Pedagogical Supports for Students with Special Education Needs in French as a Second Language Education: An Examination of Canadian Empirical Literature
This study evaluates the empirical literature from three Canadian contexts: core French, intensive French, and French immersion, in order to respond to a need for information on instructional assistance for children with special education needs (SSEN) in French as a second language (FSL) education. The goal of this study was to gather information for FSL teachers who want to help their SSEN students. This literature review was created by conducting an electronic search for relevant Canadian empirical research and manually searching chosen Canadian periodicals from the last 15 years. Our findings revealed a number of existing instructional supports for improving SSEN success in FSL programmes in general, as well as ways for identifying and intervening in French immersion programmes in particular.
Author (S) Details
Schulich School of Education, Nipissing University, North Bay, Canada.
Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada.
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