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DTSTART;TZID=America/Toronto:20240227T080000
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SUMMARY:Language competencies for FSL teachers
DESCRIPTION:Showcase meeting 4 – February 27\, 2024\nPRESENTATIONS \n\nDr. Sarah Fedoration\, Manager of EAL and Language Programs\, Learning Services\, Edmonton Catholic Schools\n\nSounds like a them problem\, not a me problem: perceived responsabilities for the language proficiency of French immersion teachers. Continued interest in French Immersion (FI) programs has created an equally high demand for teachers with the skills to teach in the program. To date\, no research has explored leaders’ and teachers’ knowledge and understanding of the system in terms of perceived responsibilities for ensuring teachers’ language proficiency. The results of this research revealed a lack of consistency in knowledge of university requirements\, provincial requirements\, as well as hiring and assessment practices related to the language proficiency of FI teachers. The results of this study – and their implications – can help school divisions ensure that language proficiency is seen as a shared responsibility that is articulated and implemented both in procedure and in practice. \nTo access Sarah Fedoration’s presentation\, click here. \n2. Dr. Carl Ruest\, Assistant Professor of Teaching\, and Dr. Meike Wernicke\, Assistant Professor\, Department of Language and Literacy Education\, University of British Columbia (UBC) \nLegitimating identities and engagement: essential conditions for the development of language competencies \nThe face of French-second-language teachers in British Columbia has changed over the last few decades. Whereas in the 80s and 90s the majority of teachers had French as their first language\, today it is former immersion (and other FSL) graduates who make up the majority of teaching professionals. \nThis fairly recent reality brings with it the fact that FSL teachers have varied language expertise\, which continues to develop over the years\, throughout their professional careers. However\, the outside world sometimes expects them to have “complete or finished” language skills. These external pressures can make teachers who want to improve their French reluctant to do so\, and isolate themselves in their classrooms. To encourage these teachers to embrace ongoing language development\, they need to feel legitimacy and confidence\, as well as a strong professional identity that includes both their positions as teacher and learner. As a professional development activity\, the UBC Summer Institute in Quebec City supports teachers in developing their French in a professional and engaging environment where their identity as FSL teachers is valued and recognized. \nTo access Carl Ruest and Meike Wernicke’s presentation\, click here.
URL:https://tnfls-ntfsl.ca/en/event/27-february-2024/
LOCATION:Zoom
CATEGORIES:Meeting,Vitrine
ATTACH;FMTTYPE=image/jpeg:https://tnfls-ntfsl.ca/wp-content/uploads/2022/05/Tnfls-Projet2.jpg
ORGANIZER;CN="TNFLS":MAILTO:rdeevey@acpi.ca
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