Abstracts
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.
Keywords:
- English language learners,
- learning difficulties,
- French second language,
- inclusion,
- second language education,
- teacher beliefs
Résumé
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.
Mots-clés :
- apprenants de la langue anglaise,
- difficultés d’apprentissage,
- français langue seconde,
- inclusion,
- enseignement de la langue seconde,
- croyances des enseignants
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Appendices
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