Essayons: French as a Second Language Teacher Beliefs and Experiences of Technology-Enhanced Practices
While past research has identified the importance of teacher beliefs in informing practice, fewer studies have investigated the context of Canadian French as a Second Language (FSL) teachers in recent years (Lapkin, Mady, & Arnott, 2009; Lawrence, 2014). By considering how practicing FSL teachers in Alberta experience the integration of technology in second language learning, I sought to contribute a current understanding of these influences. Through an interpretive lens, I explored the context of four FSL teachers in an urban school board in southern Alberta. In an instrumental multicase study, qualitative data were collected through semistructured individual interviews, and analyzed using simultaneous thematic coding. The participants’ responses revealed that while current trends in technology integration seem to align well with these teachers’ beliefs, numerous barriers, including the treatment and status of FSL programs in the board, were seen as ongoing challenges in enacting their vision for their professional practice.
Education--Language and Literature
Smith, C. (2017). Essayons: French as a Second Language Teacher Beliefs and Experiences of Technology-Enhanced Practices (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25936