France Boutin (Ph.D., The Ohio State University) is Associate Professor, French as a Second Language, Faculty of Education, University of Manitoba, Winnipeg, Canada.
A Study of Early French Immersion Teachers as Generators of Knowledge
Article first published online: 31 DEC 2008
© 1993 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 26, Issue 4, pages 511–525, December 1993
How to Cite
Boutin, F. (1993), A Study of Early French Immersion Teachers as Generators of Knowledge. Foreign Language Annals, 26: 511–525. doi: 10.1111/j.1944-9720.1993.tb01184.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT The purpose of this study was to identify the professional actions of early French immersion teachers in the classroom and to ascertain teachers' judgment regarding the effectiveness of these actions. Critical Incident Technique was used to gather professional actions from teachers and their school principals. The majority of professional actions identified by the immersion teachers referred to the management of vocabulary instruction through the use of systematic instructional strategies across the school curriculum. One of the implications drawn was the need for a distinct teacher preparation program for teaching in a second language context. Sheltered programs for the preparation of preservice teachers in all areas of the school curriculum were suggested to upgrade their linguistic abilities in the various subject areas.