Instructional Supports for Students with Special Education Needs in French as a Second Language Education: A Review of Canadian Empirical Literature Article Swipe

PDF

Related Concepts

French immersion AP French Language Variety (cybernetics) Empirical research Psychology Pedagogy Intervention (counseling) Mathematics education Foreign language Computer science Philosophy Psychiatry Artificial intelligence Epistemology

Callie Mady , Stefanie Muhling ·

YOU? · · 2017 · Open Access · · DOI: https://doi.org/10.5539/jel.v6n3p14 · OA: W2591997244

With the view to responding to a call for information on instructional supports for students with special education needs (SSEN) in French as a second language (FSL) education, this article reviews the empirical literature from three Canadian contexts: core French, intensive French and French immersion. More specifically, we developed this literature review by conducting an electronic search for pertinent Canadian empirical studies and manually searching select Canadian journals from the last 15 years. Our findings revealed a variety of existing instructional supports to enhance the success of SSEN in FSL programs in general and strategies for identification and intervention in French immersion in particular.