Teacher Candidates of French as a Second Language and the Construction of a Professional Identity

dc.contributor.authorLe Bouthillier, Josée
dc.contributor.authorKristmanson, Paula Lee
dc.date.accessioned2024-09-27T13:09:35Z
dc.date.available2024-09-27T13:09:35Z
dc.date.issued2023
dc.description.abstractThis article focuses on a qualitative case study of linguistic support sessions for French second language teacher candidates in an initial teacher education programme in Eastern Canada. The overall purpose of the study was to explore the impact of these sessions on the participants’ linguistic competence and confidence. In particular, this article examines one such impact: the construction of a linguistic and professional identity. Through the analysis of focus group transcriptions, findings related to the concept of identity are shared in order to shed light on the potential of these sessions beyond simply language improvement. The article concludes with a discussion of the possible implications of this study for FSL teacher recruitment and retention.
dc.identifier.urihttps://unbscholar.lib.unb.ca/handle/1882/38119
dc.language.isoen
dc.publisherBright Ideas Consulting
dc.relationCanadian heritage
dc.relation.hasversionhttps://bild-lida.ca/journal/volume-7_1-2023/7-1_2023_le-bouthillier_lee-kristmanson/
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subject.disciplineEducation
dc.subject.disciplineFrench
dc.titleTeacher Candidates of French as a Second Language and the Construction of a Professional Identity
dc.typejournal article
oaire.citation.endPage67
oaire.citation.issue1
oaire.citation.startPage52
oaire.citation.titleJournal of Belonging, Identity, Language and Diversity (J-BILD)
oaire.citation.volume7
oaire.license.conditionhttp://creativecommons.org/licenses/by-nc-sa/4.0/
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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