Effective teaching and adaptive instruction in core French
Subtitle: a case study of a grade 8 classroom in Ontario.
Published: 2004
Language: eng
Number of pages: 256
Subjects: French language -- Study and teaching (Elementary) -- English speakers.; Learning disabled children -- Education -- Ontario -- Case studies.; Inclusive education -- Ontario -- Case studies.
Genres: Case studies.
Description: The impetus for this study was provided by an on-going debate over the suitability of second language education for students who underperform in these programs and whether it is possible for teachers to effectively address these students' needs within the confines of the current conception of successful second language instruction in Ontario. Qualitative and quantitative observational techniques were used to identify and describe a Grade 8 core French teacher's use of pedagogical strategies that have been previously designated in research on learning disabilities, effective teaching, and/or second language education as helpful for facilitating student success. A series of semi-structured teacher interviews were conducted to gain a deeper understanding of the belief systems, contextual influences, and decision-making processes that impacted this teacher's pedagogy. In addition, a series of seven individual semi-structured student interviews were held in an effort to understand the students' perceptions and conceptions of their learning experience in core French. At the conclusion of the study, a focus group interview comprised of these seven students was organized to provide a forum for further exploration of issues that were raised during the individual interviews.Overall, the teacher participant in this study can be viewed as an effective educator of students with learning difficulties and other learning needs within the context of the core French classroom. The teacher was found to have created a classroom environment defined by characteristics of an effective inclusive classroom through her use of adaptation strategies and was respectful of the tenets of the approach to second language education mandated by the Ontario Ministry of Education. Results from the teacher and student interviews indicate a strong perception of the effectiveness of these strategies in facilitating student proficiency in the target language. Further, the teacher's apparent success in fostering student learning in spite of a wide range of individual learner needs is primarily attributable to her own skill in negotiating her pedagogical content knowledge and a strong belief in her ability to foster student achievement.
Notes: Adviser:  Anne Jordan.

Thesis (Ph.D.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3753.