Inclusion of English language learners in French as a second official language classes: teacher knowledge and beliefs

• Callie Mady ^[1]
  1. [1] Nipissing University

     Nipissing University

     Canadá

     
• Localización: International journal of multilingualism, ISSN 1479-0718, Vol. 9, Nº. 1, 2012, págs. 1-14
• Idioma: inglés
• DOI: 10.1080/14790718.2011.565877
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• Dialnet Métricas: 1 Cita
• Resumen

  • This paper reports on a mixed-method study that investigated French as a second official language (FSOL) teachers’ knowledge and beliefs regarding the inclusion of English language learners (ELLs). Both questionnaire and interview findings show FSOL teachers to believe in the inclusion of ELLs in FSOL, the techniques used to teach FSOL as able to meet ELLs’ needs and the study of French to support the study of English. FSOL teachers also revealed a desire for professional development opportunities to better meet the needs of the ELLs. Offering distinctions from other ELL research, this study suggests that FSOL teachers may be equipped to also provide professional development to others.