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- Title
Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom.
- Authors
Wernicke, Meike
- Abstract
In English-majority contexts such as British Columbia, French second language (FSL) teachers are increasingly encountering students who are also learning French in addition to English and their home languages. Research findings show that dual language learners are successfully supported through multilingual pedagogies that acknowledge and explicitly value students' prior learning experiences and multilingual knowledge as an integral resource in their language learning. This poses a particular challenge for FSL teacher candidates whose own language learning experiences have been shaped by institutional bilingualism and monoglossic approaches in bilingual education contexts. This article sets out the implications of this challenge and then describes a teacher education course that specifically addresses the Teaching of English as an additional language (TEAL) with teacher candidates in an elementary French specialist cohort program at a university in British Columbia. The discussion provides an overview of the course and then describes some of the ways in which critical language awareness can be fostered among FSL teacher candidates' strategies to encourage a linguistically and culturally responsive approach to FSL teaching.
- Subjects
BRITISH Columbia; CULTURALLY relevant education; FRENCH language; FRENCH presidential elections; LANGUAGE awareness; PRIOR learning; TEACHER educators
- Publication
TESL Canada Journal / Revue TESL du Canada, 2019, Vol 36, Issue 1, p134
- ISSN
0826-435X
- Publication type
Article
- DOI
10.18806/tesl.v36i1.1306