Article published in:Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Journal of Immersion and Content-Based Language Education 6:2] 2018
► pp. 244–268
Teacher adaptations to support students with special education needs in French immersion
An observational study
As of late, French immersion (FI) teachers have been encouraged to adapt their instruction to support the inclusion and success of students with learning difficulties. In particular, pedagogical concepts such as Universal Design for Learning (UDL) (National Center on Universal Design for Learning, 2014) and differentiated instruction (Tomlinson, 2004) have been promoted as means to do so. This study used observations of nine FI teachers’ classes with the view to exploring their adaptations for students with learning difficulties in hopes of identifying future professional development directions. The observations revealed that the FI teachers were aptly adapting their instruction for the class as a whole whereas they were less apt to modify for individual students. In order to further their inclusive practices, the FI teachers in this study would benefit from future professional development opportunities that focus on differentiating instruction for individuals and conversations about if and how teacher language choices can provide additional means of differentiation.
Keywords: French as a second language education, special education needs, second language education, immersion education, teacher adaptations
Published online: 23 October 2018
Allen, P., Fröhlich, M., & Spada, N.
(2013a) The genesis and perpetuation of exemptions and transfers from French second language programs for students with diverse learning needs: A preliminary examination and their link to inclusion. In K. Arnett & C. Mady (Eds). Minority populations in Canadian second language education (pp. 103–117). Bristol, UK: Multilingual Matters.
Arnett, K., & Mady, C.
Arnett, K., Mady, C., & Muilenburg, L.
Arnett, K., & Turnbull, M.
Bonyun, R., Momison, F., & Unitt, J.
Bournot-Trites, M., & Denizot, I.[ p. 266 ]
(2005, January). Conscience phonologique en immersion française au Canada. Paper presented at the 1er Colloque International de Didactique Cognitive , Toulouse, France.
Burge, P., Ouellette-Kuntz, H., Hutchinson, N., & Box, H.
Cenoz, J., & Gorter, D.
Genesee, F., & Fortune, T.
Hall, T., Strangman, N., & Meyer, A.
(2003) Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
Hayden, H. M. R.
Hélot, C., & Ó’Laoire, M.
Johnson, K. E.
Lapkin, S., MacFarlane, A., & Vandergrift, L.
Lyster, R., Collins, L., & Ballinger, S.
MacCoubrey, S. J., Wade-Woolley, L., Klinger, D., & Kirby, J. R.
MacCoubrey, S. J., Wade-Woolley, L., & Kirby, J. R.
Mady, C., & Arnett, K.[ p. 267 ]
Mannavarayan, J. M.
Mollica, A., Philips, G., & Smith, M.
National Center on Universal Design for Learning
(2014a) What is UDL? Retrieved from http://www.udlcenter.org/aboutudl/whatisudl
(2014b) Universal design for learning guidelines. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
Ó Duibhir, P., Ní Dhíorbháin, A., & Cosgrove, J.
Ontario Ministry of Education
Ontario Ministry of Education
Parkin, M., Morrison, F., & Watkin, G.
Public Service Commission of Canada [PSCC]
Reeder, K., & Bournot-Trites, M.
(2001) Biliterate and mathematical performance in an intensified French immersion education program: Some evidence for the interdependence hypothesis. In E. Hughes, M. Hughes, & A. Greenhill (Eds.), BUCLD 21: Proceedings of the 21st annual Boston University Conference on Language Development (pp. 567–571). Boston, MA: Cascadilla Press.
Rix, J., & Sheehy, K.
Spada, N., & Fröhlich, M.
Swain, M., & Johnson, R. K.[ p. 268 ]
Swain, M., & Lapkin, S.
Trites, R., & Moretti, P.
Turnbull, M., Hart, D., & Lapkin, S.
Turnbull, R., Turnbull, A., Shank, M., Smith, S., & Leal, D.
Valle, J., & Conner, D.
Vygotsky, L. S.
(2010) Myths and realities of French immersion. Language Portal of Canada. Retrieved from http://18.104.22.168/collaborateurs-contributors/articles/mythes-myths-eng.html
(2008) The case for universal French instruction. Canadian Research Institute for Social Policy. Retrieved from http://www.unb.ca/crisp/pdf/pbrief_case_for_french_instruction_(28_Apr_2008).pdf
Cited by 4 other publications
Kay-Raining Bird, Elizabeth, Fred Genesee, Ann Sutton, Xi Chen, Joan Oracheski, Stephanie Pagan, Bonita Squires, Diana Burchell & Tamara Sorenson Duncan
Lindner, Katharina-Theresa & Susanne Schwab
Martin, Sarah, Christina Hodder, Emily Merritt, Ashley Culliton, Erin Pottie & Elizabeth Kay-Raining Bird
Selvachandran, Janani, Elizabeth Kay-Raining Bird, Jessica DeSousa & Xi Chen
This list is based on CrossRef data as of 12 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.