Vol_43_n2_web_f

Identité bilingue
Identité bilingue
It is through this leader knowledge building cycle that we
are constantly reflecting on these inquiry questions:
• What knowledge and skills do our teachers and students
need to meet important goals?
• What knowledge and skills do we as leaders need to
meet the needs of our teachers and students?
- We then engage in deepening leadership knowledge
and refine leadership skills, followed by engaging
teachers and students in new learning experiences.
• What has been the impact of our changed actions on
outcomes we value for our teachers and students?
(Timperley, 2011)
Through this model we are actively looking to develop
learning opportunities for leaders and teachers that
support the experiences of our learners in French
immersion. This approach encourages continual
improvement over time, rather than rushing to find the
solution to our complex challenges. We know from the wise
ways of the First Peoples principles of learning that learning
takes patience and time. In our systems, we must take the
time to truly understand what the nature of our challenges
are, and how we might face them. Our focus of engaging
the conversation takes time and requires patience and
will lead us to a better place for all our French immersion
students.
Alignment
Along with facing the reality of what school personnel are
encountering within our French immersion programs in
schools, it is important that we also work toward creating
alignment. A critical role in leading this shift is ensuring
we are working alongside, and not in opposition to, other
departments. Creating common language, understanding
and alignment through our system is crucial. While this
takes considerable time ensuring that we are coming
alongside Learning Support Services, School Psychologists
and English Language Learning departments, this truly
is the work in the moment to get us to the place of
establishing solutions to our challenges. We are fortunate
in our experience to be working alongside colleagues
who want the same thing for our students and that is
success within their second language program. Through
these partnerships within the District, we are establishing
processes for school teams in French immersion programs,
as well as developing professional learning opportunities
that focus on inclusion in a second language learning
environment.
CONCLUSION
Researchers Renée Bourgoin and Katy Arnett point to the
fact that teachers’ pedagogy tends to be more inclusive
when they hold beliefs and values that their actions have
an impact. Likewise, therefore, they suggest that we can
draw a parallel in leadership. Those in leadership positions
at both the school and district levels can significantly shape
and nurture the evolution of inclusive cultures, policies, and
practices (Arnett & Bourgoin, 2018).
As stakeholders in French immersion across Canada, we
are linked by our strong, common desire to create better
places for our students. This requires that we take stock
of what is happening for our learners and collaboratively
engage in generative dialogues so we can determine the
next steps we might take in evolving inclusive support in
our programs.
Katz reminds us that the evolution of inclusion in general,
and this is equally applicable to immersion, will require
significant changes to our beliefs, policies, and practices
at all levels of the system, but that fortunately: “Across the
country the process has begun…” (Katz, 2019).
References
ARNETT, K., & BOURGOIN, R. (2018). Access for success: making inclusion work for language learners. North York, ON: Pearson Canada.
COOK, V. (2009). The goals of ELT: reproducing native-speakers or promoting multi-competence among L2 users? Textos do Seminário (pp. 9-22):
http://www.viviancook.uk/Writings/Papers/EFLGoals.htm
COUNCIL OF EUROPE / CONSEIL DE L’EUROPE (2021). Self-assessment grid English. Retrieved from Common European Framework of Reference for
Languages: https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=090000168045bb52 CUMMINS, J. (2014).
Education matters, 2(1), 36
GROSJEAN, F. (2002, February). Interview on bilingualism (Judit Navracsics, interviewer). Hungary: Veszprem University. Retrieved April 2021, from
https://www.francoisgrosjean.ch/interview_2002_en.html
KASER, L., & HALBERT, J. (2017). The spiral playbook: leading with an inquiring mindset in school systems and schools. C21 Canada.
KATZ, J. (2019). Teaching to diversity: The Three Block Model of Universal Design for Learning (UDL). Retrieved from http://www.threeblockmodel.com/thethree-block-model-of-udl.html
MADY, C., & MASSON, M. (2018). Principals’ beliefs about language learning and inclusion of English language learners. Canadian Journal of Applied
Linguistics / Revue canadienne de linguistique appliquée, 21(1), 71-93. Retrieved 04-06-2021, from https://www.erudit.org/en/journals/cjal/2018-v21-n1-
cjal03922/1050811ar.pdf
MADY, C., & THOMAS, R. (2014). Teaching for transfer: insights from theory and practices in primary-level French-second-language classrooms /
« Enseigner en vue d’un transfert : aperçus théorique et pratique en classes de français langue seconde au primaire ». McGill Journal of Education / Revue
des sciences de l’éducation de McGill, 49(2), 277-519. Retrieved from Érudit: https://mje.mcgill.ca/article/download/9101/6964/28534
MOORE, S. (2018). Five Moore minutes, episode 1- The evolution of inclusion! The past and future of education. Vancouver. Retrieved from
https://www.youtube.com/watch?v=PQgXBhPh5Zo
TIMPERLEY, H. (2011). Realizing the power of professional learning Maidenhead, UK: McGraw Hill.
WISE, N. (2015, April 15). French Immersion should be for all. Retrieved from National Post: https://nationalpost.com/opinion/nancy-wise-frenchimmersion-should-be-for-all
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