Enseigner en immersion française au Canada: Synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants

Laurent Cammarata (Lead Author), Martine Cavanagh, Sylvie Blain, Cecile Sabatier

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

This article presents the results of a knowledge synthesis undertaken to determine how the subject of initial and ongoing training relating to the challenges involved in teaching in French immersion in Canada has been dealt with in studies and theoretical writings for the past ten years. The analysis reveals important challenges when it comes to the development of a pedagogy adapted to the immersion educational context that is increasingly linguistically and culturally heterogeneous. Although these challenges have important implications when it comes to immersion teacher preparation, the analysis of the works consulted shows that this subject is often treated only summarily, when it is not completely ignored. This report highlights the main themes that future research should focus on in order to improve the quality of French immersion education in Canada, and puts initial and continuing education at the top of the list.
Original languageFrench
Pages (from-to)101-127
JournalLa Revue canadienne des langues vivantes
Issue number1
Publication statusPublished - 3 Sept 2018
Externally publishedYes

Keywords / Materials (for Non-textual outputs)

  • French immersion
  • Teacher Education
  • extensive literature review

Cite this