principals and identity construction in french in canada: web site vel-tic claire isabelle hélène...

Principals and Identity Construction in French in Canada:

Web site Vel-TIC

Claire IsaBelleHélène FournierRodrigue SavoieFrançois Desjardins

Phyllis Dalley •Hawaï, April 2007

CLAIRE ISABELLE – UNIVERSITÉ D’OTTAWA – 2007.03.28

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Context and Problem in Canada Definitions Theoretical Framework Research Goals Objectifs of Study Methodoloy Preliminary results Web site Analysis and Conclusion


3Context and Problem in Canada

Francophone reality in Canada outside of Québec remains relatively unknown and often misunderstood.

•First, it is the reality of a minority community dispersed over an immense territory amidst a culturally powerful linguistic majority.

•The migration of young Francophones to English schools- the lack of subject options is often evoked as a reason for this migration (Dalley, 2003 ; CIRCUM, 1999)

•The assimilating effect of ICT use, of the media and Internet mainly as carriers of the culture (in the case of Anglo-American culture) (Popper & Condry, 1994)


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12 000 000 population 540 000 francophones less than 5%

3 000 000 population 66 000 francophones less than 2,25%

720 000 population243 000 francophones 33%

3 868 875 population 63 630 francophones less than 1,64%



have always played a primary role in maintaining the language and culture of the minority. (Gerin-Lajoie, 2006)

The French-language schools located outside Québec

have become the principal agents of socialization of children (Landry and Allard,1999)


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Using ICT appropriately

have a particular mandate to ensure linguistic and cultural reproduction (Lapointe, 2002),

must encourage the promotion of the French language

and identity construction

must ensure ethno-linguistic vitality (Bouchamma, 2004),

In a minority-language situation, school principals

Context and Problem in Canada


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the concept of Francophone identity construction

Definitions (1)

represents a highly dynamic process by which - the person is defined and recognizes him or herself in the way he or she thinks,

- acts and feels in the social contexts and natural environment in which he or she evolves (ACELF, 2006 : 12).

Association canadienne de l’éducation de langue française


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Francophone ethno-linguistic vitalization practices (elv practices)

are composed of all individual actions or all actions by the group as a whole;

which contribute to the vitality of French-speaking communities;

these actions may be direct or indirect and the communities may occupy a restricted or dispersed geographical territory.

Definitions (2)


9Context and Problem

What can we find to help school principals ?

In spite of the recognized - importance of the school, - the role of school principals,

in ensuring the reproduction of the French language and culture



1. Landry (2002) developed a program of socialization-autonomization. This curriculum may be relevant but the author offers few specific examples and does not mention any specific practices that have been validated.

2. Gérin-Lajoie (2001), in a proposal for assisting teaching staff, have suggested a program for balanced professional development.

3. Dalley and d’Entremont (2004) presented examples of teaching activities derived from a sociolinguistic and identity-based pedagogical approach for program developers.

Absence of specific ethno-linguistic vitalization practices



It seems that very few things (if any at all) are available in terms of procedures for school principals in French-language minority schools

-to help them accomplish their leadership role,

-to support them in the promotion of the French language and Francophone identity construction.

Then if research on education in minority contexts is plentiful…



Given the population decline in French-speaking communities in a minority language situation

(Landry, Deveau & Allard, 2006)

it is imperative to offer examples of strategies

which can be implemented by school principals -to promote the use of the French language and Identity construction -to use ICT to promote linguistic and cultural diversity (Zachariev, 2006).


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ICT

To support quality

teaching and learning

(IsaBelle, 2002)

To support the development of learning communities (Breuleux, et al., 2002)

To support the development of small communities

(Laferrière, et al. 2004)

To support cultural and democratic awareness

(Cummins et Sayers, 1995)

•ICT – used in an appropriate manner


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Do our Francophone school principals have

- the necessary competences and

- tools to ensure ethno-linguistic vitality in Canadian French-language schools?

Question


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This project aims to initiate and foster a profound and lasting change

requiring an alteration of what education represents for the different partakers in the Francophone school

It is therefore essential that all stakeholders and school principals become involved in the design and management of the proposed change.

Theoretical Framework


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Banathy’s (1991) systemic model:

was used to better understand the extent of the change within a specified context.



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first dimension allows for the measurement of the capacity for innovation (change process);

second dimension represents the progression of practices (extent of the change) and is divided into three levels: micro, meso and macro;

third dimension of interaction represents four processes which characterize the intensity of the interactions: information, co-operation, coordination and connection, and integration.

Banathy’s (1991) systemic model:



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The first dimension allows for the measurement of the capacity for innovation (change process).

In this dimension four domains are identified for education:

governance, administration,teaching and

learning.

These, in turn, are influenced by the following dimension, that of progression of practices.



19Theoretical Framework

The second dimension represents the progression of practices (extent of the change) and is divided into three levels: micro, meso and macro.

The practices or implementations of the new design in educational contexts will bring

about changes,-first at the micro level (the classroom), -then at the meso level (the school) and

-finally at the macro level (the community-society network).


20Theoretical Framework

The third dimension of interaction represents four processes which characterize the intensity of the interactions:

information, cooperation,

coordination and connection, and integration.

Information constitutes the first level with a progression towards integration, the last level to be reached


21Research Goals (1)

Evaluate whether ethno-linguistic practices

gathered from Francophone school principals

and

distributed in a hypermedia resource system

contribute to a change in the educational

milieu.


22Research Goals (2)

1) to create a catalogue of ethno-linguistic vitalization practices from school principals in francophone-minority contexts;

2) to distribute them in a hypermedia resource system and;

3) to evaluate them.


23Objectifs of Study (1)

Phase A: YEAR 1

1) To analyze the need for this type of project - catalogue

2) To catalogue existing ethno-linguistic vitalization practices from school principals;

3) To analyze their training requirements in terms of ICT use.



Phase B: YEAR 2

Starting from the needs identified and depending on the results obtained in Phase A;

4) to produce a hypermedia resource system to make available innovative ethno-linguistic vitalization practices and to encourage exchange among school principals;

5) to offer school principals distance training which meets their needs in ICT use through the CCNB-Bathurst 3D platform which encourages a sense of belonging to a community of learners (IsaBelle et al, 2004).



Phase C: YEAR 3

6) In conjunction with school principals, - to identify and evaluate the practices which

were put into place and their impact on ethno-linguistic vitality in their community, using Banathy’s systemic model (1991).


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Methodology

Phase C: YEAR 3 6) evaluate using Banathy’s model (1991)

Phase B: YEAR 24) produce a hypermedia resource system; 5) offer distance training in ICT…

Phase A: YEAR 11) To analyze the needs for this type of project2) To catalogue existing elv practices from

principals;3) To analyze their training requirements.

When: March 2006

Participants : Francophone school principals from 9 provinces and 3 territories

Types of measurement instruments: 1) a questionnaire 2) a semi-structured

interview.

In progress

(September 2007)

(2007-2008)


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1.Profil of participants:school principals + vice-principals

2.Perception of their competences, knowledge and skills

3.Perceptions regarding the utility of gathering elv practices

in one site

4. Some elv practices

Preliminary Results


28Table 1. Number of principals and vice-principals who received a questionnaire and number and percentage of responses by province

Province and Territory

School Principals

Vice-Principals

TotalNumber

of schoolsN

%

AB 29 8 37 29 9 3.8

BC 36 16 52 38 4 1.7

PE 6 5 11 6 3 1.3

MB 22 11 33 22 20 8.5

NB 94 94 191 98 52 22.2

NS 15* 7 22 15 7 3.0

ON 337 ** 110 454 369 120 51.3

SK 12 2 14 12 11 4.7

NL /Labrador 5 1 6 5 2 0.9

NU, NT, YT 5 0 5 5 2 0.8

MV 4 1.7

Total 561 254 826 599 234 100


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Age (years) Frequency (n) Percentage (%)

30 à 34 23 9.8

35 à 39 41 17.5

40 à 44 60 25.9

45 à 49 42 17.9

50 à 54 47 20.1

55 et + 17 7.3

Missing Values

4 1.7

TOTAL 234 100

Table 2. Frequency and percentage for school principal’s age


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Years as principal

Frequency (n) Percentage (%)

0 50 21.4

1 à 5 99 42.3

6 à 10 54 24.1

11 à 15 18 7.7

16 à 20 5 2.1

21 et + 3 1.3

MV 5 2.1

TOTAL 234 100

Table 3. Frequency and % for number of years in principal’s role


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1.Profil of participants : school principals and vice-principals


3.Perceptions regarding the utility of gathering elv practices

in one site


Preliminary Results


32Table 4. Average rating for statements related to school principals’ perceived knowledge and skills on 5

Statement n AV SD1. feel at ease in promoting: a. the French language in your school 228 4.82 0.62 b. identity construction in your school 191 4.63 0.712. have the necessary knowledge to promote: a. the French language in your school 228 4.55 0.74 b. identity construction in your school 193 4.18 0.923. have the necessary skills to promote: a. the French language in your school 227 4.52 0.70 b. identity construction in your school 189 4.17 0.87

4. to be at ease with the application of section 23 of the Canadian Charter of Rights and Freedoms.

218 4.39 0.82


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3.Perceptions regarding the utility of gathering elv practices in one site


Preliminary Results


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Table 5. Number, percentage, average and standard deviation of school principals’ perceptions regarding the utility of gathering elv practices in one site on 4.

1 2 3 4 n/a Total AV SD

a)practices from French-speaking principals in

my province

n 0 2 53 119 13 187 3,42 1,05

% 0 1,1 28,3 63,6 7 100

b) practices from French-speaking principals from other provinces

n 2 13 68 93 12 188 3,21 1,07

% 1,1 6,9 36,2 49,5 6,4 100


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3.Perceptions regarding the utility of gathering elv practices in one site


Preliminary Results


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-more than 700 practices were collected-more than 200 practices will be catalogue and classified under seven different categories

to describe their four best practices - actions (successes) planned and implemented since

the beginning of their career in education in the promotion of French language and identity construction

We asked school

principals


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Projects which maximize use of ICT

Showing French-language movies … Listening to the radio…

Community-based projects Decorating store windows of local merchants…

Cultural productions Organization of Rock Concerts in French and the creation of a Rock musical group…

Exchange between the pupils of other schools - other provinces

Student-exchange travel to another area of the country…

Learning activities in the school and in the classroom

Word usage articles in monthly newsletters…

Local activities related to a national or provincial event

Day of the Francophonie…Day of the flag…

Changes of a structural nature Creation of a Franco-Ontarian section at the library…


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http://veltic.ca


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Even if the majority of school principals say that they are confident with their knowledge and skills in the field:

a) it remains that they would consider it useful - to create a database and - to distribute elv practices put into place by

principals in their province and other provinces.

b) at the time of the interviews, certain principals acknowledged their distress: expressed difficulties include…

Analysis and Conclusion


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“In elementary education, we have a system of rewards for those who speak French. They receive prizes each month and it works well.

On the other hand at the high school level, this technique does not work. If they speak too much in English, we try to put them in detention… It does not always work.

We need to find another way. I would like to have quick access to a database of practices to get ideas and test them in my school.” (Translated from French)



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The continuation of the project will enable us to evaluate the three dimensions of Banathy’s (1991) systemic model:


capacity for innovation (change process);

progression of practices (extent of the change);

intensity of the interactions.


44Acknowledgements

Collaborators and partners:

Rodrigue Landry: Institut canadien de recherche sur les minorités linguistiques /The Canadian Institute for Research on Linguistic Minorities

Normand Brunelle : CCNB – Bathurst

Social Sciences and Humanities Research Council of Canada for support granted within the Official Languages Research and Dissemination Program


45 Banathy, B. H. (1991). Systems Design of Education. A Journey to Create the Future. Englewood

Cliffs, NJ., Educational Technology Publicatìons.

Banathy, Bela H. (1996). Designing Social Systems in a Changing World. New York, Plenum Press

Bordeleau, L.B., Bernard, R., Cazabon, B., (1999). L’éducation en Ontario Français, dans J. Y. Thériault, Francophonies minoritaires au Canada, Moncton: Éditions d’Acadie.Breuleux, A., Erickson, G., Laferrière, T, & Lamon, M. (2002). Devis sociotechniques pour l’établissement de communautés d’apprentissage en réseau pour l’intégration pédagogique des TIC en formation des maîtres. Revue des sciences de l’éducation, 28(2), 411-434

Dalley, P. (2003). Définir l'accueil : enjeu pour l'immigration en milieu minoritaire francophone en Alberta. Francophonie d'Amérique, 16, 67-78. Desjardins, F. J. (2003), Les territoires revisités et les formations à distance au Canada francophone. In Territoires éducatifs et gouvernance, Yves de Saint-Do (Dir.) Clermont-Ferrand, France, 175–186.

Desjardins, F. J., Lacasse, R., & Bélair, L. M. (2001) Toward a definition of four orders of competency for the use of information and communication technology (ICT) in education Computers and advanced technology in education: Proceeedings of the Fourth IASTED International Conference, Calgary, ACTA Press, 213-217.

Gérin-Lajoie, D. (2000). Les partenariats entre l'école et la communauté en milieu francophone minoritaire. Actes du colloque pancanadien sur la recherche en éducation en milieu francophone minoritaire : Bilan et prospectives. Moncton (Nouveau-Brunswick), CRDE. Consulté le 10 août 2004. Document téléaccessible à l’URL : < http://www.acelf.ca/publi/crde/articles/00-liminaire.html >

Gilbert, A., LeTouzé, S. Thériault, J.Y.& Landry, R. (2004). Le personnel enseignant face aux défis de l’enseignement en milieu minoritaire francophone. Rapport final de la recherche. Centre interdisciplinaire de recherche sur la citoyenneté et les minorités (Université d’Ottawa), Institut canadien de recherche sur les minorités linguistiques Fédération canadienne des enseignantes et des enseignants et Patrimoine canadien. Canada. 48 pages. Consulté le 16 novembre 2004. Document téléaccessible à l’URL : < http://www.ctf-fce.ca/fr/Issues/Francaise/Lesd%C3%A9fisdeenseignementRapportfinalfran%C3%A7ais.pdf >


46 IsaBelle C. & Savoie, R., (2004, janvier) CREATIC.ca, an hypermedia tool to help student

teachers to integrate ICT. In Actes du colloque 2004 Hawaii International Conference on Education, Honolulu, 4665-4676.

Laferrière, T., Breuleux, A., & Inchauspé, P. (2004) Rapport de recherche final du projet l’école éloignée en réseau. Québec : CEFRIO. Consulté le 1 décembre 2004. Document téléaccessible à l’URL : < http://www.cefrio.qc.ca/rapports/%C9cole_%E9loign%E9e_en_r%E9seau_Rapport_final_2004.pdf >

Landry, R. (2002). Pour une pédagogie actualisante et communautarisante en milieu minoritaire francophone. Actes du colloque pancanadien sur la recherche en éducation en milieu francophone minoritaire : Bilan et prospectives. Consulté le 1 décembre 2004. Document téléaccessible à l’URL : < http://www.acelf.ca/liens/crde/articles/10-landry.html >

Landry, R. & Allard, R. (1999). L'éducation dans la francophonie minoritaire. In J. Y. Thériault (dir.). Francophonies minoritaires au Canada : l'état des lieux (pp. 403-433). Moncton : Éditions d'Acadie.

Lentz, M. (2004). Apprendre le/en français en milieu minoritaire : un espace didactique spécifique? Communication au Au 9e colloque internationale de l’association internationale pour la recherche du didactique du français. Le français : Discipline singulière, plurielle ou transversale. Août 2004. Document accessible à l’URL < http://www.colloqueairdf.fse.ulaval.ca/ >

O’Keefe, Micheal (1999) Nouvelles perspectives canadiennes Minorités francophones :assimilation et vitalité des communautés: Patrimoine Canada. Document accessible à l’URL < http://www.canadianheritage.gc.ca/progs/lo-ol/perspectives/francais/assimil/index.html >


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PHASE B : The training PHASE B : The training

principals and identity construction in french in canada: web site vel-tic claire isabelle hélène...

Documents

canada slide

culture slide

french language

learning isabelle

conclusion slide

plentiful slide

school principals context

frenchlanguage schools