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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Plurilingualism In The Fsl Classroom And Beyond, Rachel L. Wohlgemut
Plurilingualism In The Fsl Classroom And Beyond, Rachel L. Wohlgemut
Undergraduate Student Research Internships Conference
In Canada, there are 269 different languages that are spoken daily (Statistics Canada, 2016). So why should we limit ourselves to French and English, when we have a multitude of other languages to explore? Here is where plurilingualism comes in. Plurilingualism is “[a]n approach to language learning that incorporates multiple competencies in different languages working in tandem to promote learning” (IGI Global, 2021). It “aims for transfer of knowledge and skills across languages” (Cummins, 2005). In my presentation, I will explain how teachers can use plurilingualism to the benefit of teachers and their learners alike through digital identity texts. I …
Investigating The Links Between Tblt, Oral Competence, And Student Retention In Fsl, Alexis Newman
Investigating The Links Between Tblt, Oral Competence, And Student Retention In Fsl, Alexis Newman
Electronic Thesis and Dissertation Repository
Through a survey, interviews, and document analysis, this mixed-methods research study involving 751 Ontario university students and a French professor investigated the issue of decreasing enrollment in Ontario FSL programs after Grade 9, low numbers of functionally bilingual graduates, and the possibility of TBLT to improve students’ oral abilities, motivation, and consequently retention in FSL. Following the findings of Lapkin et al.’s (2009) literature review on Core French, the researcher found that a lack of oral practice in FSL classes has been a serious issue leading students to discontinue or feel unsuccessful in FSL programs. Students would enjoy experiencing an …
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), …