The Faculty of Education welcomes Mr. Stephen Davis who joins us as a lecturer in the Baccalauréat en éducation (le Bac) program area for a one-year term (January 1, 2020 – December 31, 2020).
Mr. Davis holds a B.A. in French (University of Saskatchewan), has a B.Ed./After Degree from le Bac (University of Regina), and holds an M.A. in Second Language Education (McGill University). Mr. Davis is currently a classroom teacher in a French Immersion context with Saskatoon Public School, and has held a number of teaching positions in other French-language contexts. Besides being a classroom teacher, Mr. Davis has extensive experience as a research assistant. Welcome! Bienvenue! Tawâw!
Jean Dufresne accepted the role of Directeur of le Bac effective Jul 01, 2019 until June 30, 2021. Dufresne has been a valuable member of the Bac team over the years and most recently served as the Interim Co-Director of the Bac.
Dufresne taught with the Regina Catholic School Division and started his teaching career at Dr. Martin LeBoldus High School in 1987. Between 1994 and 1998, Dufresne was seconded to the Department of Education to work on the secondary French Immersion curriculum guide. He was curriculum developer/writer for Français immersion 10, 20, 30, and Intégré A20 and B20. Dufresne has been a valuable member of the Faculty for over 10 years, contributing immensely to the growth of the le Bac program.
“The studies to obtain the Maîtrise en éducation française allowed me to explore various issues connected with, among other things, curriculum, language, culture and teaching strategies, all from the perspective of minority and second-language education. I had the opportunity to question, analyze and take a critical look at both my own teaching and education in general. Taking courses with other teachers in situations similar to my own made this experience all the more relevant and enriching.” Claire St-Cyr Power, Learning Resource Teacher, Conseil des écoles fransaskoises Regina, Saskatchewan (Since 2012 Claire has been working as a secondment to the Programme du baccalauréat en éducation.)
MAÎTRISE EN ÉDUCATION FRANÇAISE
Are you a teacher working in French who has a desire for personal and professional growth? Have you been wishing for ongoing opportunity to learn from other professionals facing similar challenges? Consider pursuing your Master’s degree in French!
Through our Maîtrise en éducation française program, teachers working in French can continue their professional development in French, exploring issues specific to French language education in a minority setting.
Online and Summer Course Offerings!
This 30-credit, project-route program in curriculum and instruction consists of four online courses, two intensive summer institutes (in Saskatoon), and a project, and is completed over the course of three years.
With the program offered online and in the summer, our program is flexible and accessible, making it possible to earn a master’s degree without sacrificing quality or salary, and without over-loading your schedule.
Cohort-Based Learning: Professional Communities of Practice!
As a cohort-based program, professional communities of practice are facilitated, enhancing the quality of learning experience for students by creating opportunity to work closely with colleagues who also work in French.
Lave and Wenger (1991; 2006) have coined the term “community of practice” to describe this essential aspect of social learning. “Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor.”
Cohort-based learning is an effective means for developing such communities.
Partnerships with Other Western Francophone Universities = Expanded Course Options CHOICES!
Because the program is offered in partnership with the La Cité, founding members of the Consortium des établissements universitaires de l’Ouest canadien pour l’offre de programmes, students can choose to take their online courses from other Consortium members: the Université de Saint-Boniface, the University of Alberta’s Saint- Jean campus, and Simon Fraser University. All of these partners will give students an abundance of courses to choose from, ensuring relevance and engagement.
All courses and assignments are in French.
For more information, contact
Dr. Laurie Carlson Berg at Laurie.Carlson.Berg@uregina.ca
Programme du baccalauréat en éducation faculty member Dr. Joël Thibeault was selected by the European Centre for Modern Languages (ECML) as a representative of Canada and the University of Ottawa’s Official Languages and Bilingualism Institute to take part in think tank discussions for developing language awareness in subject classes, within the ECML’s “Languages at the heart of learning” programme 2016-2019. The gathering, held November 16-17, was located in Graz, Austria.
Q & A with Dr. Joël Thibeault
The ECML views language education as key in responding to linguistic and cultural diversity, in achieving intercultural dialogue, democratic citizenship, and social cohesion.
What was the specific focus of the discussions you were part of?
Through this think tank, the ECLM gathered an array of educational professionals – professors, teachers, and policy makers – to engage in discussions on the inclusion of linguistic content in different school subjects. The goal of this initiative is to provide practical procedures that will help teachers in the identification of their students’ needs in different subjects and to provide examples of scaffolded materials which, based upon the learner’s language awareness, will address their needs in different disciplines at school.
In what ways is the University of Regina, Faculty of Education, (Bac programme) working to address/redress the issue of quality language education?
The Bac program aims at offering a quality education to future teachers, most of whom will teach in French immersion. As such, in their career, these teachers will not only have to worry about teaching their subject (mathematics, history, etc.), but also they will have to do so in their learners’ second language. Therefore, future teachers must consider the linguistic structures through which content is taught and, if need be, help students develop the linguistic knowledge they will need to construct new competencies in these disciplines. Of course, every teacher, whether in immersion or not, should always worry about language in the teaching of a non-linguistic discipline. However, this focus on language should probably be more present when the language of schooling is the learner’s second language. The Bac program, therefore, puts a lot of emphasis of articulating content and language, and my participation at the ECML’s workshop will help us expand on this topic.
Does this opportunity promote international connections and research?
This was probably the best part of this workshop; I got to meet more than 30 educational experts who came from all across Europe. It was also great that ECML invited people in academia, such as myself, but also invited teachers and decision makers. Everybody came with their own perspective, which contributed to rich discussions and group work.
What was the value of this experience for yourself, for Canada, and for the field of study?
Academics have been talking about the integration of language and content for many years now, but there seems to be a lack in concrete resources for teachers. I think that by bringing different perspectives together the ECML will be able to provide a wide variety of resources which, on the one hand, will be based on the most recent research on the topic and, on the other, will rely on the heterogeneity of expertise that was gathered during the workshop.
*Naomi Fortier-Fréçon et Leia Laing
Lauréates du Prix d’histoire du Gouverneur général pour l’excellence en enseignement 2017
Naomi Fortier-Fréçon and Leia Laing
Recipients of the 2017 Governor General’s History Award for Excellence in Teaching
Projet multi-écoles, Regina (Saskatchewan)
Le Treaty4Project a principalement pour but d’aider les élèves à comprendre les liens qui relient leur génération au Traité 4 en Saskatchewan, aujourd’hui et dans les années à venir. Grâce à la participation d’aînés, d’artistes autochtones, de professeurs d’université, d’activistes et d’étudiants en éducation, le projet donne aux élèves l’occasion d’échanger avec des membres de la communauté et d’acquérir les connaissances fondamentales dont ils ont besoin pour s’attaquer à des dossiers très complexes. Le projet a été mis sur pied en 2015 avec le soutien du Saskatchewan Arts Board et comporte maintenant deux composantes. La première est une conférence pour les élèves du secondaire à l’Université des Premières Nations du Canada où l’on propose aux participants des ateliers, des discussions de groupe et des réflexions sur l’histoire du traité et l’éducation. En 2016 s’est ajoutée une nouvelle composante faisant appel aux élèves du niveau élémentaire; ces derniers ont alors collaboré avec un artiste local à un projet visant à explorer le concept de réconciliation. Mme Fortier-Fréçon et Mme Laing sont des enseignantes d’histoire du Canada enthousiastes et dévouées et le Treaty4Project est un bon exemple de la façon dont les enseignants peuvent intégrer des gestes de réconciliation concrets dans leur salle de classe.
Multi-school project, Regina (Saskatchewan)
The principal aim of the Treaty4Project is for students to understand their generation’s relationship with Treaty 4 in Saskatchewan, both today and in the future. Through the participation of elders, Indigenous artists, university professors, activists, and education students, the project provides students with a chance to engage with community members and gain the fundamental knowledge they need to tackle very complex issues. The project was first implemented in 2015 with the support of the Saskatchewan Arts Board and now has two main components. The first is a youth conference for high school students at the First Nations University of Canada, which features workshops, group discussions, and reflections on treaty history and education. As a new component in 2016, elementary students collaborate with a local artist on a project that explores the concept of reconciliation. Ms. Fortier-Fréçon and Ms. Laing are enthusiastic and dedicated to teaching Canadian history and the Treaty4Project serves as an example of how educators can incorporate meaningful acts of reconciliation in their classroom.
Naomi Fortier-Fréçon is a graduate of the Bac program and currently a PhD candidate in the Faculty of Education (Supervisor: Fadila Boutouchent). Leia Laing is a graduate of the Bac program. Both are French immersion teachers at Campbell Collegiate in Regina, Saskatchewan.
Naomi and Leia will be presented with the Governor General’s History Award at Rideau Hall in Ottawa, ON, on November 22, 2017.
Jean Dufresne has accepted the position as term lecturer in the BAC program.
Jean has been serving the Faculty of Education and the BAC since beginning his secondment in 2003. He is an outstanding teacher educator and an important member of the BAC team. Students appreciate his passion for teaching and learning, the French language and cultural support he provides to them, his accessibility and his mentorship. He is very well respected by colleagues across the University and within the Regina Catholic, Public and CEF School Divisions. We are very pleased that he is willing to take on the two-year term lecturer position as his secondment is coming to an end and he will be retiring from RCS at the end of June. Please join me in expressing appreciation to Jean for his willingness to take on this role and continue his support for BAC students.
Two new graduates of the Bac program are interviewed on Radio-Canada
What are the challenges of future teachers of French in the province? The Daybreak team invites you to discover the journey of two new graduates of the University of Regina who will teach French in primary and secondary levels in the next few months.
Qui sont ces jeunes qui enseigneront le français langue seconde à nos enfants en Saskatchewan? Quels sont leurs parcours et leurs aspirations?
Pour mieux connaître ces jeunes enseignants qui dirigeront bientôt les leçons de français dans nos écoles, nous avons rencontré 4 futurs diplômés de l’Université de Regina.
Ce matin, écoutez la première entrevue avec deux d’entre eux, Mallory Horn et Kya Kokott, au micro de Point du jour
Les étudiants du programme du Bac (DLNG 315) ont organisé et participé à une Soirée de Poésie le 7 décembre, 2016 à La Cite Universitaire Francophone. Chaque étudiant ou étudiante a lu un poème ou un texte en français devant les spectateurs. La salle était remplie d’émotion et de joie lorsqu’on a pris le temps de partager et d’apprécier la beauté des mots et la richesse de la poésie.
Third year students in the French Bac Programme (DLNG 315) organised and participated in a Soirée de Poésie (poetry night) as a part of their language and literacy course in elementary teaching. The event took place on December 7th, 2016 at La Cité Universitaire Francophone. Each student selected or composed a poem to read and perform during the event. The room filled with emotion and joy as we listened and shared the beauty and richness of words and poetry en français.
To see gallery, slide cursor over the first photo and click on the arrow to go to the next photo.
Heather Phipps joins us from the Department of Educational Studies at McGill University, where she is nearing the completion of her Ph.D. She holds a Masters of Arts in Second Language Education from McGill University, a TESL certificate from Lethbridge College, and a B.A./B.Ed. from the University of Lethbridge. While a doctoral student at McGill, Ms. Phipps has been the recipient of numerous graduate scholarships, including the prestigious Doctoral Fellowship award and the Provost doctoral fellowship.
Phipp’s dissertation, Children Speaking to Children: Multimodal Engagements with Contemporary Canadian Picture Books in French Classrooms, is an ethnographic study situated in a public primary school in urban Montreal. It documents young children’s responses to Canadian children’s literature in Grades 1 & 2 French classrooms. Her study highlights the ways in which children engage and respond to both the words and images in diverse Canadian literature, and how they reflect on their own lived experiences in relation to the picture books. Her future research interests include inquiry related to issues of belonging, identity, and community for children and teachers in the context of minority language education in francophone and French immersion schools in the Saskatchewan context and in diverse multilingual contexts across Canada.
Phipps is a published scholar who has presented her work at numerous national and international conferences, serves as a reviewer for several scholarly journals and for the Language and Literacy SIG of CSSE. She has extensive experience as a classroom teacher in a French immersion context, and has also taught education classes at the post-secondary level. She is past president of the McGill University Education Graduate Students’ Society.