L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?
Keywords:
Second language education, Minority language educationAbstract
This article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario. Data were collected through classroom observations and interviews with the teachers and early childhood educators, who also participated in a professional learning community addressing the needs of French language learners. The participants revealed that language use was their biggest concern. The majority of these teachers and early childhood educators indicated that participation in the professional learning community influenced their use of English in class. The participants stated that they had increased consciousness and confidence in students’ ability to learn French without the use of English, which motivated them to progressively reduce their English use while encouraging students’ French use.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with The Canadian Journal of Applied Linguistics (CJAL) agree to the following terms:
- Authors retain copyright and grant the CJAL right of first publication with the work simultaneously licensed under a Creative Commons Attribution License <https://creativecommons.org/licenses/by/4.0/> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in the CJAL.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the CJAL's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the CJAL.
- Authors will not simultaneously submit the same piece of work for possible publication to more than one academic journal at a time.