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

• Author / Creator

  Romyn, Kimberly M.

• 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.

• Subjects / Keywords

  • Culture
  • Identity
  • Case study
  • Bilingualism
  • French Immersion
  • Interviews
  • Second languages

• Graduation date

  Fall 2013

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R32676

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.