A key element of inclusive education has been the intent of removing barriers to learning for students, and ensuring have access to appropriate and effective strategies, resources, and approaches to support learning and personal development (Haug, 2016). The main themes uncovered through attempts to define inclusion primarily reflect a deficit-based approach focusing primarily on students with exceptional learning or developmental needs within the mainstream classroom (Garrett, 2022). There continues to be the perpetuation of the message that students with diverse learning needs may not have equable access programs to the support strategies necessary for them to experience academic success in French second language (FSL) (Cobb, 2015).
Self-Determination Theory (Deci & Ryan, 2008) highlights in impact that the provision of the identified psychological well-being needs (autonomy support, competency, and relatedness) can have on student engagement, motivation, and subsequently on their experienced success in learning. This research explores the relevance of providing students these well-being needs through the intentional application of strength-based practices within their respective second language (L2) learning environments for the promotion of their learning, second language acquisition (SLA), engagement, and well-being.
An Appreciative Inquiry research design (Cooperrider et al., 2000) was applied to this investigation, implicating the educator participants in the learning, development, and adoption of strength-based practices within their daily instructional operations and structures. Data were collected through individual participant educator interviews, focus groups, and classroom observations throughout an academic school year. This presentation will share examples of the specific practices that were developed and applied in these elementary French Immersion classrooms to provide a more inclusive and engaging approach to L2 instruction for students displaying a wide range of exceptional learning and developmental needs. The findings of this study hold invaluable implications with regard to ways to further support L2 learners with SLA.
Cobb, C. (2015). Is French immersion a special education loophole? … And does it intensify issues of accessibility and exclusion? International Journal of Bilingual Education and Bilingualism, 18(2), 170-187.
Cooperrider, D., Sorensen, P., Whitney, D., & Yaeger, T. (2000). Appreciative Inquiry:
Rethinking Human Organization toward a Positive Theory of Change. Stipes Pub., Champaign, Il.
Deci, E.L., & Ryan, R.M. (2008). Facilitating optimal motivation and psychological
well-being across life's domains. Canadian Psychology, 49(1), 14-23. http://dx.doi.org/10.1037/0708-5591.49.1.14
Garrett, M.D. (2022). Investigating Strength-based practices within a Dual-dimensional Model
of Inclusionary Student Learning.
