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Permanent link (DOI): https://doi.org/10.7939/R32676

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La perception des finissants des programmes d'immersion de l'Alberta comme apprenant de langue seconde Open Access

Descriptions

Other title
Subject/Keyword
Interviews
Culture
French Immersion
Identity
Second languages
Bilingualism
Case study
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Romyn, Kimberly M.
Supervisor and department
Mandin, Lucille (Education, Faculte Saint-Jean)
Examining committee member and department
Pellerin, Martine (Education, Faculte Saint-Jean)
Roy, Sylvie (Education, University of Calgary)
D'Entremont, Yvette (Education, Faculte Saint-Jean)
Department
Faculté Saint-Jean
Specialization
Études en langue et culture
Date accepted
2013-08-29T20:56:45Z
Graduation date
2013-11
Degree
Master of Education
Degree level
Master's
Abstract
This case study explores French Immersion graduates’ perceptions of how they learned their second language. During this research I interviewed five French Immersion students from Western Canada. The goal of these interviews was to understand and analyze the language learning experiences of these students. In their own voice, the students expressed their perception relating to the level of bilingualism achieved within their respective French immersion programs, how being educated in a second language impacted on the construction of their identity as well as the merits or disappointments of teaching practices within their respective French immersion program experience. This research shed light on the fact that these participants do not identify themselves as bilingual citizens. Although they have a good understanding of the French language, they are still challenged in the arena of speaking and writing. The participants also shared that they would have appreciated more authentic experiences within and outside the classroom. A stronger cultural component of French history and traditions would have enriched their experience. Furthermore, they shared that it continues to be challenging to use the French language in social settings.
Language
French
DOI
doi:10.7939/R32676
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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