How Language Education Policy Shapes How I Teach: A Collaborative Self-Study of Language Teacher Educators

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-11 - Self-Study and Language and Literacy

Abstract

Our bilingual collaborative self-study work uses the catalyst of shared experiences analyzing the French language education landscape across Canada and writing said analysis in both official languages for the benefit of government stakeholders. Author 1, significantly, was required to teach future French teachers shortly after submitting the government report and was affected by the contrasts between her vision of French teacher education, her students’ perceptions of their needs, and the political/policy environment. Author 2 provided critical friendship in our collaborative self-study and helped her to reframe her pedagogy of language teacher education, thus contributing to self-study work in language education in the manner of Peercy (2014).

Authors

• Cécile Sabatier Bullock, Simon Fraser University

• Shawn M. Bullock, University of Cambridge