Exploring the Dynamic Relationship between the Accelerative Integrated Method (AIM) and the Core French Teachers Who Use It: Why Agency and Experience Matter

Autor/in	Arnott, Stephanie
Titel	Exploring the Dynamic Relationship between the Accelerative Integrated Method (AIM) and the Core French Teachers Who Use It: Why Agency and Experience Matter
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 14 (2011) 2, S.156-176 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Teaching Experience; French; Language Teachers; Second Language Learning; Second Language Instruction; Foreign Countries; Case Studies; Interviews; Observation; Elementary School Teachers; Educational Policy; Acceleration (Education); Teacher Attitudes; Nonverbal Communication; Canada + Suchen Sie Ihr Suchwort? Französisch; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Acceleration; Beschleunigung; Lehrerverhalten; Non-verbal communication; Nonverbale Kommunikation; Kanada
Abstract	Over the last decade, almost 4,000 Canadian schools have moved to using the Accelerative Integrated Method (AIM) for core French (CF) instruction. Following researchers' recommendations (Brumfit, 1984; Lapkin, Mady, & Arnott, 2009; Larsen-Freeman, 1996, 2000; Prahbu, 1990), I am shifting the focus in this case study from product to process. In other words, investigating how AIM teachers use and shape the method during implementation instead of comparing AIM and non-AIM student outcomes (Bourdages & Vignola, 2009; Carr, 2001; Mady, Arnott, & Lapkin, 2009; Maxwell, 2001; Michels, 2008;). Four interviews and observation sessions were conducted with eight elementary-level CF teachers. Findings showed that while some AIM routines and strategies were used by all, teachers exercised their agency in supplementing recommended AIM activities and materials, especially those with more AIM and CF teaching experience. Establishing that using AIM engaged teachers' "senses of plausibility" (Prahbu, 1990) also exposed important implications for future AIM research and board-level policy. (Contains 7 footnotes and 4 tables.) (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10