Extended French vs. French Immersion

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Authors
Turola, Emma
Keyword
FSL in Ontario , French Immersion , Extended French , French as a Second Language Teachers , High School Education , Self-Efficacy , Teacher Self-Efficacy , Ontario , FSL
Abstract
A school board in southern Ontario is in the process of phasing out their Extended French program and replacing it with French Immersion at the high school level. In this paper I asked a high school administrator and a French as a second language teacher(s) of this school board to describe the phase out process and to relay any implications they believe that this phase out has had on French as a second language teaching and learning in the school board. I also questioned how French as a second language teachers’ levels of self-efficacy were affected by this program change. This paper found that the replacement of Extended French with French Immersion in the research site has impacted French teaching and learning. Although the French Immersion program is less accessible to students in the school board, participants of this study believe that this program change is a good thing and will positively impact French as a second language teaching and learning in the county. In addition, participants believe that the program change could act as a retention factor for French teachers if they are properly supported during the transition. This paper is extremely relevant given the context of the French as a second language teacher shortage in Ontario. Participants of this study made it very clear that they are in dire need of qualified French as a second language teachers in order to be able to make this program change work. The replacement of Extended French with French Immersion, a program that requires more instruction in French, and therefore more qualified French instructors, will be a challenge given this teacher shortage in Ontario.
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