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Four interviews and observation sessions show that, although shared AIM routines exist, teachers’ agency drives meaningful supplementation, especially among more experienced teachers. Using AIM also engages teachers’ sense of plausibility, informing future AIM research and board-level policy.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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It: Why Agency  \nand Experience Matter  \nStephanie Arnott  \nUniversity of Toronto  \nAbstract  \nOver the last decade, almost 4,000 Canadian schools have moved to using the Accelerative Integrated Method (AIM) for core French (CF) instruction. Following researchers‟ recommendations (Brumfit, 1984; Lapkin, Mady, & Arnott, 2009; Larsen-Freeman, 1996, 2000; Prahbu, 1990), I am shifting the focus in this case study from product to process. In other words, investigating how AIM teachers use and shape the method during implementation instead of comparing AIM and non-AIM student outcomes (Bourdages & Vignola, 2009; Carr, 2001; Mady, Arnott, & Lapkin, 2009; Maxwell, 2001; Michels, 2008;) . Four interviews and observation sessions were conducted with eight elementarylevel CF teachers. Findings showed that while some AIM routines and strategies were used by all, teachers exercised their agency in supplementing recommended AIM activities and materials, especially those with more AIM and CF teaching experience. Establishing that using AIM engaged teachers‟ senses of plausibility (Prahbu, 1990) also exposed important implications for future AIM research and board-level policy.  \nRésumé  \nDepuis les années 2000, plus de 4000 écoles canadiennes ont decidé d‟utiliser une formed‟enseignement qui s‟appelle AIM (Accelerative Integrated Method) pour leurs programmes de français de base ( Core French) . Selon les recommandations des chercheurs suivants (Brumfit, 1984; Lapkin, Mady, & Arnott, 2009; Larsen-Freeman, 1996, 2000; Prahbu, 1990), au lieu d‟étudier les résultats, l‟objectif de cette étude de cas étaitd‟examiner la mise en œuvre de AIM. Huit enseignants de français de base ont passé quatre entrevues individuelles. Ils ont eu quatre sessions d‟observation de pratique de AIM . Selon les résultats, quoiqu‟ils aient employé des stratégies et routines de AIM de la même façon, tous les enseignants ont aussi décidé d‟ajouter leurs propres activités et ressources à AIM, surtout ceux experts dans l‟enseignement du français de base et de AIM. En démontrant que cette méthode les incite à user de leur sens de plausibilité (Prahbu, 1990), ces résultats impliquent d‟autres conséquences importantes pour une recherche ultérieure et la politique des conseils scolaires en ce qui concerne l‟utilisation de AIM.  \nExploring the Dynamic Relationship between the Accelerative Integrated Method (AIM) and the Core French Teachers Who Use It: Why Agency and Experience  \nMatter  \nIntroduction  \nOver the last fifteen years, trends and innovations have continued to emerge and generate conversation about improving core French (CF) as a second language programming in Canada (see Lapkin, Mady, & Arnott, 2009 for summary) . This study investigated the implementation of one such innovation-an instructional method being used for CF instruction called the Accelerative Integrated Method (AIM) .  \nGenerally speaking, AIM is a language-teaching methodology that combines target language use with emblematic gestures,(Breckinridge-Church, Ayman-Nolley, & Mahootian, 2004), choral activity (McCauley & McCauley, 2002) and drama (Dodson, 2000), among others (Arnott, 2005). According to resources designed to support the implementation of AIM (Maxwell, 2006, 2008), AIM teachers should be able to boost students‟ oral fluency to previously unattainable levels from the onset of second language (L2) instruction. Thus far, however, research into the validity of these predictions has been inconclusive. Some AIM students out-performed provincial curriculum expectations (Carr, 2001), or their non-AIM counterparts (Maxwell, 2001; Michels, 2008), on oral interview protocols, while larger-scale quantitative and mixed method research suggested that merely using AIM does not make students significantly more proficient in French (Bourdages & Vignola, 2009; Mady, Arnott, & Lapkin, 2009","cbCainvxAlDG6q49","https://ap.wps.com/l/cbCainvxAlDG6q49","pdf",713490,21,"English","# Abstract\n## Introduction\n## Brief Description of AIM","[{\"question\":\"What does the case study investigate about AIM for core French?\",\"answer\":\"It examines how teachers use and shape AIM during implementation, rather than comparing AIM and non-AIM student outcomes.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used four interviews and observation sessions with eight elementary-level core French teachers.\"},{\"question\":\"What do the findings suggest about teacher agency in AIM use?\",\"answer\":\"While some AIM routines and strategies are common, teachers actively supplement recommended AIM activities and materials, particularly those with more AIM and core French teaching experience.\"}]","Exploring the Dynamic Relationship between the Accelerative Integrated Method (AIM) and the Core French Teachers Who Use It - Why Agency and Experience Matter | PDF",1792083185,53]