University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2020-07-03 Investigating the Ontario FSL High School Curriculum: An Exploratory Case Study of Non-Native French-Speaking Teachers’ Cultural Practices Guida, Rochelle Guida, R. (2020). Investigating the Ontario FSL High School Curriculum: An Exploratory Case Study of Non-Native French-Speaking Teachers’ Cultural Practices (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/112265 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Investigating the Ontario FSL High School Curriculum: An Exploratory Case Study of Non-Native French-Speaking Teachers’ Cultural Practices by Rochelle Guida A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA JULY, 2020 © Rochelle Guida 2020 i Abstract Following a qualitative social constructivist research paradigm, this exploratory case examined how Ontario non-native French-speaking teachers approached French cultures with beginner level French as a second language (FSL) students of the high school Grade 9 Core French (CF) program. Ontario FSL educators often teach CF and students typically pursue CF in lieu of other FSL programs (Canadian Parents for French, 2017; Masson, 2018). Grade 9 is the final FSL course required for high school graduation (Masson, 2018; OME, 2014). CF students lack confidence speaking and interacting in French (Rehner, 2014) despite many years of language exposure (Masson, 2018) and often abandon FSL studies after Grade 9 (LANG, 2014). This inquiry investigated the cultural practices of ten Ontario CF Grade 9 non-native French-speaking educators from autumn 2018 to January 2019. The teachers participated in an online questionnaire, two semi-structured interviews, an online focus group, and shared cultural resources. Based on a theoretical framework that I developed, thematic analysis revealed that the teachers who recently travelled to French-speaking communities, and who maintained their French linguistic and cultural proficiencies, reflected more of the social constructivist orientation to pedagogy (Cummins, 2001, 2009; Cummins et al., 2007). Participants also modelled some elements of the neurolinguistic approach (Netten & Germain, 2012) to help students retain and reuse cultural content with growing confidence in oral communication. The teachers introduced French cultures using cuisine, music, travel, and ICT resources through CEFR-inspired practices (Council of Europe, 2001) in day-to-day practices. The participants were ambitious cultural learners and pedagogues, which supported the positive characteristics of Ontario non-native French-speaking teachers. Participants also experienced various challenges, such as ICT access issues, lack of teacher-training, and lack of student interaction with native French speakers. Therefore, the findings raised important funding and teacher-training considerations for cultural learning and interaction in Grade 9 CF. Keywords: French as a second language (FSL), Core French program (CF), non-native French- speaking teacher, culture, teacher change ii Preface This thesis is original, unpublished, independent work by the author, R. Guida. The methods reported in Chapter 4 were covered by Ethics Certificate number REB18-1576_RENI issued by the University of Calgary Conjoint Faculties Research Ethics Board for the project “Investigating the Ontario FSL Secondary Curriculum: An Exploratory Case Study of Non-Native French-Speaking Teachers’ Cultural Practices” on October 23, 2018 and updated on October 23, 2019. iii Acknowledgements “Ask and it will be given to you; seek and you will find; knock and the door will be opened to you” (Holy Bible, New International Version, 1973/1978/1984/2011, Matthew 7:7). I would like to express my sincerest gratitude to everyone who inspired and supported me throughout my journey as a doctoral student, to finally, publishing my “baby.” Thank you to my family and friends who maintained our relationships and edited the dissertation despite my social absence. I thank you, my husband, mio Davide per seguirmi su questa strada, essendo sempre il mio Virgilo. Thank you for being my study partner, and, most importantly, my best friend. I am grateful for my thesis supervisor, Dr. Sylvie Roy for her trust in my abilities, her unique expertise, and for her genuine happiness for my success. Despite being an online learner, I never felt alone under her guidance. She was a text, an email, or a phone call away. Sylvie, ta compassion, ton intelligence, ta curiosité, et surtout, ta joie de vivre, m’inspirent dans ma vie professionnelle et personnelle. Tout simplement, tu m’enseignes comment vivre étant chercheuse, étudiante, et femme. I also thank Dr. Kim Lenters and Dr. Aubrey Hanson who were part of my thesis committee. Dr. Lenters, it was my honor being your student and I thank you for opening my eyes to the vast world of literacies. I now see infinite possibilities for literature and literacy thanks to your passion. Dr. Hanson, while I never was your student, I was grateful for your genuine approachability, enthusiasm, and thorough instruction in receiving the multiple iterations of this thesis. My dissertation could not have been realized without the marketing support from FSL stakeholders including Ms. Faten Hanna, Mr. Denis Cousineau, and Dr. Masson. I am also grateful for the recruitment assistance from various FSL teacher associations including ACLA, ACPI and CASLT. I am also indebted to the Academic Skills Learning Centre of my university. Finally, I thank my editor, Ms. Melissa Trowsdale, who professionally edited my dissertation with genuine integrity and care. iv Dedication This dissertation is dedicated to the ten teacher-participants of this study. Your knowledge, ongoing learning, creativity, and genuine love for your students inspire me to improve my own practice as an Ontario non-native French-speaking educator. May you always remember your strengths, and may you always be valued as professionals as Core French teachers, but most importantly, as pedagogues. v Table of Contents Abstract i Preface ii Acknowledgements iii Dedication iv Table of Contents v Chapter 1: Introduction 1 Research Context 1 High School Core French 1 Significant Cultural Presence of the Revised Curriculum 2 Research Problems 4 A Negative Core French History 4 A Lack of Curriculum Guidance for FSL Teachers 5 Observed Student Challenges with Core French 6 Research Questions 7 Research Approach 8 Positioning of the Researcher 9 Researcher Assumptions 11 Significance of the Study 12 Overview of the Dissertation 13 Chapter 2: Literature Review 14 Culture as a Concept 14 An Intercultural Approach to Culture 16 A Transcultural Approach to Culture 17 A Pluricultural Approach to Culture 19 vi Cultural Suggestions and Tensions 21 Which French Cultures to Approach? 22 Where to Approach French Cultures? 22 When to Approach French Cultures? 23 How to Approach French Cultures? 24 Cultural Iceberg Model 25 Authentic Culture 26 Pluricultural Competence and the Common European Framework of Reference for Languages 30 Information and Communications Technology and Culture 33 Curriculum as a Concept 37 Curriculum Orientations 37 The Linear Curriculum 39 The Lived Curriculum 39 The Curriculum “In Between Zone” 40 Provincial Initiatives, Observations and Challenges 40 The Native-Non-Native Dichotomy 44 The Native French-Speaking Teacher 45 The Non-Native French-Speaking Teacher 47 The Ideal French as a Second Language Teacher 49 Chapter Summary 50 Chapter 3: Conceptual Framework 52 The Salade Niçoise Classroom 52 A Rationale for the Salad 53 The Salad Components 56 vii The Teacher-Chef and the Nested Pedagogical Orientations Framework 56 The Eggs and the Neurolinguistic Approach 60 The Cultural Green Beans 68 The ICT Potatoes 69 The Consumer Student 70 The Seasoning of Parents and School Administration 70 Chapter Summary 71 Chapter 4: Methodology 73 Qualitative Social Constructivist Research Paradigm 73 Case Study Methodology 76 Research Sample 78 Ontario Grade 9 Core French Non-Native French-Speaking Teachers 78 Recruitment 79 Data Collection Methods 80 Online Questionnaire 80 Interviews 84 Focus Group 85 Cultural Resources 87 Data Analysis 87 Interviews and Focus Group 88 Cultural Resources 90 Ethical Considerations 92 Justice, Respect, and Well-Being 92 Confidentiality 94 Trustworthiness 95 viii Conflict of Interest 95 Cohesion 96 Chapter Summary 97 Chapter 5: Findings 98 Review of the Research Purpose and Questions 99 Data for the First Research Question 103 Theme 1: Dynamic Definitions of Culture 105 Perceptions of Transculture and Pluriculture 105 Authentic Culture 107 Theme 2: Challenges as Non-Native French-Speaking Teachers 109 Lack of Confidence 109 Additional Preparation Time 111 Theme 3: Affordances as Non-Native French-Speaking Teachers 112 Growth in Confidence 112 Learning through Students 113 Support from Native Speakers 114 Support from Non-Native