(Re)-Introduction to French: Four Education Models to Revitalise an Endangered Group in Eastern Canada

Autor/inn/en	Cormier, Marianne; Bourque, Jimmy; Jolicoeur, Manon
Titel	(Re)-Introduction to French: Four Education Models to Revitalise an Endangered Group in Eastern Canada
Quelle	In: International Journal of Bilingual Education and Bilingualism, 17 (2014) 2, S.160-177 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2013.866626
Schlagwörter	French; Language Minorities; Language Maintenance; Foreign Countries; Models; Vocabulary Development; Language of Instruction; English; Public Schools; Language Usage; Family Environment; Kindergarten; Interviews; Teacher Attitudes; Statistical Analysis; Teaching Methods; Observation; Heritage Education; Native Language Instruction; Mixed Methods Research; Focus Groups; Canada + Suchen Sie Ihr Suchwort? Französisch; Sprachminderheit; Sprachpflege; Ausland; Analogiemodell; Wortschatzarbeit; Teaching language; Unterrichtssprache; English language; Englisch; Public school; Öffentliche Schule; Sprachgebrauch; Familienmilieu; Interviewing; Interviewtechnik; Lehrerverhalten; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Native language education; Muttersprachlicher Unterricht; Kanada
Abstract	This study explores early francization models for a linguistic minority currently struggling to preserve its language. The French Acadians of New Brunswick, Canada, represent 30% of the province's total population, yet their numbers and their linguistic vitality are decreasing. New Brunswick has two public school systems: the English language schools cater for the majority while the French language schools have been created for the minority, with the goal of this separate, homogeneous school system being to preserve the French language. However, for some children who are members of this linguistic minority, the language is no longer spoken at home, and thus, when parents in such situations opt for the French school, their children are immersed. Data were collected from nine schools in order to examine the particular Early Francization Model they operate, and how they manage their mixed intake. Four different models of early francization (sheltered class, mainstream class with pull-out, mainstream class with pull-out plus in-class support and integrated model) for this revitalization effort are described and group interviews were carried out to assess how the schools organise their francization programme. In addition, French language outcomes were measured for students enrolled in the programme in the kindergarten year (five years old). The quantitative data indicate that children who participated in the integrated model fared better in terms of French vocabulary outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10