The Effects of Exclusively French Language Schooling on Self-Esteem in Québec

1978 ◽  
Vol 34 (3) ◽  
pp. 372-380
Author(s):  
Ruth Ann Pitts
Keyword(s):  
Self Esteem ◽  
French Language

Les représentations multidimensionnelles du masculin et du féminin véhiculées par la presse enfantine francophone 1Mes remerciements vont aux deux experts anonymes qui ont fait des commentaires très constructifs sur des versions antérieures de ce manuscrit.

2002 ◽  
Vol 61 (2) ◽  
pp. 85-103 ◽  
Author(s):  
Anne Dafflon Novelle
Keyword(s):  
Gender Identity ◽  
Gender Stereotypes ◽  
Self Esteem ◽  
The Self ◽  
French Language ◽  
School Age Children ◽  
Professional Roles ◽  
School Age ◽  
Future Aspirations ◽  
Language Literature

Multidimensional representations of gender in French language publications for children. Gender stereotypes in French language literature for children have not been extensively studied. This study analyses stories with household heroes, in French language publications aimed at pre-school age children. The aim is to evaluate multidimensional representations of gender in these publications. Results reveal major quantitative and qualitative asymmetries in the representations of the two sexes, often to the detriment of the female. Males outnumber females, who more often play secondary roles as compared to males who are more often depicted in the central role; girls are less frequently represented in the illustrations accompanying these stories than boys. Females are depicted in a more stereotyped manner, and are more confined to domestic and in private locations. Additionally, women play a smaller variety of professional roles than men. The asymmetries highlighted in this study are discussed in terms of the influence that may be exercised over children’s construction of their gender identity, and influence particularly on the self-esteem and future aspirations of girls.

scholarly journals enfant bilingue sous l’emprise des TICS : le défi des parents non natifs

2021 ◽  
pp. 421-437
Author(s):  
Mª José Ros
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Self Esteem ◽  
Pedagogical Practices ◽  
Family Context ◽  
French Language ◽  
Advantages And Disadvantages ◽  
Petite Enfance ◽  
Bilingual Learning

Actualmente, cada vez son más los padres que deciden ocuparse del aprendizaje bilingüe de sus hijos, incluso de los padres no nativos, desde los primeros años de vida. Este artículo analiza el papel de las TIC en un contexto familiar de aprendizaje y adquisición de la lengua francesa, las ventajas y desventajas de su aplicación, las estrategias que tendrán como objetivo mantener al niño en contacto con la lengua el mayor tiempo posible, facilitando el acceso a contenidos que le permitirán una apropiación de la lengua más motivadora y gratificante que promueva y estimule el interés, la autonomía, la cooperación, la iniciativa, la autoestima y la creatividad del alumno, permitiendo garantizar las condiciones de éxito. Se describe la influencia y beneficios de las TIC en la enseñanza-aprendizaje de los niños bilingües mostrando el desarrollo de prácticas pedagógicas innovadoras adaptadas a un contexto familiar. Nowadays, an increasing number of parents are deciding to engage in bilingual learning for their children, even non-native speakers, from the earliest years of life. This article analyses: the role of ICT learning and acquiring the French language within a family context; the advantages and disadvantages of its application; the strategies that will be used to keep the child in contact with the language as long as possible; facilitating access to contents that will allow a more motivating and rewarding adoption of the language, promoting and stimulating the learner's interest, autonomy, cooperation, initiative, self-esteem and creativity; thus guaranteeing the conditions for success. The influence and benefits of ICT in the teaching and learning of bilingual children are described, showing the development of innovative pedagogical practices adapted to a family context. Actuellement, de plus en plus de parents décident de prendre en main le développement bilingue de leurs enfants, même des parents non natifs, dès la petite enfance. Cet article analyse le rôle des TIC dans un contexte familial d'apprentissage et d'acquisition de la langue française, les avantages et les inconvénients de leur application, les stratégies qui viseront à maintenir l'enfant en contact avec la langue le plus longtemps possible, en facilitant l'accès à des contenus qui permettront une appropriation plus motivante et valorisante de la langue qui favorise et stimule l'intérêt, l'autonomie, la coopération, l'initiative, l'estime de soi et la créativité de l'élève, permettant de garantir les conditions de réussite. L'influence et les avantages des TIC dans l'enseignement-apprentissage des enfants bilingues sont décrits, montrant le développement de pratiques pédagogiques innovantes adaptées à un contexte familial.

SOCIAL ADAPTATION DIFFICULTIES OF ADOLESCENTS WITH IMMIGRANT BACKGROUNDS

2002 ◽  
Vol 30 (4) ◽  
pp. 335-345 ◽  
Author(s):  
FéLix Neto
Keyword(s):  
Acculturative Stress ◽  
Satisfaction With Life ◽  
Self Esteem ◽  
Social Adaptation ◽  
French Language ◽  
Satisfaction With Life Scale ◽  
Cultural Maintenance ◽  
The Social ◽  
Language Competency ◽  
Acculturation Attitudes

This paper examines the social adaptation among Portuguese youth born in France. The study sample consisted of one hundred and nine Portuguese second generation migrants resident in Paris (34% male and 66% female). The following instruments were administered to all subjects: the Social Adaptation Scale, the Acculturation Attitudes Scales, the Acculturative Experience Scale, the Cultural Maintenance Scale, the Acculturative Stress Scale, the Satisfaction with Life Scale, the Self-Esteem Scale, as well as a background inventory. No gender, age or religion participation differences were found, but there were significant effects on social adaptation with ethnic identity, migratory plans and acculturation attitudes. The greatest amount of social difficulty was experienced by adolescents who endorsed a separatist position, the least by assimilated respondents – however, there were no other significant differences among the four groups. Social adaptation showed negative correlation with French acculturation experience, French language competency, satisfaction in the host society, satisfaction with life and self-esteem and positive correlation with Portuguese cultural maintenance and acculturative stress. Social learning variables, such as French language competency and Portuguese cultural maintenance, were stronger predictors of social adaptation than were psychological adaptation variables.

scholarly journals Peculiarities of «Techno-R» Technology During Teaching French Language Grammarian Skills

2018 ◽  
Vol 7 (4.7) ◽  
pp. 82
Author(s):  
Elena K. Kuzmina ◽  
Valentina N. Vassilie ◽  
Gulnara I. Galeeva ◽  
Cécile Leblanc
Keyword(s):  
Statistical Processing ◽  
Self Esteem ◽  
French Language ◽  
Language Competence ◽  
Performance Training ◽  
Language Problems ◽  
Grammatical Skills ◽  
Educational Task ◽  
Four Blocks ◽  
Student’S T

The article describes the methodological basis of "Techno-R" technology, its substantive and procedural aspects. In the content aspect the technology "Techno-R" consists of eight blocks designed to develop the communicative competence of trainees. The communicative language competence consists of four blocks - vocabulary, grammar, phonetics, spelling, and speech is also represented by four blocks - speaking, listening, reading and writing. Each block has its own peculiarities in the content aspect, but the procedural aspect of the technology is one for all blocks. The technology includes the setting of an educational task, an indicative basis for speech actions, task performance training, carrying out control actions and competence level determination that is being developed. The authors set out an experimental study to teach grammatical skills of French language on the basis of the technology being developed. Empirically obtained data, subjected to statistical processing on the basis of Student's t criterion, demonstrate the value of T criterion > 3.3, which indicates the reliability of the conclusions about Techno-R technology effectiveness. In the article the authors made conclusions about the peculiarities of the abovementioned technology, its correctional nature, the combination with the known pedagogical technologies, the availability of language problems, creating the conditions for the transfer of grammatical skills and the production of student self-esteem in language competence development that stimulates the motivation of learning.  

French Language and Literature (Including Provençal)

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1295-1299
Author(s):  
H. Carrington Lancaster
Keyword(s):  
French Language ◽  
Language And Literature

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

2009 ◽  
Vol 19 (2) ◽  
pp. 72-78
Author(s):  
Rebecca L. Nelson Crowell ◽  
Julie Hanenburg ◽  
Amy Gilbertson
Keyword(s):  
Hearing Loss ◽  
Process Evaluation ◽  
Narrative Therapy ◽  
Daily Life ◽  
Hearing Aid ◽  
Self Esteem ◽  
Therapy Approach ◽  
Self Worth ◽  
Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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