Teaching materials for use in French classes for immigrants enrolled in Literacy Education and Second Language Learning for Adults in Quebec
Overview and issues
DOI:
https://doi.org/10.47862/apples.130459Keywords:
teaching material, French as a second language education, literacy education, adult immigrantsAbstract
Le personnel enseignant travaillant avec les personnes adultes immigrantes en
apprentissage de la langue et de la littératie (PAIALeL) est confronté à plusieurs
défis concernant la disponibilité et l’utilisation de matériels didactiques. Pour
dresser le portrait du matériel utilisé dans les classes de français pour PAIALeL au
Québec (Canada) et mieux comprendre les différents enjeux liés à l’utilisation de ce matériel, nous avons interrogé des enseignant·e·s en utilisant un questionnaire en ligne (n=53) et des entrevues individuelles (n=7). Nos données, analysées à l’aide de la théorie de l’activité (TA) révèlent un manque de matériel adéquat ainsi que des enjeux liés à l’adaptation et à la création de matériel ainsi qu’à l’hétérogénéité des profils des PAIALeL. Des implications pédagogiques sont aussi présentées.
Teachers working in the field of literacy education and second language learning for adults (LESLLA) face several challenges related to the availability and use of appropriate teaching materials. To provide an overview of the materials used in Quebec’s French L2 classes and to better understand the challenges related to these materials, we collected data from teachers both through an online questionnaire (n=53) and individual interviews (n=7). Analysed through the lens of Activity Theory (AT), our data highlight a lack of suitable materials and issues related to the heterogeneity of students’ background. Pedagogical implications are also presented.
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Copyright (c) 2021 Vincent Bédard, Véronique Fortier, Valérie Amireault
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