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Principals and Identity Construction in French in Canada: Web site Vel-TIC Claire IsaBelle Hélène Fournier Rodrigue Savoie François Desjardins Phyllis.

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Presentation on theme: "Principals and Identity Construction in French in Canada: Web site Vel-TIC Claire IsaBelle Hélène Fournier Rodrigue Savoie François Desjardins Phyllis."— Presentation transcript:

1 Principals and Identity Construction in French in Canada: Web site Vel-TIC Claire IsaBelle Hélène Fournier Rodrigue Savoie François Desjardins Phyllis Dalley Hawaï, April 2007

2 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 2 Context and Problem in Canada Definitions Theoretical Framework Research Goals Objectifs of Study Methodoloy Preliminary results Web site Analysis and Conclusion

3 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 3 Context and Problem in Canada Francophone reality in Canada outside of Québec remains relatively unknown and often misunderstood. First, it is the reality of a minority community dispersed over an immense territory amidst a culturally powerful linguistic majority. The migration of young Francophones to English schools- the lack of subject options is often evoked as a reason for this migration (Dalley, 2003 ; CIRCUM, 1999) The assimilating effect of ICT use, of the media and Internet mainly as carriers of the culture (in the case of Anglo-American culture) (Popper & Condry, 1994)

4 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 4 12 000 000 population 540 000 francophones less than 5% 3 000 000 population 66 000 francophones less than 2,25% 720 000 population 243 000 francophones 33% 3 868 875 population 63 630 francophones less than 1,64%

5 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 5 Context and Problem in Canada have always played a primary role in maintaining the language and culture of the minority. (Gerin-Lajoie, 2006) The French-language schools located outside Québec have become the principal agents of socialization of children (Landry and Allard,1999)

6 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 6 Using ICT appropriately have a particular mandate to ensure linguistic and cultural reproduction (Lapointe, 2002), must encourage the promotion of the French language and identity construction must ensure ethno-linguistic vitality (Bouchamma, 2004), In a minority-language situation, school principals Context and Problem in Canada

7 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 7 the concept of Francophone identity construction Definitions (1) represents a highly dynamic process by which - the person is defined and recognizes him or herself in the way he or she thinks, - acts and feels in the social contexts and natural environment in which he or she evolves (ACELF, 2006 : 12). Association canadienne de léducation de langue française

8 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 8 Francophone ethno-linguistic vitalization practices (elv practices) are composed of all individual actions or all actions by the group as a whole; which contribute to the vitality of French-speaking communities; these actions may be direct or indirect and the communities may occupy a restricted or dispersed geographical territory. Definitions (2)

9 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 9 Context and Problem What can we find to help school principals ? In spite of the recognized - importance of the school, - the role of school principals, in ensuring the reproduction of the French language and culture

10 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 10 Context and Problem 1.Landry (2002) developed a program of socialization- autonomization. This curriculum may be relevant but the author offers few specific examples and does not mention any specific practices that have been validated. 2.Gérin-Lajoie (2001), in a proposal for assisting teaching staff, have suggested a program for balanced professional development. 3.Dalley and dEntremont (2004) presented examples of teaching activities derived from a sociolinguistic and identity- based pedagogical approach for program developers. Absence of specific ethno-linguistic vitalization practices

11 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 11 Context and Problem It seems that very few things (if any at all) are available in terms of procedures for school principals in French-language minority schools -to help them accomplish their leadership role, -to support them in the promotion of the French language and Francophone identity construction. Then if research on education in minority contexts is plentiful…

12 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 12 Context and Problem in Canada Given the population decline in French-speaking communities in a minority language situation (Landry, Deveau & Allard, 2006) it is imperative to offer examples of strategies which can be implemented by school principals -to promote the use of the French language and Identity construction - to use ICT to promote linguistic and cultural diversity (Zachariev, 2006).

13 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 13 ICT To support quality teaching and learning (IsaBelle, 2002) To support the development of learning communities (Breuleux, et al., 2002) To support the development of small communities (Laferrière, et al. 2004) To support cultural and democratic awareness (Cummins et Sayers, 1995) ICT – used in an appropriate manner

14 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 14 Do our Francophone school principals have - the necessary competences and - tools to ensure ethno-linguistic vitality in Canadian French-language schools? Question

15 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 15 This project aims to initiate and foster a profound and lasting change requiring an alteration of what education represents for the different partakers in the Francophone school It is therefore essential that all stakeholders and school principals become involved in the design and management of the proposed change. Theoretical Framework

16 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 16 Banathys (1991) systemic model: was used to better understand the extent of the change within a specified context. Theoretical Framework

17 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 17 first dimension allows for the measurement of the capacity for innovation (change process); second dimension represents the progression of practices (extent of the change) and is divided into three levels: micro, meso and macro; third dimension of interaction represents four processes which characterize the intensity of the interactions: information, co-operation, coordination and connection, and integration. Banathys (1991) systemic model: Theoretical Framework

18 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 18 The first dimension allows for the measurement of the capacity for innovation (change process). In this dimension four domains are identified for education: governance, administration, teaching and learning. These, in turn, are influenced by the following dimension, that of progression of practices. Theoretical Framework

19 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 19 Theoretical Framework The second dimension represents the progression of practices (extent of the change) and is divided into three levels: micro, meso and macro. The practices or implementations of the new design in educational contexts will bring about changes, -first at the micro level (the classroom), -then at the meso level (the school) and -finally at the macro level (the community-society network).

20 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 20 Theoretical Framework The third dimension of interaction represents four processes which characterize the intensity of the interactions: information, cooperation, coordination and connection, and integration. Information constitutes the first level with a progression towards integration, the last level to be reached

21 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 21 Research Goals (1) Evaluate whether ethno-linguistic practices gathered from Francophone school principals and distributed in a hypermedia resource system contribute to a change in the educational milieu.

22 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 22 Research Goals (2) 1)to create a catalogue of ethno-linguistic vitalization practices from school principals in francophone- minority contexts; 2)to distribute them in a hypermedia resource system and; 3) to evaluate them.

23 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 23 Objectifs of Study (1) Phase A: YEAR 1 1) To analyze the need for this type of project - catalogue 2) To catalogue existing ethno-linguistic vitalization practices from school principals; 3) To analyze their training requirements in terms of ICT use.

24 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 24 Objectifs of Study (2) Phase B: YEAR 2 Starting from the needs identified and depending on the results obtained in Phase A; 4) to produce a hypermedia resource system to make available innovative ethno-linguistic vitalization practices and to encourage exchange among school principals; 5) to offer school principals distance training which meets their needs in ICT use through the CCNB-Bathurst 3D platform which encourages a sense of belonging to a community of learners (IsaBelle et al, 2004). through the CCNB-Bathurst 3D platform which encourages a sense of belonging to a community of learners (IsaBelle et al, 2004).

25 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 25 Objectifs of Study (3) Phase C: YEAR 3 6) In conjunction with school principals, - to identify and evaluate the practices which were put into place and their impact on ethno-linguistic vitality in their community, using Banathys systemic model (1991).

26 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 26 Methodology Phase C: YEAR 3 6) evaluate using Banathys model (1991) Phase B: YEAR 2 4) produce a hypermedia resource system; 5) offer distance training in ICT… Phase A: YEAR 1 1) To analyze the needs for this type of project 2) To catalogue existing elv practices from principals; 3) To analyze their training requirements. When: March 2006 Participants : Francophone school principals from 9 provinces and 3 territories Types of measurement instruments: 1) a questionnaire 2) a semi-structured interview. In progress (September 2007) (2007-2008)

27 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 27 1.Profil of participants:school principals + vice-principals 2.Perception of their competences, knowledge and skills 3.Perceptions regarding the utility of gathering elv practices in one site 4. Some elv practices Preliminary Results

28 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 28 Table 1. Number of principals and vice-principals who received a questionnaire and number and percentage of responses by province Province and Territory School Principals Vice- Principals Total Number of schools N % AB2983729 93.8 BC36165238 41.7 PE65116 31.3 MB22113322 208.5 NB94 19198 5222.2 NS15*72215 73.0 ON337 **110454369 12051.3 SK1221412 114.7 NL /Labrador5165 20.9 NU, NT, YT5055 20.8 MV 41.7 Total561254826599 234100

29 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 29 Age (years)Frequency (n) Percentage (%) 30 à 34239.8 35 à 394117.5 40 à 446025.9 45 à 494217.9 50 à 544720.1 55 et +177.3 Missing Values41.7 TOTAL234100 Table 2. Frequency and percentage for school principals age

30 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 30 Years as principal Frequency (n)Percentage (%) 05021.4 1 à 59942.3 6 à 105424.1 11 à 15187.7 16 à 2052.1 21 et +31.3 MV52.1 TOTAL234100 Table 3. Frequency and % for number of years in principals role

31 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 31 1.Profil of participants : school principals and vice-principals 2.Perception of their competences, knowledge and skills 3.Perceptions regarding the utility of gathering elv practices in one site 4. Some elv practices Preliminary Results

32 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 32 Table 4. Average rating for statements related to school principals perceived knowledge and skills on 5 StatementnAVSD 1. feel at ease in promoting: a. the French language in your school 2284.820.62 b. identity construction in your school 1914.630.71 2. have the necessary knowledge to promote: a. the French language in your school 2284.550.74 b. identity construction in your school 1934.180.92 3. have the necessary skills to promote: a. the French language in your school 2274.520.70 b. identity construction in your school 1894.170.87 4. to be at ease with the application of section 23 of the Canadian Charter of Rights and Freedoms. 2184.390.82

33 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 33 1.Profil of participants : school principals and vice-principals 2.Perception of their competences, knowledge and skills 3.Perceptions regarding the utility of gathering elv practices in one site 4. Some elv practices Preliminary Results

34 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 34 Table 5. Number, percentage, average and standard deviation of school principals perceptions regarding the utility of gathering elv practices in one site on 4. 1234n/aTotalAV SD a)practices from French- speaking principals in my province n0253119131873,42 1,05 %01,128,363,6 7100 b) practices from French- speaking principals from other provinces n2136893121883,21 1,07 %1,16,936,249,5 6,4100

35 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 35 1.Profil of participants : school principals and vice-principals 2.Perception of their competences, knowledge and skills 3.Perceptions regarding the utility of gathering elv practices in one site 4. Some elv practices Preliminary Results

36 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 36 -more than 700 practices were collected -more than 200 practices will be catalogue and classified under seven different categories to describe their four best practices - actions (successes) planned and implemented since the beginning of their career in education in the promotion of French language and identity construction We asked school principals

37 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 37 Projects which maximize use of ICT Showing French-language movies … Listening to the radio… Community-based projectsDecorating store windows of local merchants… Cultural productionsOrganization of Rock Concerts in French and the creation of a Rock musical group… Exchange between the pupils of other schools - other provinces Student-exchange travel to another area of the country… Learning activities in the school and in the classroom Word usage articles in monthly newsletters… Local activities related to a national or provincial event Day of the Francophonie… Day of the flag… Changes of a structural natureCreation of a Franco-Ontarian section at the library…

38 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 38 http://veltic.ca

39 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 39

40 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 40

41 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 41 Even if the majority of school principals say that they are confident with their knowledge and skills in the field: a) it remains that they would consider it useful -to create a database and -to distribute elv practices put into place by principals in their province and other provinces. b) at the time of the interviews, certain principals acknowledged their distress: expressed difficulties include… Analysis and Conclusion

42 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 42 In elementary education, we have a system of rewards for those who speak French. They receive prizes each month and it works well. On the other hand at the high school level, this technique does not work. If they speak too much in English, we try to put them in detention… It does not always work. We need to find another way. I would like to have quick access to a database of practices to get ideas and test them in my school. (Translated from French) Analysis and Conclusion

43 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 43 The continuation of the project will enable us to evaluate the three dimensions of Banathys (1991) systemic model: Analysis and Conclusion capacity for innovation (change process); progression of practices (extent of the change); intensity of the interactions.

44 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 44 Acknowledgements Collaborators and partners: Rodrigue Landry: Institut canadien de recherche sur les minorités linguistiques /The Canadian Institute for Research on Linguistic Minorities Normand Brunelle : CCNB – Bathurst Social Sciences and Humanities Research Council of Canada for support granted within the Official Languages Research and Dissemination Program

45 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 45 Banathy, B. H. (1991). Systems Design of Education. A Journey to Create the Future. Englewood Cliffs, NJ., Educational Technology Publicat ì ons. Banathy, Bela H. (1996). Designing Social Systems in a Changing World. New York, Plenum Press Bordeleau, L.B., Bernard, R., Cazabon, B., (1999). L é ducation en Ontario Fran ç ais, dans J. Y. Th é riault, Francophonies minoritaires au Canada, Moncton: É ditions d Acadie.Breuleux, A., Erickson, G., Laferri è re, T, & Lamon, M. (2002). Devis sociotechniques pour l é tablissement de communaut é s d apprentissage en r é seau pour l int é gration p é dagogique des TIC en formation des ma î tres. Revue des sciences de l é ducation, 28(2), 411-434 Dalley, P. (2003). D é finir l'accueil : enjeu pour l'immigration en milieu minoritaire francophone en Alberta. Francophonie d'Am é rique, 16, 67-78. Desjardins, F. J. (2003), Les territoires revisit é s et les formations à distance au Canada francophone. In Territoires é ducatifs et gouvernance, Yves de Saint-Do (Dir.) Clermont-Ferrand, France, 175 – 186. Desjardins, F. J., Lacasse, R., & B é lair, L. M. (2001) Toward a definition of four orders of competency for the use of information and communication technology (ICT) in education Computers and advanced technology in education: Proceeedings of the Fourth IASTED International Conference, Calgary, ACTA Press, 213-217.Toward a definition of four orders of competency for the use of information and communication technology (ICT) in education G é rin-Lajoie, D. (2000). Les partenariats entre l' é cole et la communaut é en milieu francophone minoritaire. Actes du colloque pancanadien sur la recherche en é ducation en milieu francophone minoritaire : Bilan et prospectives. Moncton (Nouveau-Brunswick), CRDE. Consult é le 10 ao û t 2004. Document t é l é accessible à l URL : http://www.acelf.ca/publi/crde/articles/00-liminaire.html Gilbert, A., LeTouz é, S. Th é riault, J.Y.& Landry, R. (2004). Le personnel enseignant face aux d é fis de l enseignement en milieu minoritaire francophone. Rapport final de la recherche. Centre interdisciplinaire de recherche sur la citoyennet é et les minorit é s (Universit é d Ottawa), Institut canadien de recherche sur les minorit é s linguistiques F é d é ration canadienne des enseignantes et des enseignants et Patrimoine canadien. Canada. 48 pages. Consult é le 16 novembre 2004. Document t é l é accessible à l URL :

46 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 46 IsaBelle C. & Savoie, R., (2004, janvier) CREATIC.ca, an hypermedia tool to help student teachers to integrate ICT. In Actes du colloque 2004 Hawaii International Conference on Education, Honolulu, 4665- 4676. Laferri è re, T., Breuleux, A., & Inchausp é, P. (2004) Rapport de recherche final du projet l é cole é loign é e en r é seau. Qu é bec : CEFRIO. Consult é le 1 d é cembre 2004. Document t é l é accessible à l URL : Landry, R. (2002). Pour une p é dagogie actualisante et communautarisante en milieu minoritaire francophone. Actes du colloque pancanadien sur la recherche en é ducation en milieu francophone minoritaire : Bilan et prospectives. Consult é le 1 d é cembre 2004. Document t é l é accessible à l URL : Landry, R. & Allard, R. (1999). L' é ducation dans la francophonie minoritaire. In J. Y. Th é riault (dir.). Francophonies minoritaires au Canada : l' é tat des lieux (pp. 403-433). Moncton : É ditions d'Acadie. Lentz, M. (2004). Apprendre le/en fran ç ais en milieu minoritaire : un espace didactique sp é cifique? Communication au Au 9e colloque internationale de l association internationale pour la recherche du didactique du fran ç ais. Le fran ç ais : Discipline singuli è re, plurielle ou transversale. Ao û t 2004. Document accessible à l URL http://www.colloqueairdf.fse.ulaval.ca/ O Keefe, Micheal (1999) Nouvelles perspectives canadiennes Minorit é s francophones :assimilation et vitalit é des communaut é s: Patrimoine Canada. Document accessible à l URL http://www.canadianheritage.gc.ca/progs/lo-ol/perspectives/francais/assimil/index.html

47 CLAIRE ISABELLE – UNIVERSITÉ DOTTAWA – 2007.03.28 47 PHASE B : The training


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