school principals’ views on fsl programs in canada miles turnbull upei
TRANSCRIPT
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School principals’ views on FSL programs in Canada
Miles TurnbullUPEI
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Goal of study: Guiding question
• To provide insights into beliefs, attitudes and practices (related to FSL programming and FSL teachers) of a group of stakeholders - PRINCIPALS - who make decisions in Canadian public schools
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Background
• MANY anecdotes and perceptions, maybe misperceptions
• Previous research….. Few studies and many are American – some are very old
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Previous research: Working conditions
• Lapkin, MacFarlane & Vandergrift (2006)
-principals considered very supportive by 53% of participants
- -62% reported NOT having bilingual administrators
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Methods
• Focus group and individual interviews to gather ideas and seek advice from key stakeholders
• Literature review • Web-based survey • Recruitment: key newsletters, email networks,
direct mailing to schools, CPF email to schools• Individual interviews
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Response
• Not great!
• 403 participants
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Profile of participants
• All provinces, 2 territories (NWT, Yukon)
• 91% Anglophones, 40% bilingual
• 33% had taught FSL in the past
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Participants by province & territory• BC= 12.5%• NWT = 1.1%• Yukon = 0.4%• Nunavut = 0%• AB= 10.6%• MB= 6.5%• SK= 4.9%
• ON= 25%• QC=2.3%• NB= 11.4%• PE= 3.8%• NS= 14%• NF= 7.6%
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Beliefs and experiences
• 58% agree that FSL should be mandatory in all grades
BUT…
• 45% agree that FSL should be required for high school graduation
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Beliefs and experiences
• 85% agree that students should learn at least one language other than English at school
• 62% believe that this language should be French
• 56% agree that other second languages are as beneficial as French in Canada
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Beliefs and experiences
• 57% agree that core French is less prestigious than FI
• 15% agree that FI is the only way to really learn French
• 82% believe that learning FSL contributes to L1 literacy skills
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Beliefs and experiences
• 46% disagree that newly arrived immigrants should be exempt from FSL, 24.5% agree and about 29% on the fence
• 46% disagree that students with learning difficulties should be exempt from FSL, 31% agree and about 23% on the fence
• 95% disagree that it is more important for girls to study French than for boys!! ☺
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French in the school (district)
• 75% agree that senior administration in the school district support all FSL programs
• 67% agree that parents in the school district support all FSL programs
• 82% agree that the school principal should be a key player in promoting FSL programs
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French in the school (district)
• 72% and 76% agree that they have had troubles hiring qualified core French and immersion teachers (respectively)
• Over 80% agree that that they have had troubles hiring qualified substitute teachers for all FSL programs
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French in the school (district)
• 24% agree that there are tensions between FSL teachers and non-FSL teachers in their schools
• 65% agree that it is ok for FSL teachers to speak French amongst themselves in the staffroom (35% disagree)
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French in the school (district)
• 70% reported NO extra-curricular activities in French in their school
• 52% rated their library collection in French as poor or very poor
• 81% had a unilingual anglophone librarian
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French in the curriculum
• Ranking of importance of school subjects: English language arts, math, sciences, French and social studies
• Drop-out from French competition from other subjects, limited number of courses, graduation requirements, post-secondary requirements exclude French, low status of French
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FSL teachers
• A large majority of participants believe that teachers’ French should be tested before hiring (85% in core, 90% in FI)
• Most important criteria for hiring FSL teachers: skills in French, classroom management, motivating skills and enthusiasm
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Participants’ professional development
• 45% had done FSL-specific PD
• 73% interested in FSL-specific PD
• 62% willing to devote 1-2 days per year to FSL-specific PD
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Differences across types of respondents (correlations and ANOVA)
• Teaching FSL in the past made a difference on many belief statements
• Principals with past FSL teaching experiences value FSL significantly more than those who have not taught FSL
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Reflections
• Importance of having administrators with FSL teaching experiences
• However – FSL teacher shortage??
• Action needed related to PD for administrators – a role for CASLT