THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES

Authors

  • Katy Arnett St. Mary's College of Maryland
  • Callie Mady Nipissing University

Keywords:

English language learners, learning difficulties, French second language, inclusion, second language education, teacher beliefs

Abstract

This longitudinal case study examines four new FSL teachers’ beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants’ Bachelor of Education program and near the end of each school year of their first three years of teaching. The case study considers how the teachers did or did not change their views as they gained experience in the classroom. 

L’INFLUENCE DE L’EXPÉRIENCE SUR LE SYSTÈME DE CROYANCES D’UN ENSEIGNANT : CROYANCES DES NOUVEAUX ENSEIGNANTS EN FRANÇAIS LANGUE SECONDE CONCERNANT LES CHOIX DE PROGRAMMES OFFERTS AUX APPRENANTS DE LA LANGUE ANGLAISE ET ÉLÈVES AYANT DES DIFFICULTÉS D’APPRENTISSAGE 

Cette étude de cas longitudinale explore les croyances de quatre nouveaux enseignants de français langue seconde (FLS) en ce qui a trait aux meilleurs et pires programmes de FLS offerts aux apprenants de la langue anglaise et aux élèves ayant des difficultés d’apprentissage. Les données sont tirées d’entrevues semi-structurées qualitatives menées à la fin du programme de baccalauréat en éducation des participants ainsi que vers la fin de chacune de leurs trois premières années de pratique. L’étude de cas examine de quelle manière le point de vue des enseignants a ou n’a pas changé à mesure qu’ils ont acquis de l’expérience en classe.

Author Biographies

Katy Arnett, St. Mary's College of Maryland

KATY ARNETT, Ph.D., is a Professor of Educational Studies at St. Mary’s College of Maryland, where she teaches undergraduate and graduate courses focused on English learners and technology in the classroom. A former Fulbright Scholar, her scholarly work focuses on different dimensions of inclusion within second language contexts. kearnett@smcm.edu

KATY ARNETT Ph.D., est professeur en études pédagogiques au St. Mary’s College du Maryland. Elle y enseigne des cours portant sur les apprenants de la langue anglaise et l’utilisation de la technologie en classe, au baccalauréat et aux cycles supérieurs. Ancienne titulaire de la bourse Fulbright, ses recherches ciblent les différentes dimensions de l’inclusion dans des contextes de langue seconde. kearnett@smcm.edu

Callie Mady, Nipissing University

CALLIE MADY is the Associate Dean of the Schulich School of Education, Nipissing University, North Bay, ON, Canada. She holds a PhD from OISE of the University of Toronto with a focus on second language education. Her research interests include French as a second language education and multilingual language acquisition. In particular, her research focuses on minority populations in those areas — immigrants and students with learning difficulties. calliem@nipissingu.ca

CALLIE MADY est doyenne adjointe à la Schulich School of Education de l’Nipissing University située à North Bay, en Ontario, au Canada. Elle détient un doctorat de l’University of Toronto (OISE), doctorat ayant pour objet d’étude l’enseignement d’une langue seconde. Ses intérêts de recherche sont l’enseignement du français langue seconde et l’acquisition de compétences langagières multilingues. Ses recherches portent notamment sur les groupes minoritaires de cette région – les immigrants et les élèves ayant des difficultés d’apprentissage. calliem@nipissingu.ca

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Published

2019-03-07

How to Cite

Arnett, K., & Mady, C. (2019). THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 53(3). Retrieved from https://mje.mcgill.ca/article/view/9523

Issue

Vol. 53 No. 3 (2018)

Section

Articles

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