French Second-Language Teacher Candidates' Positions towards Allophone Students and Implications for Inclusion

Autor/inn/en	Mady, Callie; Arnett, Katy; Muilenburg, Lin Y.
Titel	French Second-Language Teacher Candidates' Positions towards Allophone Students and Implications for Inclusion
Quelle	In: International Journal of Inclusive Education, 21 (2017) 1, S.103-116 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1184330
Schlagwörter	French; Language Teachers; Second Language Learning; Second Language Instruction; English; Native Language; Student Needs; Student Attitudes; Language Usage; Family Environment; Official Languages; English (Second Language); Questionnaires; Critical Theory; Teacher Education; Positive Attitudes; Inclusion; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Semi Structured Interviews; Likert Scales; Canada + Suchen Sie Ihr Suchwort? Französisch; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English language; Englisch; Schülerverhalten; Sprachgebrauch; Familienmilieu; Office language; Amtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Kritische Theorie; Lehrerausbildung; Lehrerbildung; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Likert-Skala; Kanada
Abstract	In Canada, there is a rising population of K-12 students who speak neither French nor English at home, and who are sometimes expected to learn both of the country's official languages in school. Applying the lenses of critical theory and positioning theory, this study uses questionnaire and interview data to frame considerations to explore how teacher candidates in French second-language (FSL) teacher education programmes across Canada position these Allophone students and their learning needs over the course of their year in teacher education. Findings showed mostly positive attitudes towards the students, and in some cases, apparent small changes in their perceptions of Allophone students in FSL classes but also revealed some uncertainty about the extent to which these positive positions led to recognition of the unique learning needs of this student population. Such findings raise questions about the potential for true inclusion of these students within the learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01