Shedding a light on French immersion research, policy, and practice: a British Columbia perspective
The purpose of this study was to investigate the role of a French immersion Learning Support Teacher within the Metro/Coast Region of British Columbia. This descriptive study set out to identify the aspects of assessment and intervention practices for primary literacy skill development within a French immersion context. Using a Mixed Methods Research approach, participants were asked to complete an online survey gathering information on specific details pertaining to their practice. The online survey was circulated to eight school districts within the Metro/Coast Region of BC, and six completed surveys were collected. Aspects such as teaching experience, qualifications, and perceived sense of confidence and support were measured for each participant. Additionally, participants were asked to describe in detail how literacy assessment and intervention were conducted at their schools in the primary grades. Both qualitative and quantitative data was analyzed to identify common themes and trends. The results indicated that for these participants, assessment practices were well aligned at the Kindergarten level, but less consistent at other primary grades. Intervention practices tended to be teacher-created and varied in frequency, duration, length of intervention, as well as program delivery model (push-in support versus pull-out support). All participants indicated that there was a desire to establish collaborative opportunities with other French immersion learning support teachers in order to share resources and inform their own teaching practices.