Repoussé·e·s à la périphérie : Revue de la littérature sur les enjeux saillants auxquels font face les enseignant·e·s formé·e·s à l’étranger dans le système éducatif canadien
Mots-clés :
Enseignant·e·s formé·e·s à l’étranger, reconnaissance des qualifications, requalification des enseignant·e·s , linguicisme, diversification du personnel enseignantRésumé
Cet article propose une recension des recherches portant sur les enjeux auxquels font face les enseignant·e·s formé·e·s à l’étranger (EFE) dans le système éducatif canadien, notamment la requalification et la reconnaissance des diplômes, le linguicisme ainsi que les questions de diversité, de discrimination et d’inclusion. À la suite d’une analyse de ces enjeux, l’article examine les formes de soutien financier, académique, linguistique et d’acculturation auxquelles les EFE peuvent avoir accès, de même que les initiatives visant à diversifier le personnel enseignant, comme moyens de faire face à ces défis. Certaines lacunes ressortent de la littérature, notamment l’absence d’harmonisation des processus de requalification entre les provinces, d’où un appel à la recherche pour mieux comprendre l’expérience des EFE.
Références
Abramova, I. (2013). Grappling with language barriers: Implications for the professional development of immigrant teachers. Multicultural Perspectives, 15(3), 152-157. https://doi.org/10.1080/15210960.2013.809305
Amin, N. (2000). Negotiating nativism: Minority immigrant women ESL teachers and the native speaker construct. [Unpublished doctoral dissertation]. University of Toronto.
Amminson, L. (2022, October 26). Yukon schools grapple with ongoing teacher shortage. CBC News. https://www.cbc.ca/news/canada/north/yukon-schools-grapple-with-teacher-shortage-1.6629730
Authier, P. (2023, January 26). Quebec aims to fix teacher shortage by fast-tracking diplomas, Drainville says. Montreal Gazette. https://montrealgazette.com/news/quebec/quebec-to-fast-track-teaching-diplomas-to-counter-personnel-shortage-drainville-says
Balintec, V. (2022, February 3). Ontario is facing a teacher shortage. So why is it taking so long to certify new ones? CBC News. https://www.cbc.ca/news/canada/toronto/ontario-is-facing-a-teacher-shortage-so-why-is-it-taking-so-long-to-certify-new-ones-1.6336574
Bascia, N. (1996). Inside and outside: Minority immigrant teachers in Canadian schools. International Journal of Qualitative Studies in Education, 9(2), 151-165. https://doi.org/10.1080/0951839960090204
Beynon, J., Ilieva, R., & Dichupa, M. (2004). Re-credentialling experiences of immigrant teachers: Negotiating institutional structures, professional identities and pedagogy. Teachers and Teaching, 10(4), 429-444. https://doi.org/10.1080/1354060042000224160
Block, L. A. (2012). Re-positioning: Internationally educated teachers in Manitoba school communities. Canadian Journal of Education, 35(3), 85-100.
Boyd, S. (2003). Foreign-born teachers in the multilingual classroom in Sweden: The role of attitudes to foreign accent. International Journal of Bilingual Education and Bilingualism, 6(3/4), 283-295. https://doi.org/10.1080/13670050308667786
Buckingham, L. (2014). Attitudes to English teachers’ accents in the Gulf. International Journal of Applied Linguistics, 24(1), 50-73. https://doi.org/10.1111/ijal.12058
Castro, I. E. (2008). Implicit racism. In Encyclopedia of race and racism. (pp. 156-157). Thomson Gale.
Cho, C. L. (2010). Qualifying as teacher: Immigrant teacher candidates’ counter-stories. Canadian Journal of Educational Administration and Policy, 100, 1-22.
Dunfield, A. (2016, February 11). Faculty of Education’s diversity policy approved by senate. UM News. https://news.umanitoba.ca/faculty-of-educations-diversity-policy-approved-by-senate/
Elbaz, F. L. (2004). Immigrant teachers: Stories of self and place. International Journal of Qualitative Studies in Education, 17(3), 387-414. https://doi.org/10.1080/0951839042000204634
Faez, F. (2010). Linguistic and cultural adaptation of internationally educated teacher candidates. Canadian Journal of Educational Administration and Policy, 100, 1-20.
George, J. (2022, August 29). School's back in Nunavut, but teachers remain in short supply. CBC News. https://www.cbc.ca/news/canada/north/nunavut-teacher-update-1.6565671
Gluszek, A., & Dovidio, J. F. (2010). Speaking with a nonnative accent: Perceptions of bias, communication difficulties, and belonging in the United States. Journal of Language and Social Psychology, 29(2), 224-234. https://doi.org/10.1177/0261927X09359590
Gordon, J. A. (1996). Teachers from different shores. Equity and Excellence in Education, 29(3), 28-36. https://doi.org/10.1080/1066568960290305
Government of British Columbia. (n.d.). Pay the application fee. https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/maintain/annual-practice-fee
Government of Manitoba (n.d.). Teaching in Manitoba: Information for internationally educated teachers. https://www.edu.gov.mb.ca/k12/profcert/pdf_docs/teaching_mb.pdf
Jaegar, M. M., & Mollegarrd, S. (2017). Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins. Social Science Research, 64, 130-144. https://doi.org/10.1016/j.ssresearch.2017.04.003
Janusch, S. (2015). Voices unheard: Stories of immigrant teachers in Alberta. Journal of International Migration and Integration, 16(2), 299-315. https://doi.org/10.1007/s12134-014-0338-4
Janzen, M. (2014). Teacher becoming: The significance of difficult moments. In L. Thomas (Ed.), Becoming teacher: Sites for teacher development (pp. 235-257). The Canadian Association for Teacher Education.
Janzen, M. (2016, February 16). Teachers who look like everyone: U of M’s diversity program designed to create a welcoming school system. Winnipeg Free Press. http://www.winnipegfreepress.com/opinion/analysis/teachers-who-look-like-everyone-368917451.html
Johansson, L., Angst, K., Beer, B., Martin, S., Rebeck, W., & Sibilleau, N. (2000). Canadian language benchmarks 2000: ESL for literacy learners. Lowe-Martin.
Kailasanathan, S. P. (2013). Immigrant teacher narratives: Re-storying the problem of immigrant teacher integration. [Unpublished master’s thesis]. University of Manitoba.
Laroche, J. (2022, November 30). Teachers, union decry working conditions and a lack of substitutes. CBC News. https://www.cbc.ca/news/canada/nova-scotia/schools-virus-illness-substitute-teachers-1.6668599
Lindemann, S. (2002). Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States. Language in Society, 31, 419-441. https://doi.org/10.1017/S0047404502020286
Lippi-Green, R. (1994). Accent, standard language ideology, and discriminatory pretext in the courts. Language in Society, 23, 163-198. https://doi.org/10.1017/S0047404500017826
Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in The United States. Routledge.
Macintosh, M. (2023, January 23). Desperate rural school divisions hiring uncertified substitute ‘teachers’. Winnipeg Free Press. https://www.winnipegfreepress.com/breakingnews/2023/01/23/desperate-rural-school-divisions-hiring-uncertified-substitute-teachers
MacKinnon, B-J. (2022, December 2). Teacher shortage at 'crisis point' in anglophone schools, warns head of association. CBC News. https://www.cbc.ca/news/canada/new-brunswick/teacher-shortage-absence-crisis-anglophone-schools-new-brunswick-association-connie-keating-1.6671280
Marom, L. (2016). From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada. [Unpublished doctoral dissertation]. University of British Columbia.
Marom, L. (2017). Mapping the field: Examining the recertification of internationally educated teachers. Canadian Journal of Education, 40(3), 157-190.
Marom, L. (2019). From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada. Teaching and Teacher Education, 78, 85-96. https://doi.org/10.1016/j.tate.2018.11.006
Matsuda, M. J. (1991). Voices of America: Accent, antidiscrimination, law, and a jurisprudence for the last reconstruction. The Yale Law Journal, 100, 1329-1407. https://doi.org/10.2307/796694
Monkman, L. (2017, September 23). There is equitable funding: Bennett says more teachers, new model needed for First Nations education. CBC News. https://www.cbc.ca/news/indigenous/bennett-teachers-northern-first-nations-1.4304169
Munro, M. J., Derwing, T. M., & Sato, K. (2006). Salient accents, covert attitudes: Conscious-raising for pre-service second language teachers. Prospect, 21(1), 67-79.
Nelson, L. R., Signorella, M. L., & Botti, K. G. (2016). Accent, gender, and perceived competence. Hispanic Journal of Behavioral Sciences, 38(2), 166-185. https://doi.org/10.1177/0739986316632319
Niyubahwe, A., Mukamurera, J., & Jutras, F. (2012). Professional integration of immigrant teachers in the school system: A literature review. McGill Journal of Education, 48(2), 279-296. https://doi.org/10.7202/1020972ar
Nolan, A., & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education, 62, 10-18. https://doi.org/10.1016/j.tate.2016.11.004
Ontario College of Teachers. (n.d.-a). Acceptable documents. https://www.oct.ca/becoming-a-teacher/requirements/acceptable-documents
Ontario College of Teachers. (n.d.-b). Document translation. https://www.oct.ca/becoming-a-teacher/requirements/document-translation
Ontario College of Teachers. (n.d.-c). Internationally educated teachers. https://www.oct.ca/becoming-a-teacher/internationally-educated-teachers
Othman, Y. (2022). Internationally educated teachers: The sweet and sour journey of (re) becoming teachers in Canada. Canadian Journal for New Scholars in Education, 13(1).
Peterson, J. (2023, February 9). Facing years of teacher shortages, northern Sask. schools get creative. Saskatoon Star Phoenix. https://thestarphoenix.com/news/local-news/facing-years-long-teacher-shortages-northern-sask-schools-get-creative
Phillion, J. (2003). Obstacles to accessing the teaching profession for immigrant women. Multicultural Education, 11(1), 41-45.
Pollock, K. (2010). Marginalization and the occasional teacher workforce in Ontario: The case of internationally educated teachers (IETs). Canadian Journal of Educational Administration and Policy, 100, 1-21.
Ryan, J., Pollock, K., & Antonelli, F. (2009). Teacher diversity in Canada: Leaky pipelines, bottlenecks, and glass ceilings. Canadian Journal of Education, 32(3), 591-617.
Schmidt, C. (2010a). Introduction: Moving from the personal to the political in IET scholarship. Canadian Journal of Educational Administration and Policy, 100, 1-4.
Schmidt, C. (2010b). Systemic discrimination as a barrier for migrant teachers. Diaspora, Indigenous, and Minority Education, 4(4), 235-252. https://doi.org/10.1080/15595692.2010.513246
Schmidt, C. (2010c). Towards equity for internationally educated teachers in teacher education field experiences. In T. Falkenberg & H. Smits (Eds.). Field experiences in the context of reform of Canadian teacher education programs (pp. 359-368). University of Manitoba.
Schmidt, C. (2015). Power and knowledge in research with immigrant teachers: Questioning the insider/outsider dichotomy. In G. Smyth & N. Santoro (Eds.). Methodologies for researching cultural diversity in education: International perspectives (pp. 14-25). Trentham/Institute of Education.
Schmidt, C., & Janusch, S. (2016). The contributions of internationally educated teachers in Canada: Reconciling what counts and what matters. In C. Schmidt & J. Schneider (Eds.). Diversifying the teacher force in transnational contexts: Critical perspectives (pp. 139-151). Sense Publishers.
Schmidt, C., & McDaid, R. (2015). Linguistic barriers among internationally educated teachers in Ireland and Canada: A critical comparative analysis. Australian Review of Applied Linguistics, 38(3), 172–183. https://doi.org/10.1075/aral.38.3.06sch
Schmidt, C., Young, J., & Mandzuk, D. (2010). The integration of immigrant teachers in Manitoba, Canada: Critical issues and perspectives. Journal of International Migration and Integration, 11(4), 439–452. https://doi.org/10.1007/s12134-010-0149-1
Son Hing, L. S., Chung-Yan, G., Grunfeld, R., Robichaud, L. K., & Zanna, M. P. (2005). Exploring the discrepancy between implicit and explicit prejudice: A test of aversive racism theory. In J. P. Forgas, K. D. Williams, and S. M. Latham (Eds.), Social motivation: Conscious and unconscious processes (pp. 274-293). Cambridge University Press.
Stephenson, G. (2020). Internationally-trained teachers. The Manitoba Teachers’ Society.https://www.mbteach.org/mtscms/2020/01/21/internationally-trained-teachers/
Tran, N. (2014). Certification and workforce integration: Experiences of internationally educated teachers. Council of Ministers of Education Canada.
University of Calgary. (2022). Undergraduate tuition and general fees. https://www.ucalgary.ca/pubs/calendar/current/p-1-1.html
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Revue des sciences de l'éducation de McGill / McGill Journal of Education 2026
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
