues against these norms and myths and thereby promotes a multilingual approach in the language classroom. Vygostky's sociocultural theories, Van Lier's ecological bs_bs_banner
This article reports analysis of data collected from a quasi-experimental study in 2 Canadian lat... more This article reports analysis of data collected from a quasi-experimental study in 2 Canadian late French immersion science classes. We examine if, how, and when the first language (L1) is used when students in the first years of their second language learning talk about complex science concepts. We compare differences in groups following a 2-month intervention. Specifically, we study differences in complexity of oral utterances, and differences in use of L1 in oral utterances after participating in an intervention using a literacy-based approach, or the typical, district-prescribed approach. Furthermore, we assess whether increased use of the L1 in complex content statements is positively associated with gains in French and science knowledge. Advanced statistical analyses linked the complexity of student utterances with language use, written skills in French, and performance in science. In this way, this article makes a significant contribution to the existing body of literature on...
Since the first French immersion class started in St Lambert, Quebec, about 30 years ago, thousan... more Since the first French immersion class started in St Lambert, Quebec, about 30 years ago, thousands of non-francophone Canadians have graduated from either an early (EI), middle (MI) or late (LI) immersion program. 1 The total time spent studying French varies; most El programs ...
This article offers a review of policy and research as they relate to Allophones and their access... more This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in English dominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature.
New semiotic perspectives about the role of language in mathematics education indicate that teach... more New semiotic perspectives about the role of language in mathematics education indicate that teachers have a fundamental role in communicating and teaching the language that carries mathematical meaning. However, little is known about how educators of young children understand and use the language of mathematics. This study addresses this void. Supported by the understanding that mathematics has its own language (Pimm, 1987), the study focuses on code switching-the mixing of words from two languages-by educators as they shift between the language of instruction and the language of mathematics. A qualitative multiple case study approach utilizing discourse analysis was used to explore three early years teachers' math talk. Findings indicate that these educators code-switched to the mathematics register when they talked about numbers, number words and counting, to revoice students' ideas, to explain students' and teachers' actions, to provide new math information, and when they chose between two terms that belonged to the math register. Findings also demonstrated that educators preferred to avoid the use of the mathematics' register and relied instead on what the educators called "familiar language." Findings further indicated the presence of semantic patterns between perceptual terms and the mathematics register.
This series brings together titles dealing with a variety of aspects of language acquisition and ... more This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical fi ndings and, on the other, some degree of theoretical refl ection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective-sociolinguistic, psycholinguistic, neurolinguistic, and so on-deemed out of place. The intended readership of the series includes fi nal-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers and teachers in general whose interests include a second language acquisition component.
New semiotic perspectives about the role of language in mathematics education indicate that teach... more New semiotic perspectives about the role of language in mathematics education indicate that teachers have a fundamental role in communicating and teaching the language that carries mathematical meaning. However, little is known about how educators of young children understand and use the language of mathematics. This study addresses this void. Supported by the understanding that mathematics has its own language (Pimm, 1987), the study focuses on code switching-the mixing of words from two languages-by educators as they shift between the language of instruction and the language of mathematics. A qualitative multiple case study approach utilizing discourse analysis was used to explore three early years teachers' math talk. Findings indicate that these educators code-switched to the mathematics register when they talked about numbers, number words and counting, to revoice students' ideas, to explain students' and teachers' actions, to provide new math information, and when they chose between two terms that belonged to the math register. Findings also demonstrated that educators preferred to avoid the use of the mathematics' register and relied instead on what the educators called "familiar language." Findings further indicated the presence of semantic patterns between perceptual terms and the mathematics register.
This article offers a review of policy and research as they relate to Allophones and their access... more This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in English dominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature.
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Papers by Miles Turnbull