Les competences langagieres des etudiants-maitres en francais langue seconde au Canada (Linguistic Competence of Student Teachers of French as a Second Language in Canada).

Autor/inn/en	Boutin, France; Chinien, Christian; Boutin, Jean-Luc
Titel	Les competences langagieres des etudiants-maitres en francais langue seconde au Canada (Linguistic Competence of Student Teachers of French as a Second Language in Canada).
Quelle	(1999), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Education; Degree Requirements; Foreign Countries; French; Higher Education; Immersion Programs; Language of Instruction; Language Proficiency; Language Teachers; National Surveys; Schools of Education; Student Characteristics; Student Teachers; Teacher Education; Teacher Qualifications; Canada + Suchen Sie Ihr Suchwort? Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Ausland; Französisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immersionsprogramm; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Erziehungswissenschaftliche Fakultät; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Kanada
Abstract	A survey of 23 Canadian schools of education investigated the French language competence of student enrolled in core and immersion French language teacher programs. The questionnaire developed for the study inquired about the native language of the students, methods used to sensitize non-francophone students to francophone culture, and strategies in place for evaluating and improving linguistic competence. Results indicate that francophones constituted about one-third of the enrollees, and anglophones almost 60 percent. Francophones were more likely to attend French-medium or bilingual institutions, and anglophones were more likely to attend English-medium institutions. Only five institutions required students to participate in a French- language immersion program, and the programs ranged from three weeks to one year long. English-medium institutions were less likely to require a specific French language competency level than were bilingual or French-medium institutions, and qualifications of students enrolled reflect this difference. Findings on the evaluation of students' written and oral language competence (pre-qualifications, academic records, and entry and exit testing, types of language skill assessed) are also detailed. Contains 13 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC