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Organizational Improvement Plan: Improving Core French Teacher Equity Within A French Immersion School, Angelica Farr
Organizational Improvement Plan: Improving Core French Teacher Equity Within A French Immersion School, Angelica Farr
The Dissertation in Practice at Western University
My Organizational Improvement Plan examines the systemic inequity between the Core French Program and the French Immersion Program in Ontario secondary schools. Leadership, in the form of Principals, can play a significant role in this issue. Principals who prioritize the equitable distribution of resources and professional development in French Immersion settings may positively impact teacher efficacy; however, in Core French settings, Principals’ realm of priorities often lies in other curriculum areas.
Various researchers, such as Lapkin (2003) and Mady (2010), have looked at the systemic inequity between the two French programs. It has been shown that there is a disproportionate …
Linguistic Identity And Investment In Grade 8 Core French Students, Heather B. Gauthier
Linguistic Identity And Investment In Grade 8 Core French Students, Heather B. Gauthier
Electronic Thesis and Dissertation Repository
This study examines the linguistic identities and language-learning investment(s) of eight Grade 8 core French students at a Cambridge, Ontario elementary school. I address the following questions: (1) How do FSL students in a Grade 8 classroom in Ontario identify themselves linguistically? (2) Does linguistic identity play a role in students’ investment in French language learning? (3) Do students who perceive themselves as bilingual, multilingual, or learners of French have more success than peers who identify themselves as ‘English only’? Following Blackledge and Creese (2010), Byrd Clark (2008, 2009, 2010, 2014), Lamoureux (2012, 2014), Roy (2010), and Taylor (2009, 2014), …