Browsing by Author "Appelt, Liana"

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    Dual-language books: addressing linguistic and cultural diversity in french immersion classrooms
    (2008) Appelt, Liana; Naqvi, Rahat
    Students in French Immersion (F .I) in many parts of Canada are now bringing with them home languages other than French or English. This diversity requires extensive modifications in the classroom to attend to the needs of children with linguistic roots from around the world. Typically the focus and delivery of early elementary F .I. teaching is on French alone. However, a growing body of literature suggests that qualified inclusion of the child's first language is also advantageous. The main objective of the research was to study one method of employing dual-language books written in both French and a variety of mother tongue languages spoken by the parents of children in a selected Kindergarten F .I. classroom. The results of the study demonstrated that there was no negative effect of using dual-language books in the classroom. On the contrary, there was strong support of dual language book use by the classroom teacher and the volunteers who participated in the study. The most significant finding was that dual language books offer a meaningful volunteer experience in F.I. classrooms. As well, this study supports past research, which demonstrated that dual-language books allow students to share their linguistic knowledge and cultural roots with their teacher and peers.
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    Public Spanish Bilingual Schools in Calgary, Alberta: A Case Study of Parent and Student Perspectives and Expectations
    (2017) Appelt, Liana; Roy, Sylvie; Friesen, Sharon; Guo, Yan
    This qualitative research aids in elucidating why parents choose the Calgary Board of Education (CBE) Spanish bilingual education program for their children. Case study was the methodology used to collect data through an anonymous electronic survey completed by 83 parents. Ten major findings emerged. An additional five key findings were derived from interview responses of nine participants, recently graduated grade 12 students and parents who had lived experience in the CBE Spanish Bilingual Program. The survey and interview findings were analyzed and subsequently grouped into three analytic categories, which connect the outcomes of the study to Pierre Bourdieu’s concept of Habitus and its relation to the acquisition of various forms of capital. The major finding that emanates from both sources of participant data was that parents predominantly cited the ‘benefits of being bilingual’ as the primary reason for choosing a Spanish school for their child. However, analysis of the responses revealed that parents ultimately chose Spanish education on account of their perception (Habitus), that the program (irrespective of acquisition of an additional language) provided higher quality instruction, better teachers, and was comprised of students possessing superior academic abilities than those in regular, English only, schools. In spite of spending 12+ years in the program, student participants reported that they did not consider themselves bilingual, as characterised by the CBE’s term of ‘functional bilingualism’ that is defined by the ability to use Spanish easily and accurately. Participants self-assessed their language abilities as that of being partially bilingual and claimed that their Spanish had not improved since grade nine. They reported that the atrophy in their Spanish skills was due, in part, to a steep decline of instructional minutes in the target language from grades 10-12. Parents and graduates felt that those who were academically strong in all subjects were likely to complete and do well in the program. Participants shared that their experience showed fewer than 50% of students remained in the program until grade 12. Attrition data for the Spanish program and student assessment results support these three claims. Although parental perception of the program does not match actual student outcomes, participants reported being satisfied with their choice and would recommend the program to others.