Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

Paper/Best Practice Session (1 hour)

French

One-Way Second/Foreign Language Immersion

Pre-K
Elementary (K-5)
Middle School/Junior High
High School

This mixed-methods study explores the impact elements of school culture, internal factors, and the state of flow have upon motivating French immersion teachers in Louisiana in the constant development of expertise. Surveys, interviews, and observations will be used to analyze the motivational factors causing French immersion teachers to pursue expertise.

The mixed-methods study explores the impact the elements of school culture, internal factors, and the state of flow have upon motivating French immersion teachers in Louisiana in the constant development of expertise. Over five decades of language immersion research demonstrates the benefits of such programs upon students’ academic achievement, language and literacy development in two or more languages, and cognitive skills. Students engaged in French immersion programs achieve equally or better than students in non-immersion programs.

In order to achieve the purpose of the research, the researchers collected both qualitative and quantitative data to describe and understand the motivational factors causing French immersion teachers to pursue expertise. The quantitative measure included two surveys. One survey measured the motivational factors of French immersion teachers. The second survey measured the perceived professional culture of the schools with French immersion programs. The qualitative measures included interviews and observations of selected French immersion teachers.

Research from this study contributes to the body of knowledge concerning expert teachers and the forces working within and upon these individuals and their development in order to inform policy at the local, state, national and international level.  One element missing in the research is a deep understanding of the impact school culture, internal factors, and the state of flow have upon motivating language immersion teachers in the constant development of expertise. The study expands the research base concerning the development of optimum cultures where the pursuit of expertise is the norm.