The Challenges of Teaching Immersion
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Transcript of The Challenges of Teaching Immersion
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The Challenges of Teaching Immersion
Janice Aubry
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BACKGROUND/PERSPECTIVES•CASLT • IISLE at Edmonton Public Schools• SLIC • Confucius Institute in Edmonton• Cervantes Institute Associated Centre• (Teacher, Consultant, Administrator)• (University Instructor of Preservice Teachers)• (Team Leader Languages at Alberta Education)
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CONTEXT:EDMONTON PUBLIC SCHOOLS
•79,539 students (K-12)•197 schools•Alternative programs since 1974•13 languages• L2 study required Grades 4-9*•40,610 students studying a language in addition to
English•12, 621 EAL/ESL/ELL• “Enabling” provincial language policy•Partnerships: China, Spain, Germany, France…etc.
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LOTE ENROLMENTS: 40,610•French Immersion Programs: 3130•Bilingual (Partial Immersion) Programs: 3914•Extended Cree Program: 72•French as a Second Language (FSL): 27,371• International Language and Culture: 5370•Aboriginal Language and Culture (Cree): 531•Signed Language and Culture (ASL): 222
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13 languages, 38 program streams
K 1 2 3 4 5 6 7 8 9 10 11 12
Early and Continuing Immersion Program
Bilingual (Partial Immersion) Program
Late Immersion Program
Extended Program
12-Year Course Sequence
9-Year Course Sequence
6-Year Course Sequence
3-Year Course Sequence
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IMMERSION AND BILINGUAL (PARTIAL IMMERSION)
PROGRAMS
• French Immersion▫ Early: 3037▫ Late: 93
• Extended Cree: 72
• Bilingual (Partial Immersion)▫ Arabic: 927▫ ASL (American Sign Language): 46▫ Chinese (Mandarin): 1760*▫ German: 583▫ Hebrew: 119▫ Spanish: 271*▫ Ukrainian: 162
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WHAT ARE THE CHALLENGES OF TEACHING IMMERSION?
THOUGHTS FROM A SCHOOL DISTRICT
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PERSPECTIVES:WHAT IS THE BIGGEST CHALLENGE?
•Teachers•Principals • Immersion/Partial Immersion Teacher Consultants•My thoughts!
•Informal Survey…..“conversations”
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TEACHERS’ THOUGHTS (27)•Resources (12)•Students engagement/valuing L2 (5)•Meeting diverse student needs (5)• Instructional time to teach “all” (2)•Teaching content effectively (1)•Teacher language proficiency (1)•Ensuring parent support (1)
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PRINCIPALS’ THOUGHTS (13)•Supervision/support for teachers (4)•Pedagogy (3)• Inclusive ed./meeting diverse student needs (2)•Maintaining a school community (1)•Teacher language proficiency (1)• Instructional time (1) •Targets – What is a successful program? (1)
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CONSULTANTS’ THOUGHTS (3)•Ensuring teachers maintain target language
exclusively (2)•Teacher pedagogy (1)
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MY PERSPECTIVE – TODAY!
System
School/Classroom
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MY PERSPECTIVE: CHALLENGES Classroom level:•Ensuring meaningful, relevant, engaging approaches
to produce
engaged, functional students
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MY PERSPECTIVE: CHALLENGES Classroom level:
•Ensuring effective and welcoming
inclusive classrooms
(for example, ensuring good support/interventions for students of diverse needs across our range of languages)
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MY PERSPECTIVE: CHALLENGES Classroom level:
[Technologies….]
distracters versus effective integration of technologies - to have a measurable impact on
improving student achievement
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MY PERSPECTIVE: CHALLENGESSystemic Level:
• Impact of baby boom:▫Volume of new teachers and principals
Teachers: proficiency, pedagogy, knowledge of model Principals: Standards, supervision, continuous
improvement in achievement, quality
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Systemic Level:Ensuring ongoing, continuously improving, consistent ,quality programming across the system that ensures excellent student achievement
Standards, measuresLeadership and teachers trainingProgram alignmentEtc.
PROGRAMMING
MY PERSPECTIVE: CHALLENGES
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STRATEGIES ARE IN PLACEExamples:• Strategic Plans with concrete activities, such as: ▫ Resourcing:
Resource acquisition ,development, Centres▫ Inclusive education:
Consultant support, modules, lit reviews, symposium▫ Technologies:
Research/lit reviews, technologies playground, training▫ Literacy
Interventions research and programs▫ Leadership/capacity development
Leadership Sessions, Institutes, Networks, Courses Quality Standards, tools, training
…..AND MORE!
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CLOSING THOUGHTS…•The successful Canadian French Immersion model
was adapted to other languages in the prairie provinces beginning in the late 1970’s, with great and increasing success
•Today, this model is used throughout the world in many countries, with expanding momentum and great success•Dr. Lambert and his team were foundational
contributors to this movement.