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Plurilinguisme en contexte universitaire : un inventaire de pratiques d’enseignement en français langue additionnelle

Caroline Dault
This paper presents an action research study conducted in classes of French as an additional language at an Anglophone university in Quebec. As a teacher-researcher, the author explores how plurilingual and intercultural teaching practices can be integrated into this context where students have varied linguistic repertoires but share a common language of instruction. The research is based on an analysis of practices over four semesters of a B1-level course. Those practices were informed by reflexive planning, acting, observing as well as exchanges within a broader professional learning community.The paper proposes a structured inventory of plurilingual and intercultural practices, categorized by whether they valorize and/or mobilize students' linguistic, cultural, and metacognitive repertoires. Highlighting concrete strategies adapted to university teaching constraints, this inventory offers a flexible and transferable framework for teachers wishing to integrate plurilingual and intercultural practices into their language courses.

Rétroaction corrective en français langue seconde et engagement des adolescents immigrants : une étude de cas multiples

Maria-Lourdes Lira-Gonzales and Carole Durand
The effectiveness of corrective feedback (CF) has gained increasing attention in the field of second language writing. Although empirical studies often yield mixed results, there is a consensus that various individual and contextual factors influence how learners engage with CF (Han & Hyland, 2015; Zhang & Hyland, 2018; Zheng & Yu, 2018). Using an ecological perspective (Bronfenbrenner, 1979; Lira-Gonzales & Valeo, 2023; Van Lier, 1997), this multiple case study examines how individual and contextual factors influenced the engagement of a group of non-French-speaking immigrant adolescents enrolled in a linguistic, educational, and social integration program in Quebec. The participants were five adolescents aged 14 to 16, newly arrived and enrolled in a beginner-level French as a second language class. Data were collected over a six-week period, including written texts produced by the learners and semi-structured interviews. The results highlight the interconnectedness and complexity of individual and contextual factors that influence learners' engagement with corrective feedback, emphasizing the importance of these elements in the learning process.

Le rapport à la lecture des futurs enseignants de français du Québec

Nicolas Guichon
This study provides a portrait of French trainee teachers' relationship with reading in Quebec. 174 individuals were surveyed by questionnaire to examine their declared reading practices and their appreciation of their training. A third of respondents read little or not at all and consider that reading is not an integral part of the professional repertoire of French teachers. Most, however, feel that their training adequately prepares them for the activities involved in teaching reading, albeit with shortcomings when it comes to developing learners' enjoyment of texts.

Dispositif d’enseignement de la compréhension orale auprès d’élèves du primaire dans le programme ILSS-dénombrement flottant

Daphné Caron
In this article, we focus on the implementation of a teaching strategy designed to support the development of listening comprehension skills among elementary school students enrolled in the Language, Academic, and Social Integration Program with variable enrollment, i.e., students who attend regular classes but receive occasional additional support in French as a second language. Inspired by previous work on the effects of metacognition training in oral comprehension among adult learners in the process of literacy acquisition, the proposed teaching strategy focuses on activating low- and high-level processes without relying heavily on written language. Considering the specific needs of non-native English-speaking students, who are often uncomfortable with writing and require support to develop comprehension strategies, we felt it was appropriate to evaluate the usefulness and feasibility of such a system in this primary school context, since this population shares characteristics with the learners studied by Laberge (2020). To do this, a pedagogical sequence was implemented in two separate groups, in collaboration with a teacher. Classroom interactions were recorded, and the teacher's reactions were collected during a post-implementation interview. Here, we present an analysis of the implementation of the sequence based on the students' verbalizations and the teacher's perspective, in order to assess the extent to which the proposed strategy supports the cognitive processes involved in oral comprehension.

Rôle de la tâche de résolution de problèmes dans le discours des élèves en mathématiques en immersion française au niveau secondaire

Karla Culligan
In Canada, many students learn mathematics through the medium of a second language (L2), French, in French immersion (FI) programs. The current study aims to describe and better understand the role of problem-solving tasks in students’ use of language and mathematics in FI mathematics at the secondary level, with focus on oral interaction. The research is grounded in sociocultural theories of L2 learning and the mathematics classroom register. It is informed by literature that has explored students’ achievement in FI mathematics, the nature of student discourse in FI and in mathematics classrooms, and the role of problem-solving tasks in both language and mathematics classroom settings. Students from two different Grade 9 FI mathematics classes participated in the study (n=22). The participants worked in a total of nine pair groups or groups of three on a mathematics problem-solving task. The main source of data were audio recordings of students’ classroom interactions as they worked together on the task. These data were triangulated with field notes, students’ written work, and follow-up interviews (n=21) with the participant pairs or groups. The data were analyzed using the turn as the unit of analysis and results are presented thematically. Three key interdependent themes were identified: student participation, the quantity and nature of student discourse, and problem-solving strategies as a source of student discourse. Results suggest that most students participated in the task, most were focused on the task at hand, and that the factors at play in any given pair or group of students are complex. The results hold relevance for the Canadian FI context and could be applicable in other educational contexts in which students are learning mathematics in their L2.

Un bref survol des croyances pédagogiques et des pratiques déclarées des enseignants de francisation en fonction de la formation initiale

Ghislaine Ta
Despite the diversification of teacher profiles (CSÉ, 2023), the types of initial training for francization teachers in Quebec remain little studied. It is nonetheless essential to explore the issue, since a lack of specific training can lead to behaviors that are not in line with the approaches advocated for teaching second languages (Gagnon and Dion, 2018). The following article explores self-reported pedagogical beliefs and practices of teachers according to their initial training (traditional vs. alternative), as well as the factors that may influence them.A mixed methodology composed of a questionnaire (N = 92) and focus groups reveals that teachers' beliefs are generally aligned with advocated approaches, regardless of training type. However, the results suggest some significant differences in beliefs about second-language learning, the integration of culture into learning, and the effectiveness of grammatical exercises. Qualitative analysis shows that teachers with traditional pre-service training were greatly influenced by their internships, while teachers with alternative training were more influenced by their colleagues and by continuing education.Although there were few differences between the types of initial training studied, further exploration integrating professional experience and other contextual factors appears relevant.

Enseigner la prononciation en FLx à des élèves en situation de grand retard scolaire

Mylène Pouliot
The growing presence of students from immigrant backgrounds with limited or interrupted formal education (SLIFE) in intégration linguistique, scolaire et sociale (ILSS) classes poses a new challenge for teachers. These learners, who have emerging literacy and numeracy skills, present specific educational needs (De Koninck & Armand, 2012). Developing oral skills—particularly pronunciation—offers several advantages for strengthening foundational literacy (Chao & Mavrou, 2021; Vinogradov & Bigelow, 2010). We therefore proposed implementing an adaptation of the pronunciation teaching sequence developed by Celce-Murcia et al. (2010) to a high school teacher of an ILSS class composed of SLIFE. Through semi-structured interviews, we gathered her observations regarding the perceived effectiveness of the sequence and the ease of implementation. Analysis of these observations confirmed that the activities are adaptable and offer varying levels of difficulty. It also suggested that the sequence appears promising and should be further tested in diverse contexts to take advantage of their heterogeneity.

Trois activités pour le développement de la compréhension orale chez des personnes adultes immigrantes scolarisées et leur perception sur les activités

Javier Bejarano
Listening comprehension is essential for the development of both a first language (Zoghlami & Hilton, 2021) and an additional language (Wallace, 2020). However, the development of this skill has been little explored in language teaching research (Vandergrift & Goh, 2012). In the classroom, listening comprehension is often focused on assessing what the learner has understood rather than helping them develop their own understanding (Field, 2019). Moreover, little attention is given to the explicit teaching of listening strategies (Vandergrift, 2003). Drawing on research-based recommendations, this pedagogically oriented article presents three activities designed to guide the teaching of listening comprehension and the implementation of listening strategies among educated adults enrolled in French courses offered by the Government of Quebec. A group of learners (N = 35) completed the proposed activities and shared their perceptions of their effectiveness. The results and learners’ comments are also presented in this article

Le modèle PACE pour enseigner l’acte de parole du désaccord en français langue additionnelle

Florence Reid
Pragmatic competence is essential to the development of language proficiency among additional-language (Lx) learners (Bachman & Palmer, 1996). This competence is reflected in the ability to use speech acts (i.e., communicative intentions), such as expressing disagreement. To perform this speech act, speakers draw on ritualized pragmatic norms that are commonly used within their linguistic community. Although recognizing these norms poses a challenge for Lx learners, their development can be supported through instruction using a variety of pedagogical methods and approaches. In this article, we propose the PACE model, Presentation, Attention, Co-construction, and Extension (Adair-Hauck & Donato, 2002), originally developed for grammar instruction in English as an additional language, as a framework for teaching the pragmatic norms involved in expressing nuanced disagreement. We describe the characteristics of this speech act, the PACE model, and the pedagogical choices that informed the design of the lesson. Finally, drawing on a retrospective reflective evaluation (Ellis, 1997), we discuss both the positive outcomes and the challenges observed during the implementation of this approach with 34 beginner learners of French (Lx) enrolled in an intensive French learning program.