P-2 French Immersion Teacher Perspectives on Implementing the Neurolinguistic Approach
| dc.contributor.author | Chisholm, Cheryl | |
| dc.date.accessioned | 2026-04-24T10:43:17Z | |
| dc.date.available | 2026-04-24T10:43:17Z | |
| dc.date.issued | 2026-04 | |
| dc.description.abstract | The Neurolinguistic Approach (NLA) is a paradigm that focuses on encouraging students to use authentic and targeted language structures (Netten & Germain, 2012). The NLA reflects a shift in focus to oral language development, which has been found to propagate the development of other linguistic aptitudes (Haj-Broussard, Beal & Boudreaux, 2017). The following qualitative research study collected French Immersion teachers' perspectives on the NLA through semi-structured interviews with the purpose of gathering perspectives on what the approach is, what benefits they perceived from implementing it in their classrooms and the barriers they might have encountered while implementing it. The participants were seven French Immersion teachers in P-2 classrooms who previously received professional development on the NLA. The interview data were categorized through thematic analysis to highlight salient themes across conversations. The advantages included the NLA reaching a wide range of students, benefiting beginner French learners, increasing students’ confidence and engagement and giving teachers an explicit structure around which they could plan lessons. The obstacles included time constraints in teaching, being overwhelmed accessing literacy resources, difficulty adapting the approach to older grades and some limits to organic French conversations. A fourth category of resources was added to highlight future directions for supporting French Immersion teachers when using the approach which included more opportunities for teachers to learn about the approach and more pre-made resources to address time constraints. Most teachers expressed that they saw the benefits to the approach in the beginner French classrooms but also expressed that they would benefit from more professional development, opportunities to collaborate with colleagues and premade resources to make the approach more accessible to them and easier to integrate into their regular classroom routines. | |
| dc.identifier.uri | https://ec.msvu.ca/handle/10587/2376 | |
| dc.language.iso | en | |
| dc.publisher | Mount Saint Vincent University | |
| dc.title | P-2 French Immersion Teacher Perspectives on Implementing the Neurolinguistic Approach | |
| dc.type | Thesis |