Enseignants des langues internationales au Canada et recherche en multilinguisme : un aperçu en Ontario

Abstract

Learning, teaching and evaluation of second and foreign languages are key issues in the global political agenda for the promotion of multilingualism, as can be seen from the rising number of initiatives and international conferences geared towards a better understanding of today’s multilingual reality. International languages programs are a major factor in the maintenance of mother tongue by many immigrant communities in Canada. Being able to preserve and share this heritage is a key factor in the social and cultural integration of both newcomers to Canada and Canadians with dual citizenship. International languages programs were first introduced in Canada in 1977 by the Ministry of Education of Ontario to meet the learning and teaching demands for languages other than English or French as second languages. International languages programs, designed for people with no previous knowledge of an international or a third language, were also open to people desirous to build on a personal language-learning experience in international or classical (Latin and Greek) languages. In order to understand the impact of preserving and knowing a third language in a bilingual Canadian context, our research investigates the needs of, and resources available to, Ontario International Language teachers. A survey answered by a group of international language teachers is the descriptive framework that will allow a glimpse of the situation in Ontario.