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dc.contributor.authorSeiveright, Gregoryen
dc.date.accessioned2021-07-13T17:04:57Z
dc.date.available2021-07-13T17:04:57Z
dc.identifier.urihttp://hdl.handle.net/1974/28958
dc.description.abstractThis study examined issues related to additional language acquisition in French Immersion play-based kindergarten contexts, from the perspective of educators. Little is currently known about the impacts of play-based kindergarten on children in French Immersion programs in Ontario; the Kindergarten Curriculum does not address specific considerations with regards to Immersion students. The overarching research question for the study (RQ1) asks: How do play-based kindergarten programs impact student acquisition of French language skills, as perceived by French Immersion educators? Two additional sub-questions, (RQ2 and RQ3), guide this study. RQ2 asks: How do French Immersion kindergarten teachers and ECEs plan for and deliver meaningful French language instruction within a play-based setting? RQ3 asks: Which specific French language outcomes do educators expect kindergarten children to have achieved by the end of kindergarten? This study followed a basic qualitative design, using an online qualitative questionnaire to collect data. Participants included a purposeful sample of French Immersion kindergarten teachers (10) and early childhood educators (3) from one board in eastern Ontario. General inductive analysis was used to analyse responses. Findings indicate that educators are purposeful and intentional in teaching the French language, and there is a fine balance between direct instruction and play-based learning. A wide variety of approaches to play-based learning and additional language acquisition were described by participants, suggesting a need for consistent, clear expectations for educators. Ongoing professional learning for educators is needed. Future research is recommended to study an ideal entry point for early immersion programs.en
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rightsAttribution-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nd/3.0/us/*
dc.subjectKindergartenen
dc.subjectFrench Immersionen
dc.subjectPlay-Based Learningen
dc.subjectAdditional Language Acquisitionen
dc.titleUnderstanding Educator Perspectives of French Language Instruction in Play-Based Kindergartenen
dc.typethesisen
dc.description.degreeM.Ed.en
dc.contributor.supervisorTimmons, Kristy
dc.contributor.departmentEducationen
dc.degree.grantorQueen's University at Kingstonen


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Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
Except where otherwise noted, this item's license is described as Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada