Inclusion of English language learners in French as a second official language classes: teacher knowledge and beliefs

Callie J. Mady

22 citations0/0 files storedInternational Journal of Multilingualism

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

This paper reports on a mixed-method study that investigated French as a second official language (FSOL) teachers’ knowledge and beliefs regarding the inclusion of English language learners (ELLs). Both questionnaire and interview findings show FSOL teachers to believe in the inclusion of ELLs in FSOL, the techniques used to teach FSOL as able to meet ELLs’ needs and the study of French to support the study of English. FSOL teachers also revealed a desire for professional development opportunities to better meet the needs of the ELLs. Offering distinctions from other ELL research, this study suggests that FSOL teachers may be equipped to also provide professional development to others.

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References

2014An Introduction to Second Language Acquisition Research 1979Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19.2000Making content comprehensible for English language learners : the SIOP model 2001Learning and not learning English: Latino students in American schools 2003Understanding Expertise in Teaching 2000From the "Good Kids" to the "Worst": Representations of English Language Learners across Educational Settings 2006Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms 2001Predictors of Mainstream Teachers' Attitudes toward ESL Students

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