Presentation is loading. Please wait.

Presentation is loading. Please wait.

 This is a qualitative study. This policy study explored the perceptions, implementation, and effects of the policy regarding the compulsory teaching.

Similar presentations

Presentation on theme: " This is a qualitative study. This policy study explored the perceptions, implementation, and effects of the policy regarding the compulsory teaching."— Presentation transcript:



3  This is a qualitative study. This policy study explored the perceptions, implementation, and effects of the policy regarding the compulsory teaching of ESL at the early primary level.  This study was done in Francophone public schools in the province of Quebec.

4 In grade 1 and 2, English is a compulsory as a second language. This qualitative study is a follow- up focusing on:  How the policy was understood and implemented in the field.  The effects of the policy on parents’ and students’ attitudes toward English.

5 This article comprises three main sections:  1 st Context of the study  2 nd The conceptual framework for policy analysis and the research methodology employed  3 rd An account and discussion of our findings and the implications of this study for future research in the area of ESL language policy.

6 In 2004-2005, the Elementary Cycle One program was field-tested in six schools in five regions of Quebec. In 2005-2006, seven regions volunteered for a second year of field-testing. This time, the piloting process was aimed at validating the goals of the previous year throughout a full cycle, as well as at verifying the feasibility of the program in a multiethnic community.

7 During the first and second pilot phase, teachers and students were filmed regularly during the school year and DVDs were produced for future reference and teacher- training. The program was designed to enable children to progress at their own speed and to master basic knowledge in French language arts, mathematics, moral education….

8  In 2006, the Education Act was modified to include ESL as a compulsory subject for the primary Cycle One. This new program targeted mainly the oral aspects of the language, aiming to provide opportunities for Francophone children to gain exposure to the English Language and culture through authentic songs, rhymes, and stories selected from a repertoire of early childhood education resources.

9  The ESL program was developed and used for 90-120 minutes per week (out of a total of 25 hours of weekly instructional time)  The pilot schools, no instructional time was specifically allocated to the teaching of ESL in other schools  Schools were put into a situation in which they had to provide instructional time from the non- apportioned time of seven hours(weekly) previously allocated exclusively to art education, PE, and moral.

10 Age and second-Language Acquisition  Much second language research does not support the critical age on language learning.  Although there may be a certain critical period during which language learning is at its optimal level, it is not clear at what age students should begin learning a second language in schools.  Success in learning a second language learning is predicted not by age alone, but by a number of factors such as individual differences.

11  Language learning in L2 may have more difficult during adolescence because of psychological and social changes.  In younger ages, kids are normally excited about learning ESL because novelty aspect is high at this age, and they appear highly motivated to learn English.  Same students later in high school may have an opposite reaction to learning ESL.

12  If in an English speaking environment, students in their younger age can learn better, specially in a country, where English is the official language in normal living conditions.  The conditions of the learning environment can not be ignored both inside and outside of the classroom.  On Language learning, factors such as attitude, motivation, strategies and learning conditions have significant effect.

13 CONCEPTUAL FRAMEWORK  This policy study is based on Levin’s, Blaikie and Soussan’s model. 1- Lets focused on how the policy was interpreted, understood, and implemented by research participants. a* the attitudes of students and parents toward English, b* the basic literacy skills and competences of Francophone students in their mother tongue. (Page 62/ table 1)

14 RESEARCH METHODOLOGY  An exploratory and descriptive study method was used.  This research method was integrated into a multi-method approach (triangulation).  The same phenomenon was investigated using several procedures and data sources: Content analysis of government documents used as implementation guidelines, and semi structure interviews of ESL teachers, resource teachers, and school district officials involved in the implementation process.

15  This study is grounded in research addressing issues related to the age of second language acquisition.  In this study, all the ESL teachers held a Bachelor of Teaching English as a Second Language (TESL).  Questions are; Do you think this policy is a good thing? Why or why not? What form and amount of support? Did you receive when this policy was introduced? Do you continue to receive support? How? What is the general feeling of your students toward learning ESL?

16  A preliminary coding scheme for the data- analysis phase is prepared. Main questions of the study are; a) How the policy was understood and implemented in the field? b) How research participants perceived the effects of the policy on parents’ and students’ attitudes toward English, and the basic literacy skills and competences of Francophone students in their mother tongue? Axial Coding were used for generating categories and subcategories to establish larger categories and make connections among larger categories and subcategories.

17 Large amount of data were collected, a qualitative computer software analysis program, to assist with coding and retrieving data. Visual maps and diagrams were used to show developing categories and their relationships. Analytic case summaries were developed for each of the policy analyses, and the findings were organized according to the two stages of policy cycle. (see Table 1/p-62)

18 FINDINGS AND DISCUSSION IMPLEMENTATION AND PERCEIVED EFFECTS They were focused mainly on training teachers in how to actualize the general intent of the ESL curriculum for primary Cycle One in terms of teaching practices and tools to be used in class. They were sessions offered by the Ministry of Education to English as a second language specialists in the field.

19  There were sessions for teachers to prepare them and to explain the new programs in terms of purposes and orientations.  They (Ministry of Education) also prepared learning materials for the field.  They give to teachers several exemplar situations, lesson plans, but they were also assessment situations being discussed.

20 How the policy should be understood by implementing school districts? 1 st Time allocation and lack of competent human resources. More English lessons hours are needed. But its difficult to take some hours from other lessons. To provide competent teachers are difficult. 2 nd Few schools adopted all aspects of the policy in a complete and balanced manner. This kind of school autonomy does have a negative impact on second language competency. Some schools might have 90 minutes of English while other have only 60 minutes.

21  Teaching of ESL, there is no standard formula as a financial resource.  To pay close attention to the critical details of how the ESL policy and corresponding curriculum were shaped in the field. Time was allocated to schools to assess the actions needed to achieve the intended results of the ESL policy and corresponding curriculum.  As data indicated, ESL has a high degree of acceptance by parents and students.

22  Students enjoyed their ESL classes because of the activities such as songs, plays…  An early age learning might motivate parents in learning English themselves.  This positive effect might translate into increased pressure for more balanced provision of ESL in primary Cycle One in terms of time allocation, resources and use of a more innovative curriculum.

23 PERCEIVED EFFECTS: FRENCH BASIC LITERACY Learning ESL stepped in the development of basic literacy skills and competence in French as we can see from the research. ‘’As one ESL teacher (Research Participants 8) explained, for some teachers in her school, putting more emphasis on ESL might lead to assimilation.’’ TESL Canada Journal/Revue TESL Du Canada Vol.29, No 2, Spring 2012

24 CONCLUSION AND RESEARCH IMPLICATIONS  It was obvious in how schools understood and implemented the ESL policy and corresponding curriculum.  Lack of human resources and conflict over time allocation seemed main problems.  The data revealed positive attitude of students and parents.  This research is implemented on the small number of participants. It is not possible to generalize our findings with respect of perceived effects. #####


26 REFERENCES:  Fallon, G., and Rublik, N. Second-Language Education Policy in Quebec:ESL Teachers’ Perceptions of the Policy of English as a Compulsory Subject at Early Primary Level. TESL Canada Journal/Revue TESL Du Canada Vol.29, No2, Spring 20012 

27 Some relevant videos:    

Download ppt " This is a qualitative study. This policy study explored the perceptions, implementation, and effects of the policy regarding the compulsory teaching."

Similar presentations

Ads by Google