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Using questionnaires before and after Bachelor of Education programs and interviews conducted for three years after graduation, findings show teachers emphasize maximizing French, minimizing English, and leveraging students’ language repertoires to support FSL acquisition. Teachers prefer ELL inclusion in core French rather than immersion, while broader plurilingual space is treated as a potential area for additional reflection.",{"@graph":14,"@context":73},[15,34,56],{"@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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their approach to English and French during observations?",{"text":72,"@type":64},"One teacher used a mixture of French and English, while another taught almost exclusively in French, even though she shared a home language with many students.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},594843,1792165894,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Include English Language Learners  \nCallie Mady  \nNipissing University  \nKaty Arnett  \nSt. Mary’s College of Maryland  \nAbstract  \nIn the Canadian context, although most considerations for home-target language use are centredon the presence of English in French Second Language (FSL) programs, the increasing number of immigrants to Canada in general and to southern Ontario in particular has provided an impetus to extend the discussion to include the use of languages beyond Canada’s officiallanguages. Through the use of questionnaires with novice teachers pre-and post-Bachelor of Education programs and interviews for 3 years following graduation, this study sought to explore novice teachers’ perspectives on the use of languages in FSL classes that include English language learners (ELLs). Novice teachers consistently identified the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition by ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. Participants’ consideration of English and languages other than French were limited to teacher use. Additional teacher reflection on if and when to provide space for students to use all their language knowledge may prove advantageous to supporting plurilingual development.  \nKeywords: target language use; multilingual language acquisition; second language education; French as a second language, teacher beliefs  \nCallie Mady is the Associate Dean of the Schulich School of Education, Nipissing University, North Bay, ON, Canada. She holds a PhD from OISE of the University of Toronto with a focus on second language education. Her research interests include French as a second language education and multilingual language acquisition. In particular, her research focuses on minority populations in those areas—immigrants and students with learning difficulties.  \ncalliem@nipissingu.ca  \nKaty Arnett, Ph.D., is a Professor of Educational Studies at St. Mary’s College of Maryland, where she teaches undergraduate and graduate courses focused on English learners and technology in the classroom. A former Fulbright Scholar, her scholarly work focuses on different dimensions of inclusion within second language [contexts.](contexts. kearnett@smcm.edu)[ ](contexts. kearnett@smcm.edu)[kearnett@smcm.edu](contexts. kearnett@smcm.edu)  \nSecond language teachers continue to be regularly challenged to consider the role and space afforded to their students’ home languages within the learning environment and often assume that the home language(s) and the school language (i.e., English within this study’s context) are the same. As is the case with most controversies within education, there is a continuum of views, ranging from perspectives that advocate for exclusive target language use (e.g., Atkinson, 1993) to those that see a place for the students’ home language(s) as a way to navigate confusion and honour the reality that the students are bi/multilingual individuals who are naturally working to find connections between the target language and their home language(s) (American Council on the Teaching of Foreign Languages, 2010; Cook, 2001; Turnbull, 2001) . Where one’s practice is individually situated on the continuum reflects personal belief systems (e.g., Arnett & Turnbull, 2007; Turnbull & Arnett, 2002), the context in which the language program is situated (Mady & Arnett, 2017), the type of language program (e.g., bilingual; dual immersion; foreign language)(e.g., Palmer, Mateus, Martínez, & Henderson, 2014), the teacher’s proficiency with the target language (e.g., Chambless, 2012), teachers’ perceptions ofthe students’ skills with the target and home languages (e.g., Lo, 2015), the content of the lesson (e.g., Levine, 201","cbCaidA2tUG4lFyB","https://ap.wps.com/l/cbCaidA2tUG4lFyB","pdf",348338,14,"English","# Abstract\n# Teacher background and research interests\n# Continuum of beliefs about home and target languages\n# Canadian context: French immersion, intensive French, and core French\n# Prior classroom observations and teacher language practices","[{\"question\":\"What was the study’s main goal regarding language use in FSL classes?\",\"answer\":\"The study explored novice teachers’ perspectives on how languages should be used in FSL classes that include ELLs, focusing on the roles of French, English, and students’ home languages.\"},{\"question\":\"What language-use recommendations did novice teachers consistently identify?\",\"answer\":\"They emphasized maximizing French use, minimizing English use, and incorporating languages from students’ language repertoires to support FSL acquisition.\"},{\"question\":\"How did teachers differ in their approach to English and French during observations?\",\"answer\":\"One teacher used a mixture of French and English, while another taught almost exclusively in French, even though she shared a home language with many students.\"}]","Novice Teachers’ Perspectives on the Use of Languages in French as a Second Language Classes That Include English Language Learners | PDF",1792079945,35]