Call For Research Participants

Research Project: Teacher perspectives on the affective dimensions of immigrant language classes: pedagogical and social implications.

We are seeking volunteers to participate in an online questionnaire as part of this study. Its objectives are to describe educational responses of second language teachers with respect to affective/emotional situations that occur in the classroom and to explore the potential of an arts-based affective pedagogy which focuses on the issue of integration among adult immigrants.

We invite full- and part-time teachers who work government-funded, English/French second language programs for adult newcomers in Ontario/Quebec to complete the questionnaire. Teachers who work with classes at any proficiency level are invited to participate.

Teachers’ responses will help us to understand the unique challenges they face as they foster the integration of newcomers through second language learning. The results of the study will provide recommendations about how to better support teachers in this important work.

The questionnaire takes 20 to 30 minutes to complete and includes 11 background questions about your teaching context and experience, and 5 questions about your reactions to fictional vignettes inspired by affective and emotional situations arising in the context of immigrant language classrooms. All responses will be confidential and anonymous.

If you are interested in participating, we invite you to click one of the following links, according to your language preference, to access the questionnaire. Please note that the questionnaire will be closed once there have been 100 respondents.

This research is funded by les Fonds de recherche du Québec – Société et culture (FRQSC). The prinicipal researcher is Monica Waterhouse, assistant professor in the département de langues, linguistique et traduction, Université Laval. If you have any questions or comments, please do not hesitate to contact her at monica.waterhouse@lli.ulaval.ca.

This research project was approved by the Research Ethics Committee of Université Laval.
Approval number: 2016-174/31-01-2017.