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This article presents the results of an action research aimed at identifying the types and degree of relation between partners in school-family collaboration activities developed by school staff from 25 elementary schools in the Saguenay region of the province of Quebec. Fifteen of these schools had a high proportion of students from disadvantaged backgrounds. The aim of this study was to identify school-family collaboration activities carried out in these schools so to develop continuing education. To do this, four group interviews and thirty semi-structured individual interviews were conducted with school staff responsible for setting up school-family collaboration activities. Written material was also considered. The content analysis showed that almost half of the activities (49%) offered to parents related to their volunteering and that nearly all the activities (97%) corresponded to the lowest degree of relationship between partners, namely consultation and mutual information. Results show that these activities, although numerous and varied, do little to promote the perseverance and academic success of students, especially when they come from disadvantaged backgrounds. The development of this continuing education program should thus allow teachers to develop a closer bond of trust with parents, to promote a more egalitarian attitude and to ensure two-way communication and a better sharing of responsibilities.

Keywords: types of school-family collaboration, types de collaboration école-famille, degree of relationship, degré de relation, forms of school-family collaboration, formes de collaboration école-famille, école primaire, elementary school, formation continue, continuing education

With more than 622,000 Francophones (Government of Ontario, 2019), Ontario has the largest French-speaking minority outside Quebec and the main linguistic minority. However, the lack of public visibility of the Ontario Francophonie prompted us to question this virtual absence. According to James Scott (2009), opportunities to publicly hear the voices of minorities are the exception rather than the rule. Going beyond linguistic rights, the concept of Linguistic Citizenship (LC; Lim et al., 2018) seems promising as it led us to question the degree of social agency of the minority social actors in relation to their voice. Thanks to the analysis of 1987 Claudette Jaïko’s short film – “Deux voix, comme en écho” – this article will demonstrate that sociolinguistic micro-acts performed by minority social actors allow for the affirmation of varying degrees of LC leading to the appropriation of a voice for the Francophones in Ontario.

Keywords: Agentivité, Agency, Canada, Canada, Francophonie in minority settings, Francophonie minoritaire, Citoyenneté linguistique, Linguistic citizenship, Sociolinguistique, Sociolinguistics, Voix, Voice

Although educational temporary mobility, such as language stays or student exchanges, are increasingly popular among young adults, participation rates remain uneven. But whereas previous academic studies have identified gender as an important factor—young women participate more than young men—little has been written on the mechanisms behind this disparity. This article uses a mixed-method triangulation approach to analyze the impact of gender on motivational factors influencing the participation of young adults in travel programs. Using a large-scale survey of young Swiss adults (ch-x survey), we validate a set of hypotheses based on fourteen interviews conducted with male and female students attending the University of Lausanne. We begin by comparing the motivational factors influencing female and male students. Then, we consider the motivating factors influencing young adults with different educational backgrounds. The results highlight two critical dimensions of how gender affects the decision-making process: first, the acquisition of mobility capital in support of employability and, second, the increased independence gained through temporary mobility.

Keywords: temporary mobility, mobilité temporaire, gender, genre, mobility capital, capital de mobilité, employability, aspirations professionnelles, independence, indépendance

This article presents a study of educators working in a multiethnic early childhood centre in Montreal. The purpose of this study is to examine how intercultural competency has developed among educators as a result of continuing education in the workplace initiated through a focus group in partnership with a university researcher. With reference to the Deardorff framework (2004, 2006), the results show that, following the focus group, the educators developed intercultural competency at the lower level (attitudes, skills, knowledge, and understanding) that contributed to the internal and external changes required at the higher level by setting new internal reference frameworks and updating intercultural competency. A qualitative methodology in an interpretative paradigm was chosen to achieve the research objective.

Keywords: educators, intercultural competency, continuing education, early childhood centre, focus group, multiethnicity, éducatrices, centre de la petite enfance, compétence interculturelle, formation continue, groupe de discussion, pluriethnicité

This paper focuses on the results of a longitudinal study examining the English-language content of Francophone minority school boards’ websites throughout Canada, mindful of the changing profile of the boards’ parental population. A document analysis research approach was used to analyse how the content destined for a non-French-speaking audience has evolved, enabling the audience to have access to new and pertinent information. It was observed that the majority of boards in Western Canada and Ontario have increased the presence of English on their websites. Atlantic Canada (with the exception of New Brunswick) has followed this trend. It is worth noting that other languages and content areas have shown up on the web sites, confirming the changing demographics of Francophone minority communities in Canada.

Keywords: francophone minority education, websites, English language, parent-school partnership, school boards, éducation francophone minoritaire, sites Internet, partenariat école-parents, conseils scolaires

In line with a socio-critical approach to digital uses, which includes both the school and the extracurricular contexts in its analysis of student’s relationship to digital technologies, this article presents a review of the scientific literature on the transfer of learning regarding the three disciplinary skills of French as a first language induced by the extracurricular digital uses of adolescents. The data consisted of scientific documents obtained through a review of writings published between 2010 and 2018 and retrieved from databases and specialized journals. The results show that the transfer of learning is not a systematic process because when an adolescent uses a technology in the new context, they do not use the same skills as in the initial context.

Keywords: ordre d’enseignement secondaire, secondary level of education, digital uses, enseignement du français langue, caractéristiques des adolescents, teaching French as a first language, contextes scolaire et extrascolaire, transfer of learning, adolescents' characteristics, transfert des apprentissages, school context and extracurricular context, usages numériques

The purpose of this contribution is to gain a better understanding of how language status is negotiated in superdiverse classrooms in French overseas departments in order to think differently about inclusive educational policies. First, we compare the concepts of translanguaging, interlecte, and mélangue. Then, we analyze — through the lens of the rhizome — verbal interactions in a pre-primary classroom where “awakening to languages” sessions are experienced. The study identifies several multilingual interaction strategies. The results show in particular how to rely on the students’ inner speech. By distinguishing compensatory strategies revealing a “language-problem” vision (VLP) from those aiming at social transformation (VTS), we eventually highlight the ideologies that condition students’ language inclusion.

Keywords: language exclusion, inclusive language policies, translanguaging, interlecte, mélangue, rhizome, multilingual interaction strategies, inner speech, La Réunion, Indian Ocean, exclusion langagière, politiques linguistiques inclusives, translanguaging, interlecte, mélangue, rhizome, stratégies d’interactions plurilingues, langage intérieur, La Réunion, océan Indien

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using empowerment theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel’s knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.

Keywords: education, discipline, intervention, student, youth, misconduct, behaviour, éducation, discipline, intervention, élèves, jeunesse, problèmes de comportement, comportements pro-sociaux

Given that students today are technology natives, unlike teachers, ICT integration represents many issues. This study is an initiative to understand teacher engagement factors when it comes to professional development in ICT. Our objective is to synthesize knowledge about the diverse aspects and factors that influence this type of engagement. This synthesis, undertaken with a knowledge-building approach, presents engagement factors in an online community of practice for professional development (CoPD) under three aspects: accessibility, participation, and appreciation.

Keywords: community of practice, professional development, ICT, CoPD, accessibility, participation, appreciation, communauté de pratique, développement professionnel, TIC, CoDP, accessibilité, participation, reconnaissance

Related to the question of the professionalization of teaching, this article presents an analysis of the historical and sociological evolution of teachers’ professional knowledge in Quebec and Ontario through the Neo-Weberian approach in the sociology of professions. Employing a review of literature, we conclude that the implementation of theoretical rational knowledge in the years 1950-1960 is carried out in a differentiated manner, with this rationalization being based on a scientific pedagogy in Quebec and on liberal education in Ontario. Despite the arrival of a “practical rationality” in the 1990s in the two provinces, the changes of subsequent years retain certain conceptions from the 1950s and 1960s, which have had a major influence on the current structures of teacher education programs.

Keywords: professional knowledge, rationalization, professionalization, teachers, Quebec, Ontario, comparative education, neo-Weberian approach, savoir professionnel, rationalisation, professionnelisation, enseignants, Québec, Ontario, éducation comparée, approche néowébérienne