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| Canadian Modern Language… | 5 |
Author
| Burns, George E. | 1 |
| Gray, Johanne | 1 |
| Hebert, Yvonne M. | 1 |
| Hurd, Molly | 1 |
| Lapkin, Sharon | 1 |
| Majhanovich, Suzanne | 1 |
| Olson, C. Paul | 1 |
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| Journal Articles | 5 |
| Opinion Papers | 5 |
| Reports - Evaluative | 3 |
| Information Analyses | 1 |
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Audience
| Practitioners | 3 |
| Teachers | 3 |
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| Canada | 3 |
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Peer reviewedBurns, George E.; Olson, C. Paul – Canadian Modern Language Review, 1989
The relational roles of the consultant, principal, and classroom teacher in Canada's core, extended, and immersion French programs are examined. Discussion focuses on the relationship between professional practice and instructional substantiveness, and it is argued that isolated and uncoordinated professional practice is counterproductive. (32…
Descriptors: Administrator Role, Consultants, Elementary Secondary Education, Foreign Countries
Peer reviewedHurd, Molly – Canadian Modern Language Review, 1993
Research on multilingualism and learning of additional languages is reviewed, focusing on research on minority language children in immersion and double-immersion programs and the factors related to success. Early partial immersion is seen as more feasible than full immersion for this group, with middle immersion the best option yet researched.…
Descriptors: English (Second Language), Foreign Countries, French, Immersion Programs
Peer reviewedHebert, Yvonne M. – Canadian Modern Language Review, 1987
A specialist conceptualization of French-language teacher education is proposed for Western Canada where French is a minority language. The discussion addresses the philosophical basis for this approach, the three forms of French language schooling, contributions of bilingual educational methods, and program design. (MSE)
Descriptors: Bilingual Education, Educational Objectives, Educational Philosophy, Foreign Countries
Peer reviewedMajhanovich, Suzanne; Gray, Johanne – Canadian Modern Language Review, 1992
Important features of practicums for teachers of elementary school language immersion programs include: mentoring and peer coaching; guidance in self-analysis, observation, and reflection on teaching practices; and experience with realities of immersion. A period of induction beyond the practicum is also recommended. (19 references) (MSE)
Descriptors: Elementary Education, French, Higher Education, Immersion Programs
Peer reviewedLapkin, Sharon; And Others – Canadian Modern Language Review, 1993
Existing empirical research on core French instruction is reviewed, and research directions are proposed in four areas: program design, program objectives and outcomes, curriculum issues, and teacher education. Experimentation with alternative instructional designs for delivery of core French is seen as a high priority. (84 references) (Author/MSE)
Descriptors: Core Curriculum, Curriculum Design, Educational Objectives, Educational Research
