Abstracts
Résumé
Les enseignants et les enseignantes d’immersion française (IF) et de français langue seconde (FLS) doivent être des modèles langagiers pour les élèves. Les directions d’école et les cadres des conseils scolaires ont l’obligation de s’assurer, à travers un processus d’évaluation, que le personnel enseignant embauché dispose de compétences linguistiques suffisantes pour fournir un cadre d’apprentissage bilingue aux élèves et qu’il s’engage à les améliorer constamment. À travers une enquête administrée auprès de 48 professionnels et professionnelles d’IF et de FLS, suivie de quatre entrevues semi-dirigées menées auprès des membres des équipes de direction d’école, nous avons analysé les perspectives d’éducateurs et d’éducatrices de l’Alberta sur les besoins et les défis liés à l’évaluation du français. Les résultats indiquent qu’il n’existe pas de processus d’évaluation linguistique uniforme durant l’embauche du personnel enseignant et que la planification des activités de perfectionnement linguistique dépend souvent de la taille du conseil scolaire, de l’emplacement de l’école, des ressources disponibles et de l’insécurité linguistique du personnel enseignant.
Mots-clés :
- compétences linguistiques,
- enseignants,
- évaluation,
- perfectionnement professionnel
Abstract
French Immersion (FI) and French as a Second Language (FSL) teachers must be language models for students. Principals and school board administrators ensure through an evaluation process that teachers they hire have sufficient language skills to provide a bilingual learning environment for students and are committed to their ongoing improvement. Through a survey administered to 48 Alberta FI and FSL professionals followed by semi-structured interviews conducted with 4 school leaders, educators’ perspectives on the needs and challenges of French assessment were analyzed. Results indicated that a standardized language assessment process does not exist during teachers’ recruitment process and the planning of language improvement activities is often affected by the size of the school board, the location of the school, the resources available, and teachers’ language insecurities.
Keywords:
- assessment,
- language skills,
- professional development,
- teachers
Resumo
Os professores e professoras de imersão em francês (IF) e de francês segunda língua (FSL) devem ser modelos de linguagem para os alunos. Os diretores das escolas e os quadros dos conselhos escolares têm a obrigação de garantir, através de um processo de avaliação, que o corpo docente contratado possua competências linguísticas suficientes para proporcionar um ambiente de aprendizagem bilíngue aos alunos e que está empenhada em melhorá-los constantemente. Através de um questionário aplicado a 48 profissionais de IF e FSL, seguido de quatro semi-entrevistas realizadas a membros das equipas de gestão escolar, analisamos as perspectivas dos educadores e educadoras de Alberta sobre as necessidades e desafios relacionados com a avaliação do francês. Os resultados indicam que não há processo de avaliação linguística uniforme durante a contratação do corpo docente e que a planificação das atividades de desenvolvimento da linguagem muitas vezes depende do tamanho do conselho escolar, da localização da escola, dos recursos disponíveis e da insegurança linguística do corpo docente.
Palavras chaves:
- avaliação,
- competências linguísticas,
- desenvolvimento profissional,
- professores
Appendices
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