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PanoramaCASLT Research Series
Perceptions from ESL Teachers Across Canada: A National Survey of the English Second Language (ESL) Teaching Profession
June 2011
Principal Investigators:Leif French, PhD and Laura Collins, PhD
Canadian Association of Second Language Teachers
L’Association canadienne des professeurs de langues secondes
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PERCEPTIONS FROM ESL TEACHERS ACROSS
CANADA:
A NATIONAL SURVEY OF THE ENGLISH SECOND LANGUAGE (ESL) TEACHING PROFESSION
June 2011
Principal Investigators:
Leif M. French, PhD (Université du Québec à Chicoutimi)
Laura Collins, PhD (Concordia University)
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Acknowledgements
We would like to sincerely thank the members of the English Second Language (ESL) Advisory Committee for their invaluable feedback in planning and carrying out this survey project:
• Paula Kristmanson, New Brunswick TESL Association • Stéphane Lacroix, National Council, Canadian Association of Second Language
Teachers (CASLT) • Micheline Schinck, President, Société pour la promotion de l’anglais langue
seconde au Québec (SPEAQ) • Nicole Thibault, past Executive Director, CASLT • Caroline Turnbull, Board of Directors, CASLT
We are also very grateful to the following associations and individuals who provided invaluable help at various stages of the project:
• Canadian Teachers’ Federation who helped with recruiting qualified teachers across Canada;
• Quebec ESL pedagogical advisors, Regroupement des responsables de l’enseignement de l’anglais, langue seconde (RREALS), who helped with recruiting ESL teachers in Quebec;
• SPEAQ and TESL New Brunswick who advertised the survey on their member listservs;
• Jean-Daniel Guay who helped enormously with the analysis of quantitative data and the tables for the final report;
• Sylvain Jomphe for his timely help in verifying data analyses; • Didier Julien who so patiently coded and analyzed the qualitative data; • Guy Leclair, Executive Director, CASLT, who provided moral and administrative
support throughout all stages of the project; and • Yannick Tremblay who translated the online survey documents.
Finally, we would like to thank the hundreds of anonymous ESL teachers across the country for taking the time to complete the survey, and for providing thoughtful and candid commentary on their views of their profession.
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Our most sincere thanks also to Canadian Heritage for its financial support.
Any and all reproduction of this document by anyone is strictly prohibited without a prior written authorization by the Canadian Association of Second Language Teachers.
ISBN: 978-0921328-82-9
© The Canadian Association of Second Language Teachers (CASLT)/Association canadienne des professeurs de langues secondes (ACPLS)
300-950, Gladstone Avenue
Ottawa, ON K1Y 3E6
Telephone: 1-877-727-0994 (toll free) or 613-727-0994.
Website: www.caslt.org.
The Canadian Association of Second Language Teachers (CASLT) promotes the advancement of second language learning and teaching throughout Canada by creating opportunities for professional development, by encouraging research, and by facilitating the sharing of information and the exchange of ideas among second language educators.
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Table of contents
ACKNOWLEDGEMENTS ............................................................................................ II
LIST OF TABLES ............................................................................................................ 1
SUMMARY OF PROJECT AND MAIN FINDINGS ................................................... 4
Survey ................................................................................................................................. 4
Main Findings: Teacher Profile and Working Context ................................................ 4
Main Findings: Teacher Perceptions .............................................................................. 5
Future Research and Recommendations ........................................................................ 7
INTRODUCTION TO THE SURVEY ........................................................................... 9
1.0 METHODOLOGY ..................................................................................................... 9
1.1 Background ................................................................................................................. 9
1.2 Survey Questionnaire ............................................................................................... 10 1.2.1 Preliminary Questionnaire .................................................................................... 11
1.2.2 Main Questionnaire .............................................................................................. 11
1.3 Participant Recruitment ........................................................................................... 13 1.3.1 Survey ................................................................................................................... 13
1.3.2 Sample Size .......................................................................................................... 14
1.3.3 Survey Groups ...................................................................................................... 15
1.4 Data Analysis ............................................................................................................. 16
2.0 PARTICIPANTS’ PROFILES ................................................................................ 18
2.1 Age .............................................................................................................................. 19
2.2 Gender ........................................................................................................................ 20
2.3 Teaching Experience ................................................................................................. 20 2.3.1 Overall Teaching Experience ............................................................................... 21
2.3.2 ESL Teaching Experience .................................................................................... 22
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2.4 Professional Background .......................................................................................... 23 2.4.1 Teaching Qualifications ....................................................................................... 23
2.4.2 University Training in L2 Teaching ..................................................................... 24
2.5 Language Profile ....................................................................................................... 25 2.5.1 English Background ............................................................................................. 26
2.5.2 University English Study ..................................................................................... 27
2.5.3 Mother Tongue ..................................................................................................... 28
2.5.4 Dominant Language ............................................................................................. 29
2.5.5 English Proficiency by Skill ................................................................................. 29
2.5.6 English Proficiency by Task ................................................................................ 31
2.5.7 Assessment of English for Employment .............................................................. 35
2.5.8 Daily Amount of English Use in Class ................................................................ 36
2.6 Current School Profile .............................................................................................. 39 2.6.1 Size of School ....................................................................................................... 39
2.6.2 Grade Levels Taught by Participants ................................................................... 40
2.6.3 Program Instruction Hours ................................................................................... 42
2.7 Current Teaching Profile ......................................................................................... 43 2.7.1 ESL Program Taught ............................................................................................ 43
2.7.2 Number of Schools Resourced ............................................................................. 44
2.7.3 Number of Groups/Classes Taught ...................................................................... 45
2.7.4 Number of Students Taught ................................................................................. 46
2.7.5 Students’ Language Background ......................................................................... 47
3.0 MAIN SURVEY FINDINGS: TEACHER PERCEPTIONS ACROSS CANADA ........................................................................................................................................... 49
3.1 Teacher Perceptions of Current Teaching Conditions .......................................... 49 3.1.1 Manageability of Current Teaching Conditions ................................................... 50
3.1.2 Teacher Perceptions of Challenges in Teaching ESL .......................................... 54
3.1.3 Perception of Stakeholder Support ....................................................................... 64
3.1.4 Areas of ESL Teaching Targeted for Improvement ............................................. 69
3.1.5 Specific Areas That Would Facilitate ESL Teaching .......................................... 74
3.1.6 Level of Satisfaction With Teaching ESL ............................................................ 81
3.1.7 Positive Aspect of Teaching ESL ......................................................................... 82
3.2 Teacher Perceptions of Resources ........................................................................... 86 3.2.1 Evaluation of Teaching Resources ....................................................................... 86
3.2.2 Availability of Various Resources ....................................................................... 89
3.2.3 Opportunities for Interaction in English ............................................................... 96
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3.3 Professional Development ........................................................................................ 98 3.3.1 Accessibility ......................................................................................................... 98
3.3.2 Participation ....................................................................................................... 100
3.3.3 Preferred PD Activities ...................................................................................... 105
3.3.4 Usefulness of PD Activities ............................................................................... 106
3.4 Language Associations and Journals .................................................................... 108 3.4.1 Membership in Second Language Associations ................................................. 108
3.4.2 Ways Second Language Associations Can Help ESL Teachers ........................ 109
3.4.3 Journals ............................................................................................................... 113
4.0 SURVEY FINDINGS: PROFILES OF THE THREE SAMPLES AND MAIN FINDINGS ..................................................................................................................... 115
4.1 Profiles of the Three Samples ................................................................................ 115 4.1.1 QC Sample ......................................................................................................... 115
4.1.2 NB Sample ......................................................................................................... 116
4.1.3 EP Sample .......................................................................................................... 117
4.1.4 Key Features of Sample ..................................................................................... 117
4.2 Summary of Main Findings ................................................................................... 118 4.2.1 Major Challenges ............................................................................................... 118
4.2.1.1 Differentiation ............................................................................................. 119
4.2.1.2 Student Motivation ...................................................................................... 120
4.2.1.3 Workload ..................................................................................................... 121
4.2.2 Stakeholder Support ........................................................................................... 121
4.2.3 Resources ........................................................................................................... 122
4.2.4 Professional Development .................................................................................. 123
4.2.5 Teachers’ Perception of Students ....................................................................... 124
5.0 FUTURE DIRECTIONS AND RECOMMENDATIONS .................................. 125
5.1 L2 Teacher Directory ............................................................................................. 125
5.2 Training in Special Education ............................................................................... 126
5.3 Resources and Professional Development ............................................................ 126
5.4 Motivation for Learning English ........................................................................... 128
5.5 Workload and Job Satisfaction .............................................................................. 129
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5.6 Conclusion ............................................................................................................... 130
REFERENCES .............................................................................................................. 131
APPENDIX A ................................................................................................................ 132
APPENDIX B ................................................................................................................ 150
APPENDICES C, D, E, F, G ........................................................................................ 153
Appendix C: What are the three most important challenges you face in teaching ESL? ............................................................................................................................... 154
Appendix D: If given unlimited resources, time, and P.D. opportunities, what is the one area of ESL teaching you would most like to work on? ..................................... 156
Appendix E: What one thing would facilitate or enhance your current ESL teaching situation? ........................................................................................................................ 157
Appendix F: In your view, what is the most positive aspect of teaching ESL? ....... 158
Appendix G: What are the most important ways that second language associations could help you? .............................................................................................................. 159
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List of Tables
Table 1.3.2: Distribution of Participants by Province/Territory ....................................... 14
Table 2.1: Distribution of Teachers by Age ...................................................................... 19
Table 2.2: Distribution of Teachers by Gender ................................................................ 20
Table 2.3.1: Years of Overall Teaching Experience Reported by Teachers ..................... 21
Table 2.3.2: Years of ESL Teaching Experience Reported by Teachers .......................... 22
Table 2.4.1: Teaching Qualifications Reported by Teachers ............................................ 23
Table 2.4.2 : Types of University Training in L2 Teaching ............................................. 24
Table 2.5.1: English Learning Experience (K-12) Reported by Teachers ........................ 26
Table 2.5.2 : University English Study Reported by Teachers ......................................... 27
Table 2.5.3: Mother Tongue** Reported by Teachers ..................................................... 28
Table 2.5.4: Distribution of Teachers by Dominant Language ........................................ 29
Table 2.5.5a (QC): Degree of English Ability by Skill Reported by Teachers ................ 30
Table 2.5.5b (NB) : Degree of English Ability by Skill Reported by Teachers ............... 30
Table 2.5.5c (EP): Degree of English Ability by Skill Reported by Teachers ................. 31
Table 2.5.6a (QC): Degree of English Proficiency for Specific Tasks Reported by Teachers ..................................................................................................................... 32
Table 2.5.6b (NB) : Degree of English Proficiency for Specific Tasks Reported by Teachers ..................................................................................................................... 33
Table 2.5.6c (EP) : Degree of English Proficiency for Specific Tasks Reported by Teachers ..................................................................................................................... 34
Table 2.5.7a: Percentage of Teachers Tested in English Prior to Employment ............... 35
2.5.7b: Types of Assessment Reported to Evaluate English for Employment ................. 36
Table 2.5.8a: Frequency of Daily Classroom Use of English Reported by Teachers ...... 37
Table 2.5.8b: Percentage of Overall Satisfaction with Daily English Use Reported by Teachers ..................................................................................................................... 38
Table 2.6.1: Number of Students in School Reported by Teachers .................................. 39
Table 2.6.2a: Distribution of Teachers by Level Taught .................................................. 40
Table 2.6.2b: Distribution of Teachers by Grades Taught ................................................ 41
Table 2.6.3: Number of Weekly ESL Program Hours Reported by Teachers .................. 42
Table 2.7.1: Distribution of Teachers by ESL Program Taught ....................................... 43
Table 2.7.2: Distribution of Teachers by Number of Schools Resourced ........................ 44
Table 2.7.3: Distribution of Teachers by Number of Groups/Classes Taught .................. 45
Table 2.7.4: Distribution of Teachers by Number of Students Taught ............................. 46
Table 2.7.5: Percentage of Francophone Students Taught by Teachers ........................... 47
Table 3.1.1a (QC): Teacher Perceptions of Manageability of Current Teaching Conditions .................................................................................................................. 51
Table 3.1.1b (NB): Teacher Perceptions of Manageability of Current Teaching Conditions .................................................................................................................. 52
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Table 3.1.1c (EP): Teacher Perceptions of Manageability of Current Teaching Conditions ................................................................................................................................... 53
Table 3.1.2a (QC): Major Challenges Reported by ESL Teachers and Frequency of Response .................................................................................................................... 55
Table 3.1.2a (QC): Major Challenges Reported by ESL Teachers and Frequency of Response (Cont.) ....................................................................................................... 56
Table 3.1.2b (NB): Major Challenges Reported by ESL Teachers and Frequency of Response .................................................................................................................... 59
Table 3.1.2b (NB): Major Challenges Reported by ESL Teachers and Frequency of Response (Cont.) ....................................................................................................... 60
Table 3.1.2c (EP): Major Challenges Reported by ESL Teachers and Frequency of Response .................................................................................................................... 62
Table 3.1.2c (EP): Major Challenges Reported by ESL Teachers and Frequency of Response (Cont.) ....................................................................................................... 63
Table 3.1.3a (QC): Teacher Perceptions of Stakeholder Support ..................................... 65
Table 3.1.3b (NB): Teacher Perceptions of Stakeholder Support .................................... 66
Table 3.1.3c (EP): Teacher Perceptions of Stakeholder Support ...................................... 68
Table 3.1.4a (QC): Major Areas of ESL Teaching Targeted by Teachers for Improvement and Frequency of Response ................................................................ 70
Table 3.1.4b (NB): Major Areas of ESL Teaching Targeted by Teachers for Improvement and Frequency of Response ................................................................ 72
Table 3.1.4c (EP): Major Areas of ESL Teaching Targeted by Teachers for Improvement and Frequency of Response ....................................................................................... 73
Table 3.1.5a (QC): One Area That Would Facilitate Current ESL Teaching Situation and Frequency of Response .............................................................................................. 75
Table 3.1.5b (NB): One Area That Would Facilitate Current ESL Teaching Situation and Frequency of Response .............................................................................................. 77
Table 3.1.5c (EP): One Area That Would Facilitate Current ESL Teaching Situation and Frequency of Response .............................................................................................. 79
Table 3.1.6a: Percentage of Teachers Who Considered Leaving ESL Teaching in the Past 12 Months .................................................................................................................. 81
Table 3.1.6b: Percentage of Teachers Who Believe That They Will Be Teaching in One Year ........................................................................................................................... 82
Table 3.1.7a (QC): Most Positive Aspect of ESL Teaching Reported by Teachers and Frequency of Response .............................................................................................. 83
Table 3.1.7b (NB): Most Positive Aspect of ESL Teaching Reported by Teachers and Frequency of Response .............................................................................................. 84
Table 3.1.7c (EP): Most Positive Aspect of ESL Teaching Reported by Teachers and Frequency of Response .............................................................................................. 85
Table 3.2.1: Evaluation of Teaching Resources Reported by Teachers ........................... 87
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Table 3.2.2a (QC): Teacher Perceptions of Availability of Various Resources ............... 91
Table 3.2.2b (NB): Teacher Perceptions of Availability of Various Resources ............... 93
Table 3.2.2c (EP): Teacher Perceptions of Availability of Various Resources ................ 95
Table 3.2.3a: Frequency of Students’ Interaction in English Outside of Class Within the School Reported by Teachers .................................................................................... 96
Table 3.2.3b: Frequency of Students’ Interaction in English Outside of Class Within the Community Reported by Teachers ............................................................................ 97
Table 3.3.1: Factors That Would Make PD More Accessible .......................................... 99
Table 3.3.2a (QC): Frequency of Teacher Participation in PD Activities ...................... 101
Table 3.3.2b (NB): Frequency of Teacher Participation in PD Activities ...................... 102
Table 3.3.2c (EP): Frequency of Teacher Participation in PD Activities ....................... 104
Table 3.3.3: Teachers’ Choices for Additional PD Activities ........................................ 105
Table 3.3.4: Most Helpful PD Activities Reported by Teachers .................................... 107
Table 3.4.1: Membership in Second Language Associations Reported by Teachers ..... 108
Table 3.4.2a (QC): Most Important Ways That Second Language Associations Can Facilitate the Task of ESL Teachers ........................................................................ 110
Table 3.4.2b (NB): Most Important Ways That Second Language Associations Can Facilitate the Task of ESL Teachers ........................................................................ 111
Table 3.4.2c (EP): Most Important Ways That Second Language Associations Can Facilitate the Task of ESL Teachers ........................................................................ 112
Table 3.4.3: Source of ESL Articles Read by Teachers ................................................. 114
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Summary of Project and Main Findings
The challenges underlying English Second Language (ESL) teaching have not been widely investigated in Canada. Consequently, in 2010, the Canadian Association of Second Language Teachers (CASLT) and Heritage Canada jointly funded a national online survey that investigated the diverse challenges faced by ESL teachers working in provincially-recognized ESL programs in K-12 private and public schools across Canada. This report presents the findings of the survey.
Survey
The survey questionnaire consisted of 64 questions (e.g., Likert-scale, multiple-choice and open-ended items) in which teachers were asked to provide their perceptions and opinions about the following key areas of their profession: support from key stakeholders, major challenges, teaching resources, job satisfaction and professional development (PD). Teachers were also asked to provide background information about themselves (e.g., age, gender, education, teaching experience) and the specific contexts in which they worked (e.g., school size, type of ESL program, number of students and instruction hours).
In all, five hundred and twelve (512) teachers, representing 93 different school boards across Canada, completed the survey. Over half of the teachers were from Quebec (63.6%), with the rest of the sample coming mainly from New Brunswick (12.6%), Saskatchewan (8.8%) and Ontario (6.1%). Teachers in the remaining provinces and territories were virtually absent from the survey, accounting for only 0.2% to 3.5% of the entire sample. As a result, the sample of 512 teachers was divided into three distinct survey groups: 1) teachers from a predominantly weak ESL context (Quebec: QC; N = 326); 2) teachers from a mixed ESL context (New Brunswick: NB; N = 65); and 3) teachers from a predominantly strong ESL context (English-speaking provinces/territories: EP; N = 121).
Main Findings: Teacher Profile and Working Context
The report first presents the survey findings from those questions targeting teachers’ background and working context. The distinguishing features of these findings are outlined below.
Teachers from all three contexts (EP, QC, NB) were mostly Francophone or Anglophone, predominantly female, mostly between the ages of 26 and 40, and generally reported native or native-like abilities in English (although teachers in NB were much less confident about their English abilities than QC and EP). They were also all generally experienced teachers and evenly distributed across primary and secondary levels.
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While all teachers in the survey were certified, only the majority of teachers from QC were ESL specialists. In NB and EP, the minority of teachers were specialists; most also reported receiving limited university training in L2 teaching. Very few teachers in any of the three contexts had received specific training in teaching intensive ESL.
In QC and NB, the large majority of teachers had learned English in the core or regular track ESL programs set out by their respective provinces. They all also taught ESL in the very same programs.
QC is the context where students receive the fewest hours of ESL instruction per week: 84% of the teachers reported teaching just 1 – 3 hours of ESL weekly per group/class. The majority of NB teachers reported up to twice as many weekly ESL hours with their students. EP is the most varied context, with teachers reporting a range of hours of ESL instruction.
Main Findings: Teacher Perceptions
The report also outlines the survey findings from the series of questions in which teachers were asked to provide their views and opinions about working conditions, stakeholder support, resources and professional development. The main findings are summarized below.
Teaching conditions
In terms of teaching conditions, the majority of teachers across Canada (QC, NB and EP) reported that managing classrooms with students of varying ESL abilities and different grade levels was not at all manageable to only slightly manageable. Similarly, the vast majority of ESL teachers (75%) throughout Canada reported that the proportion of students with learning difficulties and/or special needs in the classrooms was not at all manageable to only slightly manageable. In fact, in open-ended questions, managing multi-level groups and special education classes were cited as the top challenges associated with ESL teaching throughout the country.
In QC and NB, the majority of teachers (54%) reported that the number one issue affecting teaching conditions was students’ overall lack of interest and motivation for learning ESL and the inability to recognize the importance of English for their future. This issue also encompassed the attitudinal aspect of learning English, where, according to teachers, English was often viewed negatively by students.
The workload for teachers was clearly different across Canada: Teachers in EP and NB generally reported teaching fewer than 100 students at any one time, whereas QC teachers reported, on average, teaching between 100 and 300 students, with 25% of the sample teaching more than 300 students during a nine-day cycle.
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Unlike teachers in NB and EP, close to half of QC teachers (47%) reported wanting to leave the ESL profession in the last 12 months and pointed to workload as a contributing factor to their sense of inefficacy in the classroom and general dissatisfaction with the teaching profession.
While teachers across Canada were quite forthcoming about the negative aspects of their teaching conditions, they were also quite positive about the language teaching profession, notably the rewards of witnessing students’ language development and increased confidence at expressing themselves in their second language.
Stakeholder Support
Teachers across Canada felt that their school administration was quite supportive of both their work and ESL teaching; they also reported in open-ended questions holding a positive view of the leadership in their respective schools and school boards.
In QC, the teachers’ perspectives of the level of support for their work and teaching goals from the ministry, parents and students was that it was considerably less than that reported by EP and NB teachers. In addition, most QC and NB teachers reported that the community and non-ESL colleagues (particularly in QC) were much less supportive of their work than were other stakeholders.
Resources
ESL teachers from across the country generally indicated the need for additional resources, particularly, more teaching materials, more training and more collaboration with ESL colleagues in their school boards and respective provinces.
The majority of teachers from all three survey groups (QC, NB, EP) considered that the quantity, quality and appropriateness of commercial ESL material and ESL material promoting Anglophone culture to be good or excellent. All three groups also agreed overwhelmingly that the availability (in terms of quantity) of ESL library materials was poor.
Most teachers in NB and EP considered the quantity, quality and appropriateness of ICTs and locally-offered ESL programming to be good to excellent. In QC, however, while the quality and appropriateness of these resources was judged to be good or excellent, their quantity was considered to be poor.
Most teachers from QC, NB and EP also expressed an important need for the availability of funding for ESL-related activities as well as the availability of specialists and/or support staff to help with the challenge of teaching ESL to students with learning difficulties.
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The majority of teachers in QC and NB reported that English-speaking resources (e.g., supply teachers, administrative staff, support staff, librarians and guest speakers) were either never or rarely available in their schools.
Professional Development
The majority of teachers from across Canada reported yearly participation in professional activities consisting of discussion and collaboration with ESL colleagues, and school board workshops. For QC, NB and EP teachers, PD activities involving interaction and exchanges with their ESL colleagues and small local workshops were ranked among the most popular and helpful.
Most teachers across the country also strongly agreed that increased funding and offering PD activities during school hours would make professional development much more accessible. In QC and NB, the majority of teachers felt that being directly involved in the choice of relevant topics would considerably increase their willingness to participate in pedagogical development.
Only the majority of QC teachers reported being a member of a second language teaching association.
Future Research and Recommendations
The final section of the report proposes future research directions for some of the major survey findings. Where possible, it also makes specific recommendations intended to improve the current teaching situation of ESL teachers.
Throughout the survey project, it was impossible to know the location and official number of ESL teachers in Canada, since no national or provincial association maintains a comprehensive list of ESL (or FSL) teachers. Without a more accurate account of the current ESL teacher population in Canada, it is quite difficult to assess how representative the teacher perceptions in this survey were of the national population. There is therefore a clear need to develop a national registry that maintains a comprehensive directory of both ESL and FSL teachers, which would greatly facilitate research with Canada’s official languages.
A finding that echoed throughout the survey was the frustration voiced by teachers at understanding and managing the needs of diverse learners in the ESL classroom (i.e., students with special needs, or learning difficulties). As such, there is a pressing need to provide in-service teachers with additional resources for these learners and, more importantly, adequate on-going training in differentiation models of L2 education.
Teachers across Canada agreed that integration of ESL teachers into the larger teaching community of the school and putting them in a position to share their teaching goals with non-ESL colleagues would lead to a greater understanding of ESL specialists in the
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school system. Consequently, there is a clear need for research into and more support for local initiatives that lead to greater collaboration among language and other subject teachers of the same students.
The majority of NB and EP teachers held generalist teaching licenses and, in many cases, felt unprepared to handle the teaching demands of the ESL curriculum in their respective provinces. Stakeholders should therefore provide additional specialized L2 training as a means of improving these teachers’ delivery of mandated ESL programs and curriculum.
A formidable challenge for QC and NB teachers was students’ apparent lack of motivation and/or interest for learning English. Future research focusing specifically on how pedagogical practices actually interact with motivation in the L2 classroom seems therefore quite important and may, ultimately, lead to a better understanding of the low student motivation reported in these contexts.
Almost half of QC teachers reported being dissatisfied with the teaching profession and had recently contemplated leaving their jobs. This clearly warrants further investigation into the potential causes (e.g., workload, teaching conditions, curricular requirements, official delivery models, etc.) underlying teachers’ reported dissatisfaction with the ESL profession.
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Introduction to the Survey
In 2010, the Canadian Association of Second Language Teachers (CASLT) and Heritage
Canada jointly funded a national survey project that investigated the diverse challenges
faced by English second language (ESL) teachers working in public and private (K-12)
schools across Canada. This report presents the main findings of this survey.
Specifically, the report targets findings in key areas of the ESL profession (e.g., current
working conditions, teaching challenges, job satisfaction and professional development)
and is divided into five main sections. The first details the methodology used in the study;
the second describes the teachers participating in the survey; the third section presents the
findings in detail; the fourth section summarizes the profiles of the three teaching
contexts represented in the sample and summarizes the main findings. The final fifth
section provides future directions for additional research as well as recommendations for
improving different areas of ESL teaching.
1.0 Methodology
This section presents the methodology for the ESL survey project. It outlines the
motivation behind the survey, the work of the advisory committee and researchers in
developing the main survey questionnaire, the recruiting of participants, the selection of
the study sample, and the rationale for data analyses.
1.1 Background
In 2006, CASLT and the Canadian Teacher Federation (CTF) conducted a jointly
sponsored national research survey of the working situation of French second language
(FSL) teachers in Canada. The research survey, lead by Sharon Lapkin (OISE, University
of Toronto), Alina MacFarlane (CASLT Research Officer) and Larry Vandergrift
(University of Ottawa), resulted in the first ever report on the challenges faced by FSL
teachers across Canada. As a result of the FSL report, CASLT and its board members
underlined the importance of also carrying out a similar research survey with ESL
teachers, and, in 2009, CASLT officially commissioned a national research survey to
examine the challenges faced by ESL teachers in Canada.
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In September 2009, CASLT struck an ESL Advisory Committee whose mandate was to
oversee the initial direction of the ESL survey project. The members of the committee
consisted of a team of two researchers, CASLT representatives as well as representatives
from the Quebec Ministry of Education, the Société pour la promotion de l’enseignement
de l’anglais langue seconde (SPEAQ) and TESL New Brunswick.
During its initial meetings, the Advisory Committee brought together its ESL expertise
and discussed at length the diversity of ESL contexts in Francophone and multiethnic
communities throughout Canada as well as the challenges of teaching ESL in both
publically- and privately-funded schools. The results of these discussions not only
provided a framework for determining the shape and content of the preliminary survey
questionnaire, but also lead to two important methodological decisions concerning the
research:
1. The first was to use the web-based software, Survey Monkey, which, unlike pen-
and-paper survey formats provided a cost-efficient and reliable platform for
collecting large survey data sets. The web-based survey also provided an efficient
way of reaching ESL teachers in all provinces and territories.
2. The second was to limit the scope of the research to in-service ESL teachers
teaching in provincially-recognized ESL programs in K-12 private and public
schools across Canada. Teachers of adult and immigrant learners in private,
public, and community-based ESL programs outside the K-12 system were also
initially considered for the survey. However it was decided that this context
presented a number of factors distinguishing it from school-based programs for
children and adolescents, and that it would be more appropriate to consider a
separate research project in the future that would focus specifically on the
challenges faced by teachers in this context.
1.2 Survey Questionnaire
In order to collect data of the challenges faced by ESL teachers throughout Canada, a
preliminary survey questionnaire was first constructed by researchers and then reviewed
by a number of ESL experts. Based on this review, the main questionnaire containing the
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key thematic sections of the survey was published online. The details of these two steps
are outlined below.
1.2.1 Preliminary Questionnaire
The preliminary ESL questionnaire was based on the questionnaire used in the FSL
national survey in 2006 (Lapkin, MacFarlane, & Vandergrift, 2006). Questions were
adapted from each of the main sections of the FSL questionnaire (i.e., participant profile,
teaching resources, other resources, support from key stakeholders, teaching conditions
and professional development). This was done to facilitate future empirical comparisons
between ESL teacher perceptions in the current report and those previously reported by
FSL teachers (Lapkin et al., 2006), should CASLT wish to pursue follow up studies. The
preliminary questionnaire also included a number of open-ended questions addressing job
satisfaction, major teaching challenges and professional development opportunities.
Once completed, the preliminary questionnaire was sent to eight members of the
Advisory Committee, four members of CASLT’s National Board and six members from
SPEAQ for feedback. The questionnaire was then revised accordingly, which resulted in
the removal of several open-ended questions and the modification of other questions in
order to reduce the overall length of the questionnaire. The revised version was again
submitted to the Advisory Committee for discussion about the specific layout of the
online version.
The online version was posted on Survey Monkey and completed by CASLT National
Board Members, the Advisory Committee and three ESL teachers. Based on their
feedback, appropriate revisions regarding content and software functions were then made.
This final version was then adopted as the main questionnaire for the survey (see
Appendix A).
1.2.2 Main Questionnaire
The main online questionnaire consisted of 64 questions and, based on Lapkin et al.
(2006), was organized, in part, around the following thematic sections:
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• key stakeholder support;
• major challenges;
• teaching resources;
• job satisfaction; and
• professional development.
For each of these sections, participants completed a series of multiple-choice, Likert-
scale, and short-response questions. Participants also completed six open-ended questions
that were embedded throughout the relevant sections of the questionnaire:
• What are the three most important challenges you face in teaching ESL?
• If given unlimited resources, time, and PD opportunities, what is the one area of
ESL teaching you would most like to work on?
• What are the most important ways that second language associations could help
you?
• What one thing would facilitate your current ESL teaching situation?
• In your view, what is the most positive aspect of teaching ESL?
• What factors would influence your decision to remain in your current teaching
situation?
A final section of the questionnaire also required participants to provide biographical and
personal information (i.e., age, gender, language background, education, self-report
English proficiency, teaching experience, level of satisfaction with teaching profession)
as well as specific information about their current teaching context (i.e., province,
territory, size of school board and school, students’ language background, number of
classes and students taught as well as type of ESL programs taught, amount of English
use in class, number of ESL instruction hours). The information provided in this section
created grouping variables which were taken into consideration when examining response
patterns for questions in each of the thematic sections.
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1.3 Participant Recruitment
The participants targeted for the survey were ESL teachers across Canada in private and
public K-12 schools with official ESL programs. However, neither the CTF, Statistics
Canada, nor national ESL associations maintain a complete directory of the location and
official number of ESL teachers in Canada. Therefore, in order to recruit participants,
CASLT formally contacted the CTF which informed their school representatives in
school boards throughout Canada of the online survey on ESL teacher perspectives. The
local school representatives then took charge of informing the ESL teachers in their
respective schools. CASLT also recruited participants by placing ads for participation in
the survey on its webpage, by contacting its large membership base and by eliciting the
help of such professional associations as TESL New Brunswick and SPEAQ. Both these
associations, which represent regions with large numbers of K-12 ESL teachers,
advertised the survey on their websites and personal listservs.
Before and during the actual survey, CASLT repeatedly publicized the survey to those
teacher associations mentioned above in an attempt to recruit as many teachers as
possible. However, while this is a productive and efficient method of participant
recruitment, it does not allow one to obtain an overall response rate for the survey, since
the number of teachers contacted is unknown and, of those contacted, the number actually
participating in the survey is also unknown.
1.3.1 Survey
In winter 2010, participants were invited to complete the questionnaire on Survey
Monkey via a link on CASLT’s website, which was active for 7 weeks. The survey was
designed for anonymous responses (i.e., participants’ URL could not be traced by the
server) and generally took 25 minutes to complete. Participants clicked on the icon
marked “ESL Survey” and were directed to the survey page where they were prompted to
read the instructions and begin taking the survey. There was no time limit for completing
the survey, and participants could move back and forth between sections and / or modify
responses at will. However, once the survey had been completed, it could not be saved,
requiring participants to complete the entire survey in one sitting.
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1.3.2 Sample Size
Five hundred and twenty-three (523) teachers, mostly female (88%)1, successfully
completed the survey. Of these, 120 (37%) completed the survey in English and 206
(63%) in French. However, further analysis of the data revealed that 11 teachers did not
identify their province or territory and, as such, were not included in the sample. The
remaining 512 teachers made up the main survey sample and represented 93 different
school boards from across Canada (see Appendix B).
*Valid Cases 512 (98.3%); Missing 11 (1.7%); Total 523 (100%).
Table 1.3.2 clearly shows that well over half of the teachers (63.6%) completing the
survey were from Quebec, with the rest of the sample coming mainly from New
Brunswick (12.6%), Saskatchewan (8.8%) and Ontario (6.1%). Teachers in the remaining
provinces and territories were virtually absent from the survey, accounting for only 0.2%
to 3.5% of the entire sample.
1 In the 2006 FSL survey, 87% of respondents were female; in 2003, CTF also reported that up to 72% of teachers in professional associations were female.
Table 1.3.2: Distribution of Participants by Province/Territory Province/Territory Number Percent (%)
British Columbia 7 1.4%
Newfoundland and Labrador 1 0.2%
Nunavut 1 0.2%
Northwest Territories 1 0.2%
Alberta 18 3.5%
Saskatchewan 45 8.8%
Manitoba 4 0.8%
Ontario 31 6.1%
Quebec 326 63.6%
New Brunswick 65 12.6%
Prince Edward Island 5 1%
Nova Scotia 8 1.6%
Total 512 100%
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1.3.3 Survey Groups
As may be noted, from a purely statistical perspective, Table 1.3.2 does not reflect a
nationally-representative sample of ESL teachers. There are a relatively small number of
participants spread disproportionately across the country, and, more importantly, the self-
select method of recruitment makes it difficult to know whether a truly randomized
sample of the national ESL teacher population would produce survey results similar to
those reported here. However, a closer analysis of the sample in Table 1.3.2 reveals that it
does appear to reflect the diversity of teaching contexts in which ESL is taught
throughout much of Canada.
In fact, seen in terms of the potential degree of learners’ exposure to English-language
instruction and English-speaking communities, three specific ESL contexts emerge from
the sample reported in Table 1:
1) The first is a predominantly weak ESL context, one that often resembles that of a
foreign-language context. This most accurately reflects the English context in
Quebec, where communication in English is generally not required in the
community, and French – not English – is most often the official language of
instruction in the public school system.
2) The second is a predominantly strong ESL context and can be observed in
English-speaking provinces and territories, where communication in English is
generally required within the community and where English is most often the
official language of instruction in the public school system.
3) The third is a mixed ESL context. The province of New Brunswick, an officially
bilingual province (English-French), illustrates this context, as both English and
French may be present in the local community, even in contexts where French is
the official language of instruction in the public school system.
Based on this description of ESL contexts, the sample of 512 teachers was divided into
three distinct survey groups: 1) teachers from Quebec: QC (N = 326); 2) teachers from
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New Brunswick: NB (N = 65); and 3) teachers from English-speaking provinces2: EP (N
= 121). Dividing the main survey sample into these groups provided a way of examining
how teacher perceptions of their working situation differed as a result of important
differences in ESL teaching contexts. It also allowed for the possibility, particularly in the
larger sample sizes of QC and NB, to make eventual empirical comparisons with FSL
teachers’ views about their profession (Lapkin et al., 2006).
1.4 Data Analysis
The entire survey-data set was transferred from Survey Monkey to SPSS 18 for detailed
statistical analysis. For each question of the survey, basic frequencies and their
corresponding means were calculated separately for the three survey groups: QC, NB and
EP. In order to assess the effects of specific personal and contextual factors (i.e., age,
gender, language background, education, English proficiency, teaching experience,
satisfaction with teaching, school size, number of students taught, ESL programs,
classroom English use, ESL instruction hours) on teacher perceptions of the key thematic
sections (i.e., support, challenges, resources, job satisfaction, professional development),
within-group cross-tabulations, comparisons of means and nonparametric correlations
were then performed for QC, NB and EP.
Since correlation analyses of the relationship between personal / contextual variables and
teacher perceptions consistently produced no significant correlations for the three survey
groups, the analyses are not reported. Further, inferential analyses were not carried out to
examine significant differences between the survey groups, as the research rationale
behind the forming of the different groups was strictly descriptive in nature.
Given the relatively small sample size of the survey, especially with respect to NB and
EP, it was decided not to impose an overall cutoff for the reporting of percentages in
order to maintain as much descriptive information as possible. As such, some tables will
report zero-level percentages.
2 As only two teachers represented the territories, they were included in the EP group.
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For the open-ended questions, the number and relevancy of the responses for each of the
six questions were first examined by a research assistant and one researcher. Based on
this examination, one question in particular (i.e., what factors would influence your
decision to remain in or leave ESL teaching?) received mostly ambiguous or question-
irrelevant single-word comments, which most likely reflected a test-fatigue effect, since
the question came at the end of survey. Consequently, the question was removed from the
study.
Analysis of the responses for the remaining open-ended questions was carried out by a
trained research assistant. The research assistant first analyzed 50% of the total responses
for each question and proposed initial coding categories for each question. Together, the
research assistant and one of the researchers reviewed the coding categories, which
resulted in the modification or removal of some categories. Using the revised coding
categories, the same proportion (50%) of responses for each question was then coded
independently by another trained research assistant. The resulting interrater reliability
between the first and second research assistants was .93, and any discrepancies in coding
were handled through discussion. The first research assistant then coded the entire set of
responses for all five questions.
Generally, to facilitate the analysis of open-ended questions, a widely-used procedure is
to generate a response sample by randomly selecting a predetermined proportion of
responses (e.g., 20%), which is then analyzed. However, this procedure was not used
here; instead, given that the overall number of respondents was not too large, it was
possible to analyze the entire sample of responses for each open-ended question. This
allowed us to maximize the use of all data and also further validate our coding schema for
each question. (For coding categories applied to different questions, see Appendix C)
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2.0 Participants’ Profiles
This section reports on the data gathered from the second part of the survey questionnaire
(see Appendix A) in which teachers were asked to provide personal and biographical
information as well as information about their current teaching situation. Specifically, the
questions asked teachers for information about the following:
• age and gender;
• province or territory in which they taught;
• educational background;
• language background (their L1, and programs in which they learned and / or studied
English);
• English proficiency (overall proficiency and proficiency with specific classroom
tasks);
• teaching experience (general and specific ESL teaching experience);
• teaching qualifications (whether they held a generalist or specialist teaching
license);
• size of school board and school in which they taught;
• type of ESL program (including grade level taught and number of ESL instruction
hours);
• amount of daily classroom use of English; and
• level of satisfaction with ESL teaching profession.
The following section reports the overall data totals for most of the variables outlined
above for each of the three survey contexts: QC, NB and EP. In section 4, a summary of
the profiles for each context is provided.
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2.1 Age
*Valid Cases 508 (97.1%); Missing 15 (2.9%); Total 523 (100%)
As shown in Table 2.1, teachers represented different age groups across the three survey
contexts. For QC, over half of all the teachers (56.8%) were between 26 and 40 years old,
with the majority (22.4%) falling into the 31-35 age group; in NB, over half of all the
teachers (62.5%) were between 31 and 45 years old, with the majority (26.5%) again
Table 2.1: Distribution of Teachers by Age
Age English Context
Total QC NB EP
0-25
Number 8 1 1 10
% 2.5% 1.6% 0.8% 2%
26-30 Number 58 10 14 82
% 17.8% 15.6% 11.8% 16.2%
31-35 Number 73 17 13 103
% 22.4% 26.5% 10.9% 20.3%
36-40 Number 54 12 15 81
% 16.6% 18.8% 12.6% 15.9%
41-45 Number 53 11 18 82
% 16.3% 17.2% 15.1% 16.1%
46-50 Number 35 7 11 53
% 10.7% 10.9% 9.3% 10.4%
51-55 Number 28 5 28 61
% 8.6% 7.8% 23.5% 12%
56-60 Number 16 1 13 30
% 4.9% 1.6% 10.9% 5.9%
61-65 Number 0 0 6 6
% 0% 0% 5.1% 1.2%
Total Number
%
325
100%
64
100%
119
100%
508
100%
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falling into the 31-35 age group; and, in EP, over half of the teachers (60.5%) were
between 36 and 55 years old, with the majority (23.5%) falling into the 51-55 age group.
2.2 Gender
*Valid Cases 505 (96.6%); Missing 18 (3.4%); Total 523 (100%)
Table 2.2 shows that the vast majority of all teachers for each of the three contexts was
female (QC: 86%; NB: 88.9%; EP: 93.3%).
2.3 Teaching Experience
The details of teachers’ overall general teaching experience and ESL teaching experience
are reported in Tables 2.3.1 and 2.3.2.
Table 2.2: Distribution of Teachers by Gender
Gender English Context
Total QC NB EP
Female Number 277 56 112 445
% 86% 88.9% 93.3% 88.1%
Male Number 45 7 8 60
% 14% 11.1% 6.7% 11.9%
Total Number
%
322
100%
63
100%
120
100%
505
100%
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2.3.1 Overall Teaching Experience
*Valid Cases 504 (96.4%); Missing 19 (3.6%); Total 523 (100%)
As illustrated in Table 2.3.1, the majority of all teachers (QC: 59.1%; NB: 51.6%; EP:
71.6%) reported having more than 10 years of overall teaching experience. The number
of years of experience most frequently reported varied for each context: it was between
10 and 19 years of experience for QC (41%), between 4 and 9 years of experience for NB
(35.9%) and more than 20 years of experience for EP (37.5%).
Table 2.3.1: Years of Overall Teaching Experience Reported by Teachers
Years English Context
Total QC NB EP
3 years or less
Number 34 8 8 50
% 10.6% 12.5% 6.7% 9.9%
4-9 years Number 97 23 26 146
% 30.3% 35.9% 21.7% 29%
10-19 years Number 131 17 41 189
% 41% 26.6% 34.1% 37.5%
20 years or more
Number 58 16 45 119
% 18.1% 25% 37.5% 23.6%
Total Number
%
320
100%
64
100%
120
100%
504
100%
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2.3.2 ESL Teaching Experience
*Valid Cases 507 (96.9%); Missing 16 (3.1%); Total 523 (100%)
As indicated in Table 2.3.2, the majority of QC teachers (52.8%) had more than 10 years
of ESL teaching experience. The large majority of teachers in NB (68.7%) and EP
(72.7%) had less than 10 years of ESL teaching experience. The number of years of
experience most frequently reported was between 10 and 19 years of experience for QC
(37.9%), between 4 and 9 years of experience for NB (35.9%) and less than 4 years of
experience for EP (43.8%).
Table 2.3.2: Years of ESL Teaching Experience Reported by Teachers
Years English Context
Total QC NB EP
3 years or less
Number 41 21 53 115
% 12.7% 32.8% 43.8% 22.7%
4-9 years Number 111 23 35 169
% 34.5% 35.9% 28.9% 33.3%
10-19 years Number 122 12 26 160
% 37.9% 18.8% 21.5% 31.6%
20 years or more
Number 48 8 7 63
% 14.9% 12.5% 5.8% 12.4%
Total Number
% 322
100% 64
100% 121
100% 507
100%
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2.4 Professional Background
The qualifications of teachers and their training in L2 teaching are reported in Tables
2.4.1 and 2.4.2.
2.4.1 Teaching Qualifications
For QC, the majority of teachers reported having a specialist provincial teaching license
in ESL (56.1%) or a general provincial teaching license (45.4%). The vast majority of
teachers in NB (89.2%) and EP (82.6%) reported having only a general provincial
teaching license.
Table 2.4.1: Teaching Qualifications Reported by Teachers
Teaching
Qualifications
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number
Percent (%) of the
Total Sample
(65)
Number
Percent (%) of Total
Sample (121)
A general province/territorial teaching license from the province/territory where I teach
148 45.4% 58 89.2% 100 82.6%
A specialist province/territorial teaching license in ESL from the province/territory where I teach
183 56.1% 7 10.8% 31 25.6%
A letter of permission or a local permit
18 5.5% 0 0% 0 0%
Other 20 6.1% 7 10.8% 26 21.5%
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2.4.2 University Training in L2 Teaching
As seen in Table 2.4.2, teachers in all three contexts reported taking various university
courses in L2 teaching.
Table 2.4.2 : Types of University Training in L2 Teaching
University
Training
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number
Percent (%) of the
Total Sample
(65)
Number
Percent (%) of Total
Sample (121)
Course(s) in general second-language methodology
214 65.6% 33 50.8% 57 47.1%
Course(s) in ESL methodology (for elementary and high school core or regular track programs)
234 71.8% 25 38.5% 50 41.3%
Course(s) in enriched or intensive ESL methodology
60 18.4% 2 3.1% 18 14.9%
Course(s) in ESL material development
162 49.7% 6 9.2% 24 19.8%
Course(s) in classroom-based testing and evaluation
180 55.2% 6 9.2% 30 24.8%
Course(s) in language acquisition
211 64.7% 21 32.3% 62 51.2%
Other 53 16.3% 8 12.3% 32 26.4%
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For QC, over half of the teachers reported taking one or more university courses in
general second-language methodology (65.6%), ESL methodology (71.8%), classroom-
based testing and evaluation (55.2%) and language acquisition (64.7%). Nearly half
(49.7%) also reported taking a course in ESL material development. Few teachers
(18.4%) reported taking a course in intensive ESL methodology.
In NB, over half of the teachers (50.8%) reported taking one or more university courses
in general second-language methodology. To a lesser extent, teachers also reported taking
one or more university courses in ESL methodology (38.5%) and language acquisition
(32.3%). Few teachers reported taking courses in intensive ESL methodology (3.1%),
ESL material development (9.2%) or ESL testing and evaluation (9.2%).
For EP, less than half of the teachers reported taking one or more university courses in
general second-language methodology (47.1%) and ESL methodology (41.3%). Over half
of the teachers (51.2%) reported taking one or more university courses in language
acquisition. Teachers also reported less frequently taking courses in ESL material
development (19.8%) and ESL testing and evaluation (24.8%).
2.5 Language Profile
This section reports on the data gathered from a series of questions on language
background in which teachers were asked to provide information about the following
areas:
• their English learning experience;
• their university English study;
• their mother tongue;
• their dominant language;
• their English proficiency by skill;
• their English proficiency by task;
• whether they were tested in English prior to employment; and
• the amount of reported use of English in the classroom.
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2.5.1 English Background
Table 2.5.1 shows teachers’ K-12 experience learning English. For QC and NB, the
majority of teachers (63.8% and 72.3% respectively) reported that they had previously
studied English in a core or regular track ESL program. The majority of teachers in EP
(64.5%) reported that they had studied English in an English (L1) school.
Table 2.5.1: English Learning Experience (K-12) Reported by Teachers
English Program
(K-12)
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number
Percent (%) of Total
Sample (65)
Number
Percent (%) of Total
Sample (121)
Core or regular track ESL 208 63.8% 47 72.3% 20 16.5%
English Immersion 15 4.6% 2 3.1% 4 3.3%
Enriched English 56 17.2% 8 12.3% 1 0.8%
English as a first language school 74 22.7% 5 7.7% 78 64.5%
Other 28 8.6% 5 7.7% 12 9.9%
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2.5.2 University English Study
*Valid Cases 508 (97.1%); Missing 15 (2.9%); Total 523 (100%)
As shown in Table 2.5.2, teachers in the three contexts reported different types of
university English study.
In QC, 37.2% of teachers reported studying English as a major and 21.5% reported
completing coursework at an English or bilingual university.
For NB, 47.6% of teachers reported taking one university English course; 19% reported
studying English as a major; and 19% reported no university English study.
Table 2.5.2 : University English Study Reported by Teachers
University Study English Context
Total QC NB EP
English Major Number 121 12 23 156
% 37.2% 19% 19.3% 30.7%
English Minor Number 35 4 24 63
% 10.8% 6.4% 20% 12.4%
One University English Course
Number 16 30 28 74
% 4.9% 47.6% 23.3% 14.6%
Completed coursework at an
English or bilingual university
Number 70 2 25 97
% 21.5% 3.2% 20.8% 19.1%
No University English Course
Number 37 12 10 59
% 11.4% 19% 8.3% 11.6%
Other Number 46 3 10 59
% 14.2% 4.8% 8.3% 11.6%
Total Number
%
325
100%
63
100%
120
100%
508
100%
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For EP, 23.3% of teachers reported taking one university English course; 20.8% reported
completing their coursework in a bilingual or English university; and 20% reported
studying English as a minor.
2.5.3 Mother Tongue
*Valid Cases 511 (97.7%); Missing 12 (2.3%); Total 523 (100%)
** First language that an individual learned to speak and can still understand.
Table 2.5.3 shows that the majority of teachers in QC and NB (61.6% and 69.2%
respectively) reported French as their mother tongue. The vast majority of teachers in EP
(74.4%) reported English as their mother tongue.
Table 2.5.3: Mother Tongue** Reported by Teachers
Language English Context
Total QC NB EP
French Number 200 45 7 252
% 61.6% 69.2% 5.8% 49.3%
English Number 45 6 90 141
% 13.8% 9.2% 74.4% 27.6%
Simultaneous bilingual/trilingual
Number 63 13 10 86
% 19.4% 20.0% 8.3% 16.8%
Other Number 17 1 14 32
% 5.2% 1.5% 11.6% 6.3%
Total Number
%
325
100%
65
100%
121
100%
511
100%
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2.5.4 Dominant Language
*Valid Cases 508 (97.1%); Missing 15 (2.9%); Total 523 (100%)
For QC and NB, the majority of teachers (68.5% and 87.5% respectively) reported
French as their dominant language (see Table 2.5.4). The vast majority of teachers in EP
(90%) reported English as their dominant language.
2.5.5 English Proficiency by Skill
To assess teachers’ overall English proficiency, teachers were asked to rate their degree
of English ability for each of the four skills, using a 5-point scale (very little ability,
moderate ability, good ability, fluency ability, native-like ability).
Table 2.5.4: Distribution of Teachers by Dominant Language
Dominant Language English Context
Total QC NB EP
French
Number 222 56 7 285
% 68.5% 87.5% 5.8% 56.1%
English Number 84 8 108 200
% 25.9% 12.5% 90% 39.4%
Other Number 18 0 5 23
% 5.6% 0% 4.2% 4.5%
Total Number
% 324
100% 64
100% 120
100% 508
100%
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Table 2.5.5a (QC): Degree of English Ability by Skill Reported by Teachers
Skill
Ability
Total Very little
ability
Moderate ability
Good ability
Fluent ability
Native-like
ability
Reading Number 0 0 2 96 228 326
% 0% 0% 0.6% 29.4% 70% 100%
Writing Number 1 1 25 122 177 326
% 0.3% 0.3% 7.7% 37.4% 54.3% 100%
Listening Number 0 0 9 86 231 326
% 0% 0% 2.8% 26.4% 70.8% 100%
Speaking Number 0 0 15 133 178 326
% 0% 0% 4.6% 40.8% 54.6% 100%
The majority of teachers in QC (Table 2.5.5a) reported having fluent to native-like ability
in reading (99.4%), writing (91.7%), listening (97.2%) and speaking (95.4%).
Table 2.5.5b (NB) : Degree of English Ability by Skill Reported by Teachers
Skill
Ability
Total Very little
ability
Moderate ability
Good ability
Fluent ability
Native-like
ability
Reading Number 0 2 10 10 42 64
% 0% 3.1% 15.6% 15.6% 65.6% 100%
Writing Number 0 4 11 19 30 64
% 0% 6.2% 17.2% 29.7% 46.9% 100%
Listening Number 0 2 5 11 46 64
% 0% 3.1% 7.8% 17.2% 71.9% 100%
Speaking Number 0 6 7 20 31 64
% 0% 9.4% 10.9% 31.3% 48.4% 100%
In NB (Table 2.5.5b), the vast majority of teachers reported having fluent to native-like
ability in reading (81.2%), writing (76.6%), listening (89.1%) and speaking (79.7%).
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Table 2.5.5c (EP): Degree of English Ability by Skill Reported by Teachers
Skill
Ability
Total Very little
ability
Moderate ability
Good ability
Fluent ability
Native-like
ability
Reading Number 0 0 1 14 105 120
% 0% 0% 0.8% 11.7% 87.5% 100%
Writing Number 0 0 2 15 103 120
% 0% 0% 1.7% 12.5% 85.8% 100%
Listening Number 0 0 2 12 106 120
% 0% 0% 1.7% 10% 88.3% 100%
Speaking Number 0 0 2 15 102 119
% 0% 0% 1.7% 12.6% 85.7% 100%
For EP (Table 2.5.5c), the vast majority of teachers reported having fluent to native-like
ability in reading (99.2%), writing (98.3%), listening (98.3%) and speaking (98.3%).
2.5.6 English Proficiency by Task
To determine teachers’ context-specific proficiency in English, they were asked to
evaluate the level of difficulty they would have carrying out a series of teaching-related
tasks, using a 5-point Likert scale (a great deal, quite a lot, a fair amount, a little, none at
all).
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Table 2.5.6a (QC): Degree of English Proficiency for Specific Tasks Reported by Teachers
Task Level of Difficulty
Total A great deal
Quite a lot
A fair amount
A little
None at all
Modeling correct spoken English for students
Number 3 0 7 62 253 325
% 0.9% 0% 2.2% 19.1% 77.8% 100%
Correcting student written work
Number 2 0 4 49 270 325
% 0.6% 0% 1.2% 15.1% 83.1% 100%
Having a conversation with a colleague about an activity that your classes are doing together
Number 2 1 2 48 270 323
% 0.6% 0.3% 0.6% 14.9% 83.6% 100%
Writing a report about a class activity for a newsletter
Number 1 2 9 65 248 325
% 0.3% 0.6% 2.8% 20% 76.3% 100%
Reading an article in an educational journal
Number 2 2 4 36 279 323
% 0.6% 0.6% 1.2% 11.2% 86.4% 100%
As seen in Table 2.5.6a, the vast majority of QC teachers reported having no difficulty at
all in modelling correct spoken English for their students (77.8%), correcting students’
written work (83.1%), having a conversation with a colleague about an activity (83.6%),
writing a report about a class activity for a newsletter (76.3%) and reading an article in an
educational journal (86.4%).
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Table 2.5.6b (NB) : Degree of English Proficiency for Specific Tasks Reported by Teachers
Task Level of Difficulty
Total A great deal
Quite a lot
A fair amount
A little
None at all
Modeling correct spoken English for students
Number 2 0 12 20 30 64
% 3.1% 0% 18.8% 31.3% 46.9% 100%
Correcting student written work
Number 3 0 5 20 36 64
% 4.7% 0% 7.8% 31.3% 56.3% 100%
Having a conversation with a colleague about an activity that your classes are doing together
Number 2 1 5 16 40 64
% 3.1% 1.6% 7.8% 25% 62.5% 100%
Writing a report about a class activity for a newsletter
Number 3 1 8 22 30 64
% 4.7% 1.6% 12.5% 34.4% 46.9% 100%
Reading an article in an educational journal
Number 3 0 7 18 36 64
% 4.7% 0% 10.9% 28.1% 56.3% 100%
The majority of NB teachers (Table 2.5.6b) reported having no difficulty at all correcting
students’ written work (56.1%), having a conversation with a colleague about an activity
(62.5%) and reading an article in an educational journal (56.3%). Fewer respondents
(46.9%) reported having no difficulty at all modeling correct spoken English for their
students and writing a report about a class activity for a newsletter.
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Table 2.5.6c (EP) : Degree of English Proficiency for Specific Tasks Reported by Teachers
Task Level of Difficulty
Total A great deal
Quite a lot
A fair amount
A little
None at all
Modeling correct spoken English for students
Number 1 0 1 5 114 121
% 0.8% 0% 0.8% 4.1% 94.2% 100%
Correcting student written work
Number 1 0 1 3 116 121
% 0.8% 0% 0.8% 2.5% 95.9% 100%
Having a conversation with a colleague about an activity that your classes are doing together
Number 0 0 1 0 119 120
% 0% 0% 0.8% 0% 99.2% 100%
Writing a report about a class activity for a newsletter
Number 0 0 0 5 116 121
% 0% 0% 0% 4.1% 95.9% 100%
Reading an article in an educational journal
Number 0 0 1 2 117 120
% 0% 0% 0.8% 1.7% 97.5% 100%
In EP (Table 2.5.6c), the vast majority of teachers reported having no difficulty at all in
modeling correct spoken English for their students (94.2%), correcting student written
work (95.9%), having a conversation with a colleague about an activity (99.2%), writing
a report about a class activity for a newsletter (95.9%) and reading an article in an
educational journal (97.5%).
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2.5.7 Assessment of English for Employment
Teachers were asked to indicate (yes or no) whether their English proficiency had been
tested prior to employment.
*Valid Cases 508 (97.1%); Missing 15 (2.9%); Total 523 (100%)
For QC (Table 2.5.7a), the majority of respondents (62.7%) reported being tested in
English prior to employment. The majority of respondents in NB (65.6%) and EP
(83.6%) reported no English testing prior to employment.
Table 2.5.7a: Percentage of Teachers Tested in English Prior to Employment
Tested English Context
Total QC NB EP
Yes Number 203 22 19 244
% 62.7% 34.4% 16.4% 48%
No Number 121 42 97 260
% 37.3% 65.6% 83.6% 52%
Total Number
%
324
100%
64
100%
116
100%
508
100%
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2.5.7b: Types of Assessment Reported to Evaluate English for Employment
Type of
Assessment
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number
Percent (%) of Total
Sample (65)
Number
Percent (%) of the
Total Sample (121)
Interview conducted in English
181 55.5% 18 27.7% 24 19.8%
Written test 80 24.5% 4 6.2% 4 3.3%
Other 24 7.4% 5 7.7% 7 5.8%
When tested in English prior to employment (Table 2.5.7b), teachers from all three
contexts reported the following types of assessment: An interview conducted in English
(QC: 55.5%; NB: 27.7%; EP: 19.8%) and a written test (QC: 24.5%; NB: 6.2%; EP:
3.3%).
2.5.8 Daily Amount of English Use in Class
Teachers were asked to report the frequency in which they used English in the classroom
on a daily basis.
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*Valid Cases 502 (96%); Missing 21 (4%); Total 523 (100%)
Table 2.5.8a: Frequency of Daily Classroom Use of English Reported by Teachers
Percent of English Use English Context
Total QC NB EP
100% Number 84 27 91 202
% 26% 42.9% 78.4% 40.2%
90% Number 95 17 15 127
% 29.4% 27% 12.9% 25.3%
80% Number 70 5 4 79
% 21.7% 7.9% 3.4% 15.7%
70% Number 25 4 1 30
% 7.7% 6.3% 0.9% 6%
60% Number 11 1 2 14
% 3.4% 1.6% 1.7% 2.8%
50% Number 19 3 0 22
% 5.9% 4.8% 0% 4.4%
40% Number %
8 2.5%
2 3.2%
0 0%
10 2%
30% Number %
6 1.9%
1 1.6%
1 0.9%
8 1.6%
20% Number 3 0 1 4
% 0.9% 0% 0.9% 0.8%
10% Number 2 3 0 5
% 0.6% 4.8% 0% 1%
0% Number 0 0 1 1
% 0% 0% 0.9% 0.2%
Total Number
%
323
100%
63
100%
116
100%
502
100%
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In all three contexts (Table 2.5.8a), the vast majority of teachers (QC: 77.1%; NB: 77.8%;
EP: 94.7%) reported using English in the classroom from 80% to 100% of the time on a
daily basis.
As a follow-up question on English use, teachers were asked to indicate (yes or no) if
they were satisfied with the amount of English they used in the classroom.
*Valid Cases 502 (96%); Missing 21 (4%); Total 523 (100%)
In all three contexts (Table 2.5.8b), the majority of teachers (QC: 62.5%; NB: 82.8%; EP:
97.5%) were satisfied with the amount of English use in their classroom.
Table 2.5.8b: Percentage of Overall Satisfaction with Daily English Use Reported by Teachers
Satisfaction with the amount of
English that you use
in the classroom
English Context
Total QC NB EP
Yes Number 200 53 115 368
% 62.5% 82.8% 97.5% 73.3%
No Number 120 11 3 134
% 37.5% 17.2% 2.5% 26.7%
Total Number
%
320
100%
64
100%
118
100%
502
100%
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2.6 Current School Profile
This section provides the details reported by teachers about the size of their schools, the
grade levels they taught as well as the number of ESL instruction hours they provided on
a weekly basis.
2.6.1 Size of School
*Valid Cases 506 (96.7%); 17 Missing (3.3%); Total 523 (100%)
As seen in Table 2.6.1, the teachers worked in a range of school sizes. In QC, the teachers
were distributed across the different school size categories, with most teachers reporting
working at medium (301—500 students) (27.1%) and very large-sized (1000 students)
schools (25.2%). The majority of teachers in NB (54.7%) and EP (53%) reported
teaching in small (150-300 students) and medium-sized schools (301-500 students).
Table 2.6.1: Number of Students in School Reported by Teachers
Number of Students English Context
Total QC NB EP
Fewer than 150 Number 28 9 17 54
% 8.6% 14.1% 14.5% 10.7%
150-300 Number 64 23 25 112
% 19.7% 35.9% 21.4% 22.1%
301-500 Number 88 12 37 137
% 27.1% 18.8% 31.6% 27.1%
501-999 Number 63 18 26 107
% 19.4% 28.1% 22.2% 21.1%
1000 or more Number 82 2 12 96
% 25.2% 3.1% 10.3% 19%
Total Number
%
325
100%
64
100%
117
100%
506
100%
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2.6.2 Grade Levels Taught by Participants
Table 2.6.2a: Distribution of Teachers by Level Taught
Level English Context
Total QC NB EP
Primary Number
%
163
50.2%
30
48.4%
28
24.6%
221
100%
Secondary Number
%
152
46.8%
26
41.9%
27
23.7%
205
100%
Both (primary and secondary) Number
%
10
3.1%
6
9.7%
59
51.8%
75
100%
Total Number
%
325
100%
62
100%
114
100%
501
100%
*Valid Cases 501 (95.8%); 22 Missing (4.2%); Total 523 (100%)
Table 2.6.2a shows that teachers participating in the survey from all three contexts
represented both the primary and secondary school contexts. Slightly more respondents in
both QC (50.2%) and NB (48.4%) reported teaching in primary schools, and very few
teachers in either QC (3.1%) or NB (9.7%) reported teaching at both primary and
secondary levels. However, for EP, the majority of respondents (51.8%) reported
teaching both in primary and secondary schools.
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Table 2.6.2b: Distribution of Teachers by Grades Taught
Grade Taught
English Context
QC NB EP
Number
Percent (%) of Total Sample (326)
Number
Percent (%) of Total
Sample (65)
Number
Percent (%) of Total
Sample (121)
K (QC : Kindergarten) 13 4% 2 3.1% 32 26.4%
1 129 39.6% 3 4.6% 55 45.5%
2 138 42.3% 2 3.1% 58 47.9%
3 149 45.7% 4 6.2% 61 50.4%
4 145 44.5% 5 7.7% 68 56.2%
5 145 44.5% 17 26.2% 68 56.2%
6 155 47.5% 13 20% 65 53.7%
7 (QC: Sec.1) 58 17.8% 14 21.5% 62 51.2%
8 (QC: Sec.2) 77 23.6% 12 18.5% 69 57%
9 (QC: Sec.3) 64 19.6% 16 24.6% 39 32.2%
10 (QC: Sec.4) 68 20.9% 15 23.1% 30 24.8%
11 (QC: Sec.5) 61 18.7% 12 18.5% 26 21.5%
12 6 1.1% 12 18.5% 24 19.8%
In all three contexts, teachers reported teaching all grades at the primary and secondary
levels.
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2.6.3 Program Instruction Hours
*Valid Cases 485 (92.7%); Missing 38 (7.3%); Total 523 (100%)
For QC, the vast majority of respondents (84%) reported teaching from 1 to 3 hours of
ESL weekly per group class. Noteworthy is the number of teachers reporting teaching
just 1 hour of ESL a week (28.4%), a number which would be substantially higher if only
elementary school teachers were considered. In NB, the majority of teachers (67.7%)
reported teaching from 3 to 5 hours of ESL weekly per group class. In EP, the numbers
were more broadly distributed: although the majority of teachers (54.6%) reported
teaching from 1 to 3 hours of ESL weekly per group class, a sizeable number (21.8%)
taught 6 or more hours of ESL per week.
Table 2.6.3: Number of Weekly ESL Program Hours Reported by Teachers
Number of ESL Instruction Hours English Context
Total QC NB EP
1
Number 89 5 20 114
% 28.4% 8.1% 18.2% 23.5%
2 Number 101 12 29 142
% 32.3% 19.4% 26.4% 29.3%
3 Number 73 17 11 101
% 23.3% 27.4% 10% 20.8%
4 Number 20 6 9 35
% 6.4% 9.7% 8.2% 7.2%
5 Number 7 19 17 43
% 2.2% 30.6% 15.5% 8.9%
6 or more
Number 23 3 24 50
% 7.3% 4.8% 21.8% 10.3%
Total Number
%
313
100%
62
100%
110
100%
485
100%
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2.7 Current Teaching Profile
This section reports on the data gathered from a series of questions pertaining to the
teaching profile of teachers. In these questions, teachers were asked to provide
information on the following topics:
• specific ESL programs taught;
• number of schools resourced;
• number of groups/classes taught;
• number of students taught; and
• students’ language background.
2.7.1 ESL Program Taught
Table 2.7.1: Distribution of Teachers by ESL Program Taught
ESL Program
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number Percent (%)
of Total Sample (65)
Number
Percent (%) of Total
Sample (121)
Core/regular track ESL 288 88.3% 53 81.5% 59 48.8%
ESL Immersion 1 0.3% 2 3.1% 13 10.7%
ESL Enriched 74 22.7% 5 7.7% 8 6.6%
ESL Intensive 24 7.4% 3 4.6% 16 13.2%
Other 52 16% 7 10.8% 48 39.7%
Teachers reported teaching in a variety of ESL programs (see Table 2.7.1), but the
majority of participants in all three contexts reported teaching in a core or regular track
ESL program (QC: 88.3%; NB: 81.5%; EP: 48.8%). A number of teachers in EP reported
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teaching in “other” contexts, which, for the most part, entailed working with small groups
of students identified by their respective homeroom teachers as needing help with
different aspects of English.
2.7.2 Number of Schools Resourced
*Valid Cases 507 (96.9%); Missing 16 (3.1%); Total 523 (100%)
The majority of teachers from all three contexts (Table 2.7.2) reported teaching in one
school (QC: 72.4%; NB: 95.3%; EP: 67.5%).
Table 2.7.2: Distribution of Teachers by Number of Schools Resourced
Number of Schools English Context
Total QC NB EP
1 Number 234 61 81 376
% 72.4% 95.3% 67.5% 74.2%
2 Number 53 3 14 70
% 16.4% 4.7% 11.7% 13.8%
3 or more
Number 36 0 25 61
% 11.2% 0% 20.8% 12%
Total Number
% 323
100% 64
100% 120
100% 507
100%
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2.7.3 Number of Groups/Classes Taught
*Valid Cases 503 (96.2%); Missing 20 (3.8%); Total 523 (100%)
As summarized in Table 2.7.3, the vast majority of QC teachers (88.5%) reported
teaching more than 4 groups/classes; however, within this group, teachers (40.2%)
reported most frequently teaching 11 groups/classes or more. The majority of teachers in
NB (67.2%) reported teaching between 1 and 3 groups/classes and in EP (39.6%)
between 4 and 6 groups/classes.
Table 2.7.3: Distribution of Teachers by Number of Groups/Classes Taught
Number of Groups/Classes English Context
Total QC NB EP
1
Number 12 19 14 45
% 3.7% 29.7% 12.1% 8.9%
2-3 Number 25 24 14 63
% 7.7% 37.5% 12.1% 12.5%
4-6 Number 127 7 46 180
% 39.3% 10.9% 39.6% 35.8%
7-10 Number 29 13 24 66
% 9% 20.3% 20.7% 13.1%
11 or more Number 130 1 18 149
% 40.2% 1.6% 15.5% 29.6%
Total Number
%
323
100%
64
100%
116
100%
503
100%
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2.7.4 Number of Students Taught
*Valid Cases 508 (97.1%); Missing 15 (2.9%); Total 523 (100%)
For QC (Table 2.7.4), the majority of teachers (58.5%) reported teaching between 101
and 300 students, and over a quarter (26.7%) reported teaching 301 and more students.
The majority of teachers in NB (56.2%) and EP (64.7%) reported teaching less than 50
students.
Table 2.7.4: Distribution of Teachers by Number of Students Taught
Number of Students English Context
Total QC NB EP
less than 50 Number 21 36 77 134
% 6.5% 56.2% 64.7% 26.4%
51-100 Number 27 11 35 73
% 8.3% 17.2% 29.4% 14.4%
101-200 Number 117 13 5 135
% 36% 20.3% 4.2% 26.6%
201-300 Number 73 3 1 77
% 22.5% 4.7% 0.8% 15.1%
301-400 Number 59 1 0 60
% 18.1% 1.6% 0% 11.8%
401 or more Number 28 0 1 29
% 8.6% 0% 0.8% 5.7%
Total Number
%
325
100%
64
100%
119
100%
508
100%
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2.7.5 Students’ Language Background
*Valid Cases 496 (94.8%); Missing 27 (5.2%); Total 523 (100%)
Table 2.7.5: Percentage of Francophone Students Taught by Teachers
Francophone Students English Context
Total QC NB EP
100% Number 170 43 3 216
% 53.3% 66.2% 2.7% 43.5%
90% Number 96 13 5 114
% 30.1% 20% 4.5% 23%
80% Number 12 0 0 12
% 3.8% 0% 0% 2.4%
70% Number 8 1 0 9
% 2.5% 1.5% 0% 1.8%
60% Number 16 3 0 19
% 5% 4.6% 0% 3.8%
50% Number 5 1 2 8
% 1.5% 1.5% 1.8% 1.6%
40% Number 4 0 2 6
% 1.3% 0% 1.8% 1.2%
30% Number 2 0 0 2
% 0.6% 0% 0% 0.4%
20% Number 2 2 3 7
% 0.6% 3.1% 2.7% 1.4%
10% Number 4 1 6 11
% 1.3% 1.5% 5.3% 2.2%
0% Number 0 1 91 92
% 0% 1.5% 81.2% 18.6%
Total Number
%
319
100%
65
100%
112
100%
496
100%
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As shown in Table 2.7.5, the vast majority of QC and NB teachers (83.4% and 86.2%
respectively) reported that from 90% to 100% of their students were Francophone. For
EP, the large majority of teachers (81.2%) reported not having any Francophone students,
indicating, not surprisingly, that most of the students in the EP context came from other
L1 backgrounds.
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3.0 Main Survey Findings: Teacher Perceptions Across Canada
This section presents the main survey findings from the first part of the questionnaire
which targeted teacher perceptions on a variety of different topics (see Appendix A). The
findings are presented separately for each of the survey groups (QC, NB, and EP) and are
organized around four key sections:
• teacher perceptions of current teaching conditions;
• teacher perceptions of resources;
• teacher perceptions of professional development;
• teacher perceptions of language associations and journals.
Section 4 will provide a summary of the findings for each of the three contexts.
In addition, a number of the tables in section 3.0 are based on data from open-ended
questions and contain an “other” category. The category was used to refer to instances
when teachers’ responses were too ambiguous to be accurately interpreted, or when
teachers indicated that they had “no comment” or further information for a given
question. As a result, the reported percentages for the “other” category may, at times,
appear somewhat high when compared to other percentages in the tables.
3.1 Teacher Perceptions of Current Teaching Conditions
This first section presents the results of teachers’ responses to questions in which they
were asked to assess their current teaching conditions. The different topics covered by the
questions in this section were:
• manageability of teaching conditions;
• major challenges of teaching ESL;
• stakeholder support;
• specific areas that would facilitate ESL teaching;
• job satisfaction; and
• positive aspects of ESL teaching.
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3.1.1 Manageability of Current Teaching Conditions
Tables 3.1.1 (a, b, c) present the responses of teachers for each survey group (QC, NB,
EP) who were asked to evaluate the manageability of the following teaching conditions:
• size of class;
• proportion of students with learning difficulties and/or special needs;
• split classes (combined groups/levels);
• amount of lesson preparation;
• choice of program content;
• supervision duties;
• administrative duties (e.g., report cards and comments); and
• level of stress.
Teachers evaluated the manageability of the above conditions using a 4-point Likert scale
with the following descriptors: not at all manageable, slightly manageable, manageable
and very manageable.
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Table 3.1.1a (QC): Teacher Perceptions of Manageability of Current Teaching Conditions
Teaching Conditions
Manageability
Total Not at all
manageable
Slightly
manageable Manageable
Very
manageable
Size of classes Number 90 120 98 16 324
% 27.8% 37% 30.2% 5% 100%
Proportion of students with learning difficulties/special needs
Number 133 138 44 9 324
% 41% 42.6% 13.6% 2.8% 100%
Split classes (combined groups/levels)
Number 115 125 67 8 315
% 36.5% 39.7% 21.3% 2.5% 100%
Amount of lesson preparation
Number 38 123 147 18 326
% 11.7% 37.7% 45.1% 5.5% 100%
Choice of program content
Number 16 72 184 54 326
% 4.9% 22.1% 56.4% 16.6% 100%
Supervision duties Number 34 113 157 17 321
% 10.6% 35.2% 48.9% 5.3% 100%
Administrative duties (e.g., report cards and comments
Number 45 131 132 16 324
% 13.9% 40.4% 40.7% 5% 100%
Level of stress Number 36 125 153 10 324
% 11.1% 38.6% 47.2% 3.1% 100%
As shown in Table 3.1.1a, roughly half of the teachers from QC reported that supervision
duties (54.2%), stress (50.4%), and the amount of lesson preparation (50.6%) were
considered manageable to very manageable, while the vast majority (73.0%) agreed that
the choice of program content was manageable to very manageable. However, more than
half of the teachers reported that administrative duties (54.3%) were not at all
manageable to only slightly manageable, with higher numbers of teachers reporting class
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size (64.8%), the proportion of students with special needs (83.6%), and split classes
(76.2%) to be not at all manageable to only slightly manageable.
Table 3.1.1b (NB): Teacher Perceptions of Manageability of Current Teaching Conditions
Teaching Condition
Manageability
Total Not at all
manageable
Slightly
manageable Manageable
Very
manageable
Size of classes Number 14 15 25 11 65
% 21.5% 23.1% 38.5% 16.9% 100%
Proportion of students with learning difficulties/special needs
Number 19 34 11 1 65
% 29.2% 52.3% 17% 1.5% 100%
Split classes (combined groups/levels)
Number 15 32 13 4 64
% 23.4% 50% 20.3% 6.3% 100%
Amount of lesson preparation
Number 10 27 26 2 65
% 15.4% 41.5% 40% 3.1% 100%
Choice of program content
Number 5 15 32 13 65
% 7.7% 23.1% 49.2% 20% 100%
Supervision duties Number 5 18 37 4 64
% 7.8% 28.1% 57.8% 6.3% 100%
Administrative duties (e.g., report cards and comments
Number 8 22 32 3 65
% 12.3% 33.9% 49.2% 4.6% 100%
Level of stress Number 1 29 32 1 63
% 1.6% 46% 50.8% 1.6% 100%
As shown in Table 3.1.1b, the majority of teachers from NB reported that the proportion
of students with special needs (81.5%), and split classes (73.4%) were slightly to not at
all manageable, as was the amount of lesson preparation (56.9%). On the other hand, the
choice of program content (69.2%) and supervision duties (64.1%) were considered
manageable to very manageable by most teachers, with a slight majority also finding
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class size (55.4%), administrative duties (53.8%) and stress (52.4%) to be manageable to
very manageable.
Table 3.1.1c (EP): Teacher Perceptions of Manageability of Current Teaching Conditions
Teaching Condition
Manageability
Total Not at all
manageable
Slightly
manageable Manageable
Very
manageable
Size of classes Number 10 29 47 26 112
% 8.9% 25.9% 42% 23.2% 100%
Proportion of students with learning difficulties/special needs
Number 16 37 50 10 113
% 14.2% 32.7% 44.2% 8.9% 100%
Split classes (combined groups/levels)
Number 16 43 40 13 112
% 14.3% 38.4% 35.7% 11.6% 100%
Amount of lessonc preparation
Number 13 36 57 9 115
% 11.3% 31.3% 49.6% 7.8% 100%
Choice of program content
Number 7 33 52 20 112
% 6.2% 29.5% 46.4% 17.9% 100%
Supervision duties Number 9 23 70 12 114
% 7.9% 20.2% 61.4% 10.5% 100%
Administrative duties (e.g., report cards and comments
Number 9 25 70 9 113
% 8% 22.1% 61.9% 8% 100%
Level of stress Number 11 43 54 7 115
% 9.6% 37.4% 47% 6.1% 100%
As shown in Table 3.1.1c, many teachers from EP considered class size (42%), the
proportion of students with special needs (44.2%), the amount of lesson
preparation (49.6%), the choice of program content (46.4%), and the level of stress (47%)
to be manageable. A majority agreed that supervision duties (61.4%) and administrative
duties (61.9%) were manageable, while split classes (34.8%) were reported as not at all
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manageable to only slightly manageable. Very few teachers reported that any of the
conditions were not at all manageable (range: 6.2% to 14.3%) or very manageable.
3.1.2 Teacher Perceptions of Challenges in Teaching ESL
Tables 3.1.2 (a, b, c) present for each survey group (QC, NB, EP) the responses to an
open-ended question about the challenges faced by ESL teachers. Teachers were asked to
indicate what they felt to be their three major challenges in ESL teaching. In all, the
question generated 1437 responses distributed across the three survey groups (QC: 911;
NB: 182; EP: 344). All responses were analysed and coded, resulting in the creation of 30
thematic categories (see Appendix C). The response frequencies are presented in Tables
3.1.2 (a, b, c) and are reported as a percentage of the total number of responses for a
given category and also as a percentage of the total number of teachers providing a
response for a given category.
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Table 3.1.2a (QC): Major Challenges Reported by ESL Teachers and Frequency of Response
Category** Number of Comments
Percent (%) of Total Comments
Percent (%) of Total Sample
(326)
C4 Motivation 91 10% 27.9%
C1 Multi-level groups 84 9.2% 25.8%
E3 Use/practice of English 74 8.1% 22.7%
B3 Teaching/learning 65 7.1% 19.9%
A1 Teaching/learning material 54 5.9% 16.6%
C2 Special education 53 5.8% 16.3%
F1 Pedagogy 51 5.6% 15.6%
F3 Class size 48 5.3% 14.7%
F2 Workload 47 5.2% 14.4%
A2 Facilities 34 3.7% 10.4%
C3 Discipline 26 2.9% 8%
B0 Time management 23 2.5% 7.1%
E4 Level of proficiency 22 2.4% 6.7%
A0 Resources (in general) 19 2.1% 5.8%
E1 Linguistic context 18 2% 5.5%
E2 Attitude towards English 18 2% 5.5%
B1 Preparation/planning 15 1.6% 4.6%
D0 Support (in general) 15 1.6% 4.6%
C0 Classroom (in general) 14 1.5% 4.3%
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix C).
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Table 3.1.2a (QC): Major Challenges Reported by ESL Teachers and Frequency of Response (Cont.)
Category** Number of Comments
Percent (%) of Total Comments
Percent (%) of Total Sample
(326)
D2 From school/admin./ board/district 13 1.4% 4%
F4 Itinerancy 13 1.4% 4%
D3 From parents/communities 11 1.2% 3.4%
D2 From other teachers 10 1.1% 3.1%
F0 Teaching (in general) 9 1% 2.8%
B2 Correction/evaluation 9 1% 2.8%
A4 Teaching/support staff 6 0.7% 1.8%
D4 Lack of official guidelines 6 0.7% 1.8%
A5 Training/pedagogical literature 3 0.3% 0.9%
A3 Compensation 1 0.1% 0.3%
G Other 59 6.5% 18.1%
Total 911 100%
*Valid Cases 911 (93.1%); Missing 67 (6.9%); Total 978 (100%)
Table 3.1.2a shows the major challenges reported by QC teachers. The challenge most
often cited by teachers (27.9%) was the students’ overall lack of interest and motivation
for learning ESL or the inability to recognize the importance of English for their future.
This category also encompasses the attitudinal aspect of learning English, where,
according to teachers, English is often viewed negatively by students, even those students
who have already reached functional levels of oral proficiency. The following teacher
quotes capture the essence of this particular challenge:
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• There is a lack of motivation from my students to learn English. They are unable to
realize the importance of knowing English!
• Students lack motivation – they are not motivated to communicate orally – even the
strongest ones – unless, of course, the teacher is watching them closely.
The second most important challenge cited by Quebec teachers (25.8%) is managing split
classes. This category entails issues related to managing varying ESL abilities in the same
classroom, as well as combining the teaching of different grade levels and populations
(e.g., differentiation). In both these instances, teachers feel that there appears to be
inadequate support from the school system to deal with such heterogeneity in the
classroom. The frustration in this area is revealed in the following quotes:
• How is it possible to teach to our student clientele?! Some speak [English] really
well; others don’t understand anything!
• What do we do with different levels and diverse students in the same class? There
are students that cannot say one word and those who are almost bilingual.
The third most important challenge cited by Quebec teachers (22.7%) is the use and/or
practice of English both inside and outside the classroom. It involves issues related to
getting students to interact continually in English with their peers and teacher in
classroom situations and during out-of-classroom activities. The nature of this challenge
can be seen in the following quotes:
• Students don’t speak English – they always speak French to each other and to me
[teacher].
• Students need to speak English in the classroom at all times and in every situation,
even on field trips!
In addition to the three challenges described above, Quebec teachers frequently cited
additional important challenges. These included teaching/learning (19.9%) (i.e., a time
management issue in which teachers feel that they lack the necessary time to deliver ESL
programs effectively), teaching/learning material (16.6%) (e.g., a lack of specific learning
or teaching materials, including text books and other references), special education
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(16.3%) (e.g., students with special needs or learning difficulties), pedagogy (15.6%)
(e.g. difficulty with evaluation and delivering instruction), class size (14.7%) (e.g.,, too
many students per class) and workload (14.4%) (e.g, too many students to teach and
schools to resource). Teachers listed a few other challenges but the proportion of
responses supporting the challenge was too small (from 0% to 8%) to draw any reliable
conclusions (see Table 3.1.2a).
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Table 3.1.2b (NB): Major Challenges Reported by ESL Teachers and Frequency of Response
Category** Number of Comments
Percent (%) of Total Comments
Percent (%) of Total Sample
(65)
A1 Teaching/learning material 26 14.3% 40%
C1 Multi-level groups 19 10.4% 29.2%
C4 Motivation 17 9.3% 26.2%
A0 Resources (in general) 17 9.3% 26.2%
F1 Pedagogy 16 8.8% 24.6%
E4 Level of proficiency 13 7.1% 20%
E3 Use/practice of English 9 4.9% 13.8%
C2 Special education 9 4.9% 13.8%
E2 Attitude towards English 6 3.3% 9.2%
B1 Preparation/planning 5 2.7% 7.7%
B3 Teaching/learning 5 2.7% 7.7%
D4 From lack of official guidelines 4 2.2% 6.2%
D2 From parents/communities 4 2.2% 6.2%
A5 Training/pedagogical literature 4 2.2% 6.2%
F2 Workload 3 1.6% 4.6%
F3 Class size 3 1.6% 4.6%
E1 Linguistic context 3 1.6% 4.6%
C3 Discipline 2 1.1% 3.1%
B2 Correction/evaluation 2 1.1% 3.1%
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix C).
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Table 3.1.2b (NB): Major Challenges Reported by ESL Teachers and Frequency of Response (Cont.)
Category** Number of Comments
Percent (%) of Total Comments
Percent (%) of Total Sample
(65)
A2 Facilities 1 0.5% 1.5%
A3 Compensation 1 0.5% 1.5%
F0 Teaching 1 0.5% 1.5%
B0 Time management 1 0.5% 1.5%
G Other 11 6% 16.9%
Total 182 100%
*Valid Cases 182 (93.3%); Missing 13 (6.7%); Total 195 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix C).
Table 3.1.2b presents the major challenges reported by NB teachers. The challenge most
often cited was the lack of specific learning and teaching materials (40%). This category
includes, in particular, the lack of computer assisted language-learning (CALL)
technologies, appropriate textbooks and other ESL specific references. It also
encompasses the notion that insufficient financial support apparently contributes to the
lack of such materials. The following quotes capture some of these issues:
• Just finding signs and posters in English to put in the classroom requires a major
effort.
• Getting the funds to have new textbooks and appropriate ESL learning material…
The second most cited challenge by NB teachers is the difficulties associated with
managing multi-level groups (20.2%). In this particular instance, it mainly entails the
difficulty surrounding the teaching of classes in which students have varying degrees of
ESL proficiency, as is illustrated in the following teacher quotes:
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• The students’ level of English…they rarely have the same skills.
• The range in my students’ level of English – in the same class level, some are
excellent; some are horrible!
Two specific categories were equally cited by NB teachers as the third most important
challenge. The first was the students’ lack of motivation to learn English, including a
poor attitude or lack of openness toward learning English (26.2%). The second category
cited was an issue with overall resources (26.2%) and reflects the view that there appears
to be a general lack of available resources to support the ESL teaching context. The
following quotes are representative of the issues raised in the two categories:
• Motivating students – getting them to develop a positive attitude towards learning
English is not easy.
• Students are simply not motivated!
• It’s really difficult to find resources.
• The lack of available resources (books, magazines, facilities) for teaching ESL…
NB teachers also frequently cited two additional important challenges, pedagogy (24.6%)
(e.g., difficulty with delivering instruction and evaluating students) and language
proficiency, specifically an issue with students’ and teachers’ ESL competence (20%). A
number of other potential challenges were reported; however, the response rate for these
challenges was low across the total sample, suggesting that some challenges are
context/teacher specific.
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Table 3.1.2c (EP): Major Challenges Reported by ESL Teachers and Frequency of Response
Category** Number of Comments
Percent (%) of Total
Comments
Percent (%) of Total Sample
(121)
A0 Resources 27 7.8% 22.3%
F1 Pedagogy 27 7.8% 22.3%
C1 Multi-level groups 26 7.6% 21.5%
B3 Teaching/learning 19 5.5% 15.7%
A1 Teaching/learning material 18 5.2% 14.9%
D1 Support from school/admin. /board/district 17 4.9% 14%
D0 Support (in general) 14 4.1% 11.6%
C2 Special education 14 4.1% 11.6%
B0 Time management 14 4.1% 11.6%
F0 Teaching (in general) 13 3.8% 10.7%
A4 Teaching/support staff 11 3.2% 9.1%
F2 Workload 11 3.2% 9.1%
D3 From other teachers 10 2.9% 8.3%
D4 From lack of official guidelines 10 2.9% 8.3%
A5 Training/pedagogical literature 9 2.6% 7.4%
F4 Itinerancy 7 2% 5.8%
C4 Motivation 7 2% 5.8%
A2 Facilities 7 2% 5.8%
E4 Level of proficiency 6 1.7% 5%
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix C).
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Table 3.1.2c (EP): Major Challenges Reported by ESL Teachers and Frequency of Response (Cont.)
Category** Number of Comments
Percent (%) of Total Comments
Percent (%) of Total Sample
(121)
F3 Class size 6 1.7% 5%
E3 Use/practice of English 4 1.2% 3.3%
B1 Preparation/planning 4 1.2% 3.3%
C3 Discipline 4 1.2% 3.3%
D2 From parents/communities 3 0.9% 2.5%
E2 Attitude towards English 3 0.9% 2.5%
A3 Compensation 2 0.6% 1.7%
E1 Linguistic context 1 0.3% 0.8%
G Other 50 14.5% 41.3%
Total 344 100%
*Valid Cases 344 (94.8%); Missing 19 (5.2%); Total 363 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix C).
Table 3.1.2c reports the major challenges listed by EP teachers. One of the most cited
challenges was a general lack of resources (22.3%). Specifically, in this context, teachers
point to apparent issues stemming from a lack of resources with respect to ICTs, specific
ESL training and support staff. The spirit of this challenge is clearly illustrated in the
following teacher quotes.
• It's 2010 and we're still using 19th century technology most of the time. It's often
very difficult to have access to adequate ICT's. No wonder the kids are simply
tuning out!
• Creating an ESL program with little training and resources…basically no support!
An equally important challenge listed by EP teachers was issues related to pedagogy
(22.3%) and, in particular, difficulties related to program delivery and classroom
evaluation. Teachers underscore this challenge in the following quotes:
• How do I integrate ongoing assessment in the program?!
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• Determining essential learning outcomes…problematic!
Another frequently-cited challenge by EP teachers was difficulties in managing multi-
level groups (21.5%), particularly groups in which students have different L2 skills. This
challenge is voiced in the following teacher quotes:
• Different levels in the same class are not conducive to “good teaching”!
• Different levels/abilities of students in each class/grade!
Finally, as in the other ESL contexts, EP teachers also cited a number of other challenges
(see Table 3.1.2c). However, the number of responses supporting these challenges was
insufficient to draw any reliable conclusions about their actual impact on teaching
conditions. Nevertheless, the various issues raised by these challenges may indeed be
representative of at least some of the teaching conditions in EP and thus merit further
investigation among a larger sample of teachers working in this context.
3.1.3 Perception of Stakeholder Support
Tables 3.1.3 (a, b, c) report the responses of teachers for each survey group (QC, NB, EP)
who were asked to evaluate the degree of support of the following stakeholders:
• ministry; • school district; • teacher federation; • school administration; • school guidance counsellor; • parents; • non-ESL teaching colleagues; • community; and • students.
Teachers evaluated the degree of support of each of the previously-mentioned groups
using a 5-point Likert scale with the following descriptors: not applicable, not at all
supportive, somewhat supportive, supportive and very supportive.
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Table 3.1.3a (QC): Teacher Perceptions of Stakeholder Support
Stakeholder Degree of Support
Total Not applicable
Not at all supportive
Somewhat supportive Supportive Very
supportive
Ministry Number
%
29
9%
46
14.4%
141
44.1%
79
24.7%
25
7.8%
320
100%
School district Number
%
27
8.3%
36
11.1%
139
42.6%
102
31.3%
22
6.7%
326
100%
Teacher federation
Number 58 52 124 69 13 316
% 18.4% 16.5% 39.2% 21.8% 4.1% 100%
School administration
Number 6 27 110 133 49 325
% 1.9% 8.3% 33.8 % 40.9% 15.1% 100%
School guidance
counselors
Number 112 23 62 81 46 324
% 34.6% 7.1% 19.1% 25% 14.2% 100%
Parents Number 13 25 142 107 37 324
% 4% 7.7% 43.8% 33% 11.4% 100%
Non-ESL teaching
colleagues
Number 11 45 150 101 17 324
% 3.4% 13.9% 46.3% 31.2% 5.2% 100%
Community Number 33 50 140 85 17 325
% 10.1% 15.4% 43.1% 26.2% 5.2% 100%
Students Number 8 23 147 115 21 314
% 2.6% 7.3% 46.8% 36.6% 6.7% 100%
As shown in Table 3.1.3a, most QC teachers reported that all the stakeholders were
somewhat supportive to supportive of their profession (range: 61% to 83.4%). It should
be pointed out that 34.6% of the sample also reported that the question did not apply to
one specific stakeholder: school guidance counsellors. This response pattern appears very
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66
much to be reflective of the Quebec context where such counsellors are generally not
employed in public schools at the primary and secondary levels.
Table 3.1.3b (NB): Teacher Perceptions of Stakeholder Support
Stakeholder
Degree of Support
Total Not
applicable
Not at all
supportive
Somewhat
supportive Supportive
Very
supportive
Ministry Number
% 1
1.5%
3
4.6%
16
24.6%
31
47.7%
14
21.5%
65
100%
School district Number
% 2
3.1%
4
6.1%
13
20%
30
46.2%
16
24.6%
65
100%
Teacher federation
Number 13 3 21 20 7 64
% 20.3% 4.7% 32.8% 31.3% 10.9% 100%
School administration
Number 0 2 12 32 19 65
% 0% 3.1% 18.5% 49.2% 29.2% 100%
School guidance
counselors
Number 30 4 12 14 5 65
% 46.2% 6.1% 18.5% 21.5% 7.7% 100%
Parents Number 2 2 22 32 4 62
% 3.2% 3.2% 35.5% 51.6% 6.5% 100%
Non-ESL teaching
colleagues
Number 6 4 28 22 5 65
% 9.2% 6.2% 43.1% 33.8% 7.7% 100%
Community Number 4 6 29 20 6 65
% 6.2% 9.2% 44.6% 30.8% 9.2% 100%
Students Number 0 3 18 30 13 64
% 0% 4.7% 28.1% 46.9% 20.3% 100%
Table 3.1.3b indicates that the majority of NB teachers reported that the school district
(70.8%) and the school administration (78.4%) were supportive to very supportive of
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their profession, while the ministry (72.3%), the teacher federation (64.1%), the parents
(87.1%), their non-ESL teaching colleagues (76.9%), the community (75.4%), and the
students (75%) were somewhat supportive to supportive. As in Table 3.1.3a, many NB
teachers (46.2%) also reported that school guidance counsellors were not applicable
stakeholders in the NB context.
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Table 3.1.3c (EP): Teacher Perceptions of Stakeholder Support
Stakeholder
Degree of Support
Total Not
applicable
Not at all
supportive
Somewhat
supportive Supportive
Very
supportive
Ministry Number
% 12
10.3%
19
16.2%
41
35%
30
25.7%
15
12.8%
117
100%
School district Number
% 3
2.5%
12
10%
37
30.8%
41
34.2%
27
22.5%
120
100%
Teacher federation
Number 14 13 42 36 12 117
% 11.9% 11.1% 35.9% 30.8% 10.3% 100%
School administration
Number 1 2 30 44 42 119
% 0.8% 1.7% 25.2% 37% 35.3% 100%
School guidance
counselors
Number 48 2 21 23 21 115
% 41.7% 1.7% 18.3% 20% 18.3% 100%
Parents Number 5 6 28 53 27 119
% 4.2% 5% 23.5% 44.5% 22.7% 100%
Non-ESL teaching
colleagues
Number 11 5 49 44 11 120
% 9.2% 4.1% 40.8% 36.7% 9.2% 100%
Community Number 16 6 34 49 15 120
% 13.3% 5% 28.3% 40.8% 12.5% 100%
Students Number 1 3 22 61 28 115
% 0.9% 2.6% 19.1% 53.1% 24.3% 100%
As shown in Table 3.1.3c, most EP teachers reported that the school administration
(72.3%) and the students (77.4%) were supportive to very supportive of their profession,
while the ministry (60.7%), the school district (65%), the teacher federation (66.7%), the
parents (68%), their non-ESL teaching colleagues (77.5%), and the community (69.1%)
were somewhat supportive to supportive. Again, as in the previous two tables, numerous
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EP teachers (41.7%) reported that the question did not apply to school guidance
counsellors.
3.1.4 Areas of ESL Teaching Targeted for Improvement
Tables 3.1.4 (a, b, c) present for each survey group (QC, NB, EP) the results of the open-
ended question in which teachers were asked to list the major areas of ESL teaching that
they would target for improvement if given unlimited time and resources. In all, the
question generated 436 responses distributed across the three survey groups (QC: 280;
NB: 54; EP: 102). All responses were analysed and coded, resulting in the creation of 12
thematic categories (see Appendix D). The response frequencies are presented in Tables
3.1.4 (a, b, c) and are reported as a percentage of the total number of responses for a
given category.
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Table 3.1.4a (QC): Major Areas of ESL Teaching Targeted by Teachers for Improvement and Frequency of Response
Category** Number Percent (%) of Total
Comments
B3 Teaching/learning material 49 17.5%
C1 Methodology conferences/P.D. 46 16.4%
A2 Evaluation 37 13.2%
A6 Class management/discipline 24 8.6%
A5 Language skills 18 6.4%
C3 Collaboration 15 5.4%
A1 Planning 15 5.4%
A3 Differentiation 15 5.4%
B1 Technology 14 5%
A4 Special education 14 5%
C2 Language skill 10 3.6%
B2 Curricula/programs 8 2.9%
D Other 15 5.4%
Total 280 100%
*Valid Cases 280 (85.9%); Missing 46 (14.1%); Total 326 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix D).
As indicated in Table 3.1.4a, the most important areas targeted for improvement by QC
teachers were teaching and learning materials (17.5%) (e.g., creation of ESL materials,
planning evaluation and building projects), methodology (16.4%) (e.g., working on
pedagogical development and teaching skills by attending more conferences), evaluation
(13.2%) (e.g., expanding on formative and summative evaluation techniques) and class
management (8.6%) (e.g., developing classroom discipline and management). Together,
these four areas represent 55.7% of the total comments provided for the question. Each of
these areas is illustrated in the following teacher quotes:
• developing new activities, links with TICs, new content-based themes, and LES
[learning and evaluation situations]
• improve my teaching skills from conferences
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• evaluation…building valid learning and evaluation situations
• learning new discipline strategies to adapt to the changing generations
Teachers also targeted additional areas in which they would like to improve (e.g.,
language skills, collaboration, planning, differentiation, etc.). However, given the
relatively small number of responses in these areas, it is unclear to what extent they are
representative of the Quebec sample.
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Table 3.1.4b (NB): Major Areas of ESL Teaching Targeted by Teachers for Improvement and Frequency of Response
Category** Number Percent (%) of Total
Comments
C1 Methodology conferences/P.D. 15 27.8%
B3 Teaching/learning material 10 18.5%
A3 Differentiation 5 9.3%
C2 Language skill 4 7.4%
A2 Evaluation 4 7.4%
A1 Planning 4 7.4%
B2 Curricula/programs 4 7.4%
A5 Language skills 3 5.6%
B1 Technology 1 1.9%
A6 Class management/discipline 1 1.9%
A4 Special education 1 1.9%
D Other 2 3.7%
Total 54 100%
*Valid Cases 54 (83.1%); Missing 11 (16.9%); Total 65 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see appendix D)
As shown in Table 3.1.4b, NB teachers indentified a number of teaching areas in which
they would like to improve; however, two areas, in particular, appear to be the most
representative of the sample. The most frequently cited was methodology (27.8%) (e.g.,
working on pedagogical development and teaching skills by attending more conferences).
The next most cited area was teaching and learning materials (18.5%) (e.g., creation of
ESL materials, planning evaluation and building projects). In all, nearly half (46.3%) of
the teachers targeted these two areas for improvement, both of which are represented in
the following quotes:
• participating in workshops to improve teaching grammar / syntax
• making and creating new pedagogical material
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Some teachers also showed a certain preoccupation for enhancing their teaching skills to
deal with classroom differentiation (9.3%), particularly managing multi-level groups.
They also showed some desire for improving their own language skills (7.4%) for
teaching English. In both these areas (as well as others mentioned in Table 3.1.4b),
teachers’ responses were extremely low and thus should obviously be interpreted with
some caution.
Table 3.1.4c (EP): Major Areas of ESL Teaching Targeted by Teachers for Improvement and Frequency of Response
Category** Number Percent (%) of Total
Comments
C1 Methodology conferences/P.D. 24 23.5%
B2 Curricula/programs 16 15.7%
A5 Language skills 11 10.8%
A2 Evaluation 10 9.8%
A4 Special education 8 7.8%
B3 Teaching/learning material 8 7.8%
A3 Differentiation 7 6.9%
C3 Collaboration 7 6.9%
B1 Technology 2 2%
A1 Planning 1 1%
D Other 8 7.8%
Total 102 100%
Table 3.1.4c shows the most important areas targeted for improvement by EP teachers.
The two most important were methodology (e.g., working on pedagogical development
and teaching skills by attending more conferences) (23.5%), and curricula (e.g.,
developing specific programs or adapting the official curricula) (15.7%). Although the
response rate is somewhat low, two additional areas noted for improvement were
teaching language skills (10.8%) (e.g., teaching oral and written skills) and evaluation
(9.8%) (e.g., developing clear assessment tools). Together these four areas represent over
half (59.8%) of the teachers’ comments for this question. The following teacher quotes
reflect each of these areas:
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• working on teaching methods for my students
• by far, putting together units for junior and senior high students
• teaching reading skills - many students are weak readers in their first language, so
have tremendous trouble reading English.
• evaluation - creating clear, valid evaluation guidelines and rubrics!
3.1.5 Specific Areas That Would Facilitate ESL Teaching
Tables 3.1.5 (a, b, c) present for each survey group (QC, NB, EP) the results of the open-
ended question where teachers were asked to indicate one thing, specifically one area,
that would facilitate their current ESL teaching situation. In all, the question generated
438 responses distributed across the three survey groups (QC: 285; NB: 54; EP: 99). All
responses were analysed and coded, resulting in the creation of 18 thematic categories
(see Appendix E). The response frequencies are presented in Tables 3.1.5 (a, b, c) and are
reported as a percentage of the total number of responses for a given category.
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Table 3.1.5a (QC): One Area That Would Facilitate Current ESL Teaching Situation and Frequency of Response
Category** Number Percent (%) of Total
Comments
D2 Smaller groups 43 15.1%
A2 Teaching material 39 13.7%
A1 Facilities 31 10.9%
D4 General workload 25 8.8%
B1 More class time 24 8.4%
A3 ICT 18 6.3%
A7 Collaboration 16 5.6%
A5 Teaching/support staff 13 4.6%
D1 More homogenous classes 9 3.2%
C0 More support (in general) 9 3.2%
A4 Funding 8 2.8%
B2 More preparation time 8 2.8%
B0 More time (in general) 7 2.5%
A6 Conferences/training/P.D. 6 2.1%
D3 Student motivation 5 1.7%
C2 From communities 3 1.1%
C1 From administrations 2 0.7%
A0 Resources (in general) 2 0.7%
D Other 17 6%
Total 285 100%
*Valid Cases 285 (87.4%); Missing 41 (12.6%); Total 326 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix E).
Table 3.1.5a shows the one area, in particular, that would facilitate ESL teaching as
reported by QC teachers was smaller groups of students (15.1%). This was closely
followed by more readily-available teaching materials (13.7%), specifically more
teaching and evaluation materials tailored to different grades. Other important areas
reported by teachers that would potentially facilitate their teaching were facilities (10.9%)
(e.g., a specific or consistent ESL classroom), a decrease in general workload (8.8%)
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(e.g., fewer students overall and fewer schools to resource) and more class time for
instruction (8.4 %) (e.g., more periods per group). Additional areas were also mentioned
(see Table 3.1.5a); however, the five areas reported above accounted for the majority
(56.9%) of teachers’ responses. Teachers showcase each of these areas in the following
quotes:
• drop the number of students!
• provide much more material for teaching ESL – we can’t create everything for
everyone!
• …give me my own room, office…we’re just itinerant teachers passing through the
schools.
• Reduce the number of students per group...I’ll be able to follow the students
progress more efficiently, interact with parents and better understand the needs of
my students with learning difficulties.
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Table 3.1.5b (NB): One Area That Would Facilitate Current ESL Teaching Situation and Frequency of Response
Category** Number Percent (%) of Total
Comments
A2 Teaching material 12 22.2%
A6 Conferences/training/P.D. 7 13%
B2 More preparation time 6 11.1%
A0 Resources (in general) 4 7.4%
A7 Collaboration 4 7.4%
D2 Smaller groups 3 5.5%
B1 More class time 3 5.5%
A3 ICT 2 3.7%
A5 Teaching/support staff 2 3.7%
D1 More homogenous classes 2 3.7%
A4 Funding 1 1.9%
C0 More support (in general) 1 1.9%
A1 Facilities 1 1.9%
C1 From administrations 1 1.9%
D4 General workload 1 1.9%
D Other 4 7.4%
Total 54 100%
*Valid Cases 54 (83.1%); Missing 11 (16.9%); Total 65 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix E).
In Table 3.1.5b, the single most important area that would facilitate ESL teaching as
reported by NB teachers was the increased availability of teaching materials (22.2%),
including more ready-made activities, evaluation materials and lesson plans. Other
somewhat important areas (although the response rate was quite low) were more training
and professional development (13%), more preparation time (11.1%), more resources in
general (7.4%) and more collaboration with teachers from the same school, school board,
or province (7.4%). These five areas represented a sizable majority (61.1%) of the total
comments provided. The following quotes by NB teachers exemplify these areas:
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• things would be much better if we had more books and material
• more special needs training – these students are showing up in our classes more
and more
• more time to understand the official ESL program and prepare appropriate
materials
• more resources and knowledge, especially about assessing ESL students
• mandatory PD sessions with our ESL colleagues at our respective schools–
mandatory provincial follow-up training sessions
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Table 3.1.5c (EP): One Area That Would Facilitate Current ESL Teaching Situation and Frequency of Response
Category** Number Percent (%) of Total
Comments
A5 Teaching/support staff 16 16.2%
D4 General workload 12 12.1%
A6 Conferences/training/P.D. 10 10.1%
A2 Teaching material 9 9.1%
A4 Funding 9 9.1%
A0 Resources (in general) 6 6.1%
B2 More preparation time 6 6.1%
A1 Facilities 5 5.1%
B1 More class time 5 5.1%
A7 Collaboration 4 4%
C1 From administration 3 3%
B0 More time (in general) 3 3%
A3 ICT 3 3%
C0 More support (in general) 2 2%
D2 Smaller groups 2 2%
D1 More homogenous classes 1 1%
D Other 3 3%
Total 99 100%
*Valid Cases 99 (81.8%); Missing 22 (18.2%); Total 121 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix E).
As can be seen in Table 3.1.5c, the most important area that would facilitate ESL
teaching as reported by EP teachers was more teaching and support staff (16.2%) and, in
particular, more support and resource staff for large groups, special need students and
teaching in general. EP teachers also listed other important areas (although the response
rate is rather low) such as a decrease in general workload (12.1%) (e.g., fewer students
and less schools to resource), more training in specific areas of ESL teaching (10.1%),
more readily-available teaching materials (9.1%) and more funding for resources (9.1%).
Additional areas were also listed, but received extremely low response rates (see Table
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3.1.5.c) and therefore could not be interpreted reliably. Nevertheless, the five areas here
represented 56.6% of the total comments provided and are illustrated in the following
teacher quotes:
• more full-time staff to assist ESL teachers
• reduce our workload, give us more time for preparing our classes, more time for
preparing school trips, more time at the end of terms for correcting and entering
our marks
• more training…we need real ESL training in different areas
• more age and level appropriate material that is extrinsically motivating to my
students
• more funding for Canadian-born ELLs [English language learners] so my board
could hire more ESL teachers - this would decrease the number of schools itinerant
teachers would have to work at
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3.1.6 Level of Satisfaction With Teaching ESL
*Valid Cases 509 (97.3%); Missing 14 (2.7%); Total 523 (100%)
In Table 3.1.6a, teachers were asked to indicate (yes or no) whether they had considered
leaving ESL teaching in the last 12 months. The large majority of teachers in NB (75.4%)
and EP (73.9%) reported not having considered leaving ESL teaching in the past 12
months. However, in QC, the response pattern was split, with nearly equal numbers of
teachers reporting that they had not (53.2%) and that they had (46.8%) considered
leaving the ESL profession.
In the case of QC, as close to half the sample had reported wanting to leave ESL
teaching, the potential reasons for leaving were examined by reviewing the various
comments provided for this specific question. The analysis showed that of those teachers
who responded “yes” to leaving, 30.9% (47/152) reported being dissatisfied mainly with
teaching in general; 17.1% (26/152) were mainly dissatisfied with ESL teaching; 21%
(32/152) were equally dissatisfied with both teaching in general and ESL teaching; and
30.9% provided no specific reason. The dissatisfaction with the ESL profession,
according to these teachers, seems to stem principally from issues with working
conditions (e.g., workload; see Section 3.1) and/or the overall sense of a lack of efficacy
in the classroom. The following quotes capture the nature of this dissatisfaction:
Table 3.1.6a: Percentage of Teachers Who Considered Leaving ESL Teaching in the Past 12 Months
Response English Context
Total QC NB EP
Yes Number 152 16 31 199
% 46.8% 24.6% 26.1% 39.1%
No Number 173 49 88 310
% 53.2% 75.4% 73.9% 60.9%
Total Number
%
325
100%
65
100%
119
100%
509
100%
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• The workload. It is so discouraging to have so many students and so few hours of
English per week…who is learning?
• If they keep increasing the number of students in a classroom and lowering the
amount of time I see them, I’m leaving!
• Working conditions, groups too difficult and not enough recognition for ESL
teachers
Table 3.1.6b: Percentage of Teachers Who Believe That They Will Be Teaching in One Year
Answer English Context
Total QC NB EP
Definitely Number
% 202
62.1% 33
50.8% 60
49.6% 295
57.7%
Probably Number
% 112
34.5% 27
41.5% 53
43.8% 192
37.6%
Probably not Number
% 10
3.1% 4
6.2% 6
5% 20
3.9%
Definitely not Number
% 1
0.3% 1
1.5% 2
1.7% 4
0.8%
Total Number
%
325
100%
65
100%
121
100%
511
100%
*Valid Cases 511 (97.7%); Missing 12 (2.3%); total 523 (100%)
In Table 3.1.6b, teachers provided a follow-up response to 3.1.6a and were asked if they
would still be teaching ESL a year from now. The majority of teachers in QC (62.1%)
and NB (50.8%) reported that they would definitely be teaching in one year, and nearly
half of the teachers in EP (49.6%) held the same belief.
3.1.7 Positive Aspect of Teaching ESL
Tables 3.1.7 (a, b, c) present for each survey group (QC, NB, EP) the results of the open-
ended question where teachers were asked to indicate what they perceived to be the most
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positive aspect of ESL teaching. In all, the question generated 456 responses distributed
across the three survey groups (QC: 289; NB: 59; EP: 108). All responses were analysed
and coded, resulting in the creation of 9 thematic categories (see Appendix F). The
response frequencies are presented in Tables 3.1.7 (a, b, c) and are reported as a
percentage of the total number of responses for a given category.
Table 3.1.7a (QC): Most Positive Aspect of ESL Teaching Reported by Teachers and Frequency of Response
Category** Number Percent (%) of Total
Comments
B3 Pedagogical freedom (latitude) 60 20.8%
A1 Progress 50 17.3%
B1 Helping/empowering students 37 12.8%
B2 Introducing students to culture/language 33 11.4%
A0 Students 29 10%
A3 Motivation/enthusiasm 29 10%
B4 Promoting English 15 5.2%
B0 Teaching English 14 4.8%
A2 Cultural diversity 2 0.7%
C Other 20 6.9%
Total 289 100%
*Valid Cases 289 (88.7%); Missing 37 (11.3%); Total 326 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix F).
As seen in Table 3.1.7a, the most positive aspect of ESL teaching reported by QC
teachers was pedagogical latitude (20.8%) or the freedom to choose the content and
topics covered in their teaching. The other most positive aspects of teaching were
witnessing students’ progress in language development (17.3%), helping and empowering
students (12.8%), and introducing students to the English language and culture (11.4%).
Although other interesting aspects were cited (see Table 3.1.7), these four aspects
accounted for the majority (62.3%) of the total responses. Each of these areas can clearly
be seen in the following quotes:
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• in English, all topics are possible – everything is a pretext for teaching English!
• just watching the students evolve…wow!
• bringing students to confront their fears… their weaknesses
• exposing students to the English language and culture
Table 3.1.7b (NB): Most Positive Aspect of ESL Teaching Reported by Teachers and Frequency of Response
Category** Number Percent (%) of Total
Comments
A3 Motivation/enthusiasm 18 30.5%
A1 Progress 17 28.8%
B3 Pedagogical freedom (latitude) 7 11.9%
B2 Introducing students to culture/language 3 5.1%
B4 Promoting English 3 5.1%
B0 Teaching English 3 5.1%
B1 Helping/empowering students 3 5.1%
A2 Cultural diversity 1 1.7%
A0 Students 1 1.7%
C Other 3 5.1%
Total 59 100%
*Valid Cases 59 (90.8%); Missing 37 (9.2%); Total 65 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix F).
As shown in Table 3.1.7b, the two most positive aspects of ESL teaching reported by NB
teachers were student motivation and enthusiasm for learning (30.5%) (e.g., seeing
students’ joy and excitement from learning) and witnessing students’ language-learning
progress (28.8%). A third important aspect was pedagogical latitude (11.9%). Together,
these three aspects represented the vast majority (71.2%) of all the teachers’ responses.
Examples of these responses are illustrated below:
• just seeing the students marvel when they actually understand the words I’m saying
• seeing the development of the students
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• the liberty to create my own pedagogical approaches and activities
Table 3.1.7c (EP): Most Positive Aspect of ESL Teaching Reported by Teachers and Frequency of Response
Category** Number Percent (%) of Total
Comments
A1 Progress 26 24.1%
A0 Students 24 22.2%
A3 Motivation/enthusiasm 18 16.7%
B1 Helping/empowering students 14 13%
A2 Cultural diversity 10 9.3%
B0 Teaching English 4 3.7%
B2 Introducing students to culture/language 4 3.7%
B4 Promoting English 1 0.9%
B3 Pedagogical freedom (latitude) 1 0.9%
C Other 6 5.6%
Total 108 100%
*Valid Cases 108 (89.3%); Missing 13 (10.7%); Total 121 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix F)
As indicated in Table 3.1.7c, the most positive aspects of ESL teaching reported by EP
teachers were witnessing the students’ language-learning progress (24.1%), working with
students (22.2%) (e.g., developing relationships with students), student motivation and
enthusiasm for learning (16.7%), and helping and empowering students (13%). These
four aspects, by far, accounted for the greatest number of responses (76%) provided by
EP teachers. The areas are illustrated in the following teacher quotes:
• especially the positive attitude I get from the students I see every week when they
enter my classroom or when they see me.
• watching students grow and change in the classroom, not just learning language,
but learning valuable life lessons
• helping students to understand…letting them know that I’m sensitive to their
learning challenges
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3.2 Teacher Perceptions of Resources
This second section presents the results of questions that targeted teacher perceptions of
resources. In particular, the questions asked teachers to evaluate:
• specific ESL teaching resources;
• the availability of other various resources important to teaching; and
• the opportunities their students have to interact in English.
3.2.1 Evaluation of Teaching Resources
Tables 3.2.1 present the responses of teachers for each survey group (QC, NB, EP) who
were asked to evaluate the following resources that were potentially available to them in
their teaching context:
• commercially-prepared teaching materials;
• teaching materials incorporating Anglophone culture;
• computer software (ICTs); and
• community-based resources.
Teachers evaluated the resources above based on their quality and quantity, and also
whether they were appropriate for the age and language-level of the students. The
evaluation was based on a 5-point Likert scale, consisting of the following descriptors:
resources available to me; resources not available; poor; adequate; good; excellent.
However, to facilitate the presentation of the large amount of data, the descriptors were
slightly modified in Table 3.2.1: the “using” column indicates the percentage of teachers
who reported using a particular resource (resource available); the remaining percentage
(not shown) automatically indicates the percentage of teachers not using the resource
(resource not available). Thus, a percentage of 79% in the “using” column indicates, by
default, that 21% of the teachers reported that they were not using the resource.
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Table 3.2.1 : Evaluation of Teaching Resources R
eported by Teachers
Teaching Resource
English Context
QC
N
B
EP
%
Using
%
Poor %
Adequate
%
Good/
Excellent
Num
ber %
U
sing %
Poor
%
Adequate
%
Good/
Excellent
Num
ber %
U
sing %
Poor
%
Adequate
%
Good/
Excellent
Num
ber
Com
mercially prepared
ESL teaching materials
• Q
uality • Q
uantity • Age appropriateness • Level
appropriateness
79.9%
5.5%
9.1%
9.2%
13.7%
27%
32.1%
30.4%
35.4%
67.5%
58.7%
60.4%
50.9%
323
274 274 273 271
73.8%
4%
20%
14%
10%
28%
36%
32%
42%
68%
44%
54%
48%
65 50 50 50 50
65.5%
4.6%
27.9%
24.1%
16.3%
29.1%
32.1%
29.9%
36%
60.9%
43%
45.9%
47.7%
119 87
86 87 86
ESL teaching materials
(print or non-print) that incorporate the anglophone culture
• Quality
• Quantity
• Age appropriateness • Level
appropriateness
87.9%
1.1%
13.4%
7.3%
9.7%
26%
33.6%
30.5%
38.1%
72.9%
53.1%
62.2%
52.2%
314
262 262 262 257
78%
4.9%
26.8%
7.3%
17.1%
46.3%
31.7%
43.9%
39%
48.8%
41.5%
48.7%
43.9%
59 41 41 41 41
72.3%
6%
19%
20.2%
18.3%
33.3%
35.7%
36.9%
36.6%
60.7%
45.2%
42.8%
45.1%
112
84 84 84 82
Library ESL materials
• Q
uality • Q
uantity • Age appropriateness • Level
appropriateness
51.9%
15.8%
45.8%
15.8%
17.7%
33.9%
24.9%
40.1%
36%
50.3%
29.4%
44%
46.2%
310
177 177 177 175
25.8%
26.3%
42.1%
31.6%
31.6%
26.3%
42.1%
42.1%
36.8%
47.4%
15.8%
26.4%
31.6%
19 19 19 19
52%
9.1%
45.5%
18.2%
18.8%
33.3%
27.3%
39.4%
45.3%
57.6%
27.3%
42.4%
35.9%
117 66
66 66 64
ICTs
• Q
uality • Q
uantity • Age appropriateness • Level
appropriateness
69.2%
10.2%
28.9%
5.2%
5.2 %
28.5%
26.4%
27.5%
32.2%
61.3%
44.7%
67.4%
62.7%
318
235 235 233 230
84.4%
7.3%
20.8%
3.8%
1.9%
23.6%
26.4%
22.6%
28.3%
69.1%
52.9%
73.5%
69.9%
64 55 55 55 53
69.2%
5.7%
18.2%
8%
9.3%
31.8%
30.7%
33%
29.1%
62.5%
51.1%
58.4%
61.6%
120 88
88 88 86
Locally-offered English program
ming (live theater,
movies, radio, TV…
)
• Quality
• Quantity
• Age appropriateness • Level
appropriateness
35.6%
7.7%
21.4%
13.9%
13.9%
23.9%
30.8%
28.7%
34.8%
68.4%
47.8%
57.4%
51.3%
317
117 117 115 115
36.7%
8.7%
8.7%
8.7%
13.6%
26.1%
30.4%
26.1%
31.8%
65.2%
60.8%
65.2%
54.6%
60 23 23 23 22
30.2%
0%
2.8%
0%
8.1%
32.4%
38.9%
40.5%
40.5%
67.6%
58.3%
59.5%
51.3%
116
37 36 37 37
Table 3.2.1: Evaluation of Teaching Resources Reported by Teachers
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As shown in Table 3.2.1, the majority of teachers in all three contexts reported using
commercially-prepared ESL teaching materials (QC: 79.9%; NB: 73.8%; EP: 65.5%),
ESL teaching materials (print or non print) that incorporate the Anglophone culture (QC:
87.9%; NB: 78%; EP: 72.3%) and ICTs (QC: 69.2%; NB: 84.4%; EP: 69.2%). Fewer
teachers in all three contexts reported using library ESL materials (QC: 51.9%; NB:
25.8%; EP: 52%) and locally-offered English programming such as live theatre, movies,
radio and TV (QC: 35.6%; NB: 36.7%; EP: 30.2%). It should be pointed out that, in a
follow-up analysis of comments for this question, teachers indicated that they would very
much like the opportunity to use library ESL materials and English programming if these
particular resources were available in their school or communities.
For QC, more than half of the teachers judged the quality, quantity and appropriateness
of commercially-prepared ESL materials and ESL teaching materials (print or non print)
that incorporate the Anglophone culture to be good or excellent. While the majority of
teachers reported that the quality of library ESL materials was good or excellent, close to
half (45.8%) rated their quantity as poor. The quality and appropriateness of ICTs and
locally-offered English programming were considered as good or excellent by more than
half of the teachers (61.3% and 68.4% respectively). However, less than half of the
teachers (44.7% and 47.8% respectively) reported that the quantity of these resources was
good or excellent, with ratings falling mostly between poor and adequate.
For NB, the majority of teachers reported that the quality (68%) and age appropriateness
(54%) of commercially prepared ESL were good or excellent, but slightly fewer
responded that the quantity (44%) and level appropriateness (48%) were good or
excellent. Many teachers judged that the ESL teaching materials (print or non print) that
incorporate Anglophone culture was good or excellent in terms of quality (48.8%),
quantity (41.5%), age appropriateness (48.7%) and level appropriateness (43.9%). As
for library ESL materials, quality was reported as good or excellent by 47.4% of the
teachers, while quantity (42.1%), age appropriateness (31.6%) and level appropriateness
(31.6%) were rated as poor by a numerous teachers. More than half of the teachers judged
the quality, quantity and appropriateness of ICTs and locally-offered English
programming to be good or excellent.
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For EP, commercially prepared ESL materials, ESL teaching materials (print or non
print) that incorporate the Anglophone culture and library ESL materials were considered
as good or excellent in terms of quality by the majority of teachers (60.9%, 60.7% and
57.6% respectively). However, for these resources, considerably fewer teachers agreed
that quantity (43%, 45.2% and 27.3% respectively), age appropriateness (45.9%, 42.8%
and 42.4% respectively), and level appropriateness (47.7%, 45.1% and 35.9%
respectively) were good or excellent. A majority of teachers judged the quality, quantity
and appropriateness of ICTs and locally-offered English programming to be good or
excellent.
3.2.2 Availability of Various Resources
Table 3.2.2 (a, b, c) present the responses of teachers for each survey group (QC, NB,
EP) who were asked to evaluate the availability of the following other resources for their
teaching context:
• funding for ESL activities;
• computer/internet access;
• technical support for ICTs;
• ESL-only classroom;
• suitable space for lesson preparation;
• suitable space for storage of materials;
• resource persons to help with teaching;
• resources persons to help students with special needs;
• English-speaking substitute / supply teachers;
• English-speaking administrative staff;
• English-speaking support staff;
• English-speaking librarians; and
• English-speaking guest speakers.
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Teachers evaluated the degree of availability of each of the resources above using a 5-
point Likert scale with the following descriptors: unavailable, rarely available,
sometimes available, usually available and always available.
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Table 3.2.2a (QC): Teacher Perceptions of Availability of Various Resources
Resource
Availability
Total Unavailable
Rarely
available
Sometimes
available
Usually
available
Always
available
Funding for ESL
activities
Number 79 118 81 40 3 321
% 24.6% 36.8% 25.2% 12.5% 0.9% 100%
Computer /Internet
access
Number 14 62 87 115 48 326
% 4.3% 19% 26.7% 35.3% 14.7% 100%
Technical support for
ICTs
Number 25 87 106 76 30 324
% 7.7% 26.9% 32.7% 23.5% 9.3% 100%
ESL-only classroom Number 67 36 52 72 95 322
% 20.8% 11.2% 16.1% 22.4% 29.5% 100%
Suitable space for lesson
preparation
Number 26 28 47 107 117 325
% 8% 8.6% 14.5% 32.9% 36% 100%
Suitable space for storage
of materials
Number 23 38 70 100 94 325
% 7.1% 11.7% 21.5% 30.8% 28.9% 100%
Resource persons to help
with teaching
Number 55 73 65 91 40 324
% 17% 22.5% 20.1% 28.1% 12.3% 100%
Resource persons to help
students with special
needs
Number 73 106 91 44 9 323
% 22.6% 32.8% 28.2% 13.6% 2.8% 100%
English-speaking
substitute/supply
teachers
Number 54 120 97 47 7 325
% 16.6% 36.9% 29.8% 14.5% 2.2% 100%
English-speaking
administrative staff
Number 155 91 41 23 8 318
% 48.7% 28.6% 12.9% 7.2% 2.5% 100%
English-speaking support
staff
Number 154 91 48 18 10 321
% 48% 28.3% 15% 5.6% 3.1% 100%
English-speaking
librarians
Number 231 56 18 12 2 319
% 72.4% 17.6% 5.6% 3.8% 0.6% 100%
English-speaking guest
speakers
Number 150 95 52 17 5 319
% 47% 29.8% 16.3% 5.3% 1.6% 100%
As shown in Table 3.2.2a, the majority of teachers from QC reported that suitable space
for lesson preparation (68.9%), and suitable space for storage of materials (59.7%) were
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usually or always available, while funding for ESL activities (61.4%), special needs
specialists (55.4%), English-speaking supply teachers (53.5%), English-speaking
administrative staff (77.3%), English-speaking support staff (76.3%), English-speaking
librarians (90%), and English-speaking guest speakers (76.8%) were rarely or never
available. Roughly half of the sample reported that computer and internet access (50%)
and an ESL-only classroom (51.9 %) were usually or always available.
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Table 3.2.2b (NB): Teacher Perceptions of Availability of Various Resources
Resource
Availability
Total Unavailable
Rarely
available
Sometimes
available
Usually
available
Always
available
Funding for ESL activities Number 29 17 13 5 0 64
% 45.3% 26.6% 20.3% 7.8% 0% 100%
Computer /Internet access Number 0 6 11 27 21 65
% 0% 9.2% 16.9% 41.5% 32.3% 100%
Technical support for ICTs Number 1 7 16 24 16 64
% 1.6% 10.9% 25% 37.5% 25% 100%
ESL-only classroom Number 27 3 2 14 19 65
% 41.5% 4.6% 3.1% 21.5% 29.2% 100%
Suitable space for lesson preparation Number 9 3 4 26 23 65
% 13.8% 4.6% 6.2% 40% 35.4% 100%
Suitable space for storage of materials Number 6 8 6 27 18 65
% 9.2% 12.3% 9.2% 41.5% 27.7% 100%
Resource persons to help with teaching Number 7 12 24 18 4 65
% 10.8% 18.5% 36.9% 27.7% 6.2% 100%
Resource persons to help students with
special needs
Number 16 14 20 12 3 65
% 24.6% 21.5% 30.8% 18.5% 4.6% 100%
English-speaking substitute/supply
teachers
Number 16 21 19 6 2 64
% 25% 32.8% 29.7% 9.4% 3.1% 100%
English-speaking administrative staff Number 15 16 14 9 9 63
% 23.8% 25.4% 22.2% 14.3% 14.3% 100%
English-speaking support staff Number 22 12 15 11 4 64
% 34.4% 18.8% 23.4% 17.2% 6.3% 100%
English-speaking librarians Number 33 10 14 5 2 64
% 51.6% 15.6% 21.9% 7.8% 3.1% 100%
English-speaking guest speakers Number 22 20 7 11 4 64
% 34.4% 31.3% 10.9% 17.2% 6.3% 100%
In Table 3.2.2b, most of the teachers from NB reported that a computer and access to the
internet (73.8%), technical support for information and communication technologies
(62.5%), suitable space for lesson preparation (75.4%), and suitable space for storage of
materials (69.2%) were usually or always available, while funding for ESL activities
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(71.9%), English-speaking supply teachers (57.8%), English-speaking support staff
(53.2%), English-speaking librarians (67.2%), and English-speaking guest speakers
(67.2%) were rarely or never available. A sizable number of teachers (46.1%) also felt
that the availability of special needs specialists was rarely or never available. Half of the
sample (50.76%) reported that an ESL-only classroom was usually or always available.
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As can be seen in Table 3.2.2c, more than half of the teachers from EP reported that a
computer and access to the internet (57.9%), suitable space for lesson preparation (60%),
English-speaking supply teachers (75%), English-speaking administrative staff (92.4%),
English-speaking support staff (86.5%), English-speaking librarians (82.5%), and
Table 3.2.2c (EP): Teacher Perceptions of Availability of Various Resources
Resource
Availability
Total Unavailable
Rarely
available
Sometimes
available
Usually
available
Always
available
Funding for ESL activities Number 20 30 47 16 5 118
% 16.9% 25.4% 39.8% 13.6% 4.2% 100%
Computer /Internet access Number 11 11 29 41 29 121
% 9.1% 9.1% 24% 33.9% 24% 100%
Technical support for ICTs Number 18 16 35 32 16 117
% 15.4% 13.7% 29.9% 27.4% 13.7% 100%
ESL-only classroom Number 41 12 9 18 41 121
% 33.9% 9.9% 7.4% 14.9% 33.9% 100%
Suitable space for lesson preparation Number 12 21 15 24 48 120
% 10% 17.5% 12.5% 20% 40% 100%
Suitable space for storage of materials Number 13 24 24 26 34 121
% 10.7% 19.8% 19.8% 21.5% 28.1% 100%
Resource persons to help with teaching Number 30 25 27 28 9 119
% 25.2% 21% 22.7% 23.5% 7.6% 100%
Resource persons to help students with
special needs
Number 19 23 38 21 18 119
% 16% 19.3% 31.9% 17.6% 15.1% 100%
English-speaking substitute/supply
teachers
Number 11 4 15 29 61 120
% 9.2% 3.3% 12.5% 24.2% 50.8% 100%
English-speaking administrative staff Number 1 5 3 19 90 118
% 0.8% 4.2% 2.5% 16.1% 76.3% 100%
English-speaking support staff Number 3 6 7 21 82 119
% 2.5% 5% 5.9% 17.6% 68.9% 100%
English-speaking librarians Number 10 4 7 18 81 120
% 8.3% 3.3% 5.8% 15% 67.5% 100%
English-speaking guest speakers Number 11 6 9 24 65 115
% 9.6% 5.2% 7.8% 20.9% 56.5% 100%
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English-speaking guest speakers (77.4%) were usually or always available. However,
many teachers (range from 35.3% to 46.2%) also reported that the following resources, in
particular, were rarely or never available: funding for ESL activities (42.3%), ESL-only
classroom (43.8%), teacher aids (46.2%) and special needs specialists (35.3%).
3.2.3 Opportunities for Interaction in English
Tables 3.2.3 (a, b) present the results of the questions where teachers were asked to assess
the degree to which their students had the opportunity to interact in English outside of
class within the school and community. Teachers evaluated the degree of interaction
using a 5-point Likert scale with the following descriptors: never, seldom, occasionally,
and regularly.
Table 3.2.3a: Frequency of Students’ Interaction in English Outside of Class Within the School Reported by Teachers
Frequency English Context
Total QC NB EC
Never Number
%
150
46.3%
27
42.2%
7
5.8%
184
36.1%
Seldom Number
%
114
35.2%
16
25%
8
6.6%
138
27.1%
Occasionally Number
%
45
13.9%
11
17.2%
14
11.6%
70
13.8%
Regularly Number
%
15
4.6%
10
15.6%
92
76%
117
23%
Total Number
%
324
100%
64
100%
121
100%
509
100%
*Valid Cases 509 (97.3%); Missing 14 (2.7%); Total 523 (100%)
As can be seen in Table 3.2.3a, many teachers in QC (46.3%) and NB (42.2%) reported
that the students never interacted in English within the school when they were not in the
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ESL classroom, while most of the teachers in EP (76%) reported that the students
regularly did so.
Table 3.2.3b: Frequency of Students’ Interaction in English Outside of Class Within the Community Reported by Teachers
Frequency English Context
Total QC NB EC
Never Number
%
104
32%
7
10.8%
3
2.5%
114
22.4%
Seldom Number
%
152
46.8%
26
40%
11
9.2%
189
37.1%
Occasionally Number
%
52
16%
9
13.8%
54
45.4%
115
22.6%
Regularly Number
%
17
5.2%
23
35.4%
51
42.9%
91
17.9%
Total Number
%
325
100%
65
100%
119
100%
509
100%
*Valid Cases 509 (97.3%); Missing 14 (2.7%); Total 523 (100%)
As shown in Table 3.2.3b, teachers in QC mostly reported that students never or seldom
interacted in English outside of the school (32% and 46.8% respectively); teachers in NB
mostly reported that students seldom (40%) or regularly did so (35.4%); teachers in EP
mostly reported that students occasionally (45.4%) or regularly did so (42.9%).
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3.3 Professional Development
This third section presents the results of questions in which teachers reported on different
aspects of professional development:
• accessibility of PD activities;
• participation in PD activities;
• preferred PD activities; and
• usefulness of PD activities.
3.3.1 Accessibility
Table 3.3.1 presents the responses of teachers for each survey group (QC, NB, EP) who
were asked to indicate what would make professional development more accessible to
them. Teachers were asked to choose one or more of the following PD activities that
applied to their situation:
• funding;
• shorter PD;
• offering PD during school hours;
• offering PD after school hours;
• availability of ESL supply/substitute teachers;
• relevant topics;
• electronic PD (live); and
• electronic PD (recordings).
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Table 3.3.1: Factors That Would Make PD More Accessible
Factor
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number
Percent (%) of Total
Sample (65)
Number
Percent (%) of Total
Sample (121)
Funding 227 69.6% 49 75.4% 93 76.9%
Shorter PD sessions 68 20.9% 22 33.8% 14 11.6%
Offering PD during school hours
189 58% 50 76.9% 60 49.6%
Offering PD after school hours 24 7.4% 4 6.2% 25 20.7%
Availability of ESL supply/substitute teachers
153 46.9% 22 33.8% 27 22.3%
Relevant topics 182 55.8% 24 36.9% 64 52.9%
Electronic PD (live) 72 22.1% 17 26.2% 23 19%
Electronic PD (recordings) 74 22.7% 13 20% 21 17.4%
Other 19 5.8% 4 6.2% 13 10.7%
As shown in Table 3.3.1, the majority of teachers in all three contexts (QC: 53.2%; NB:
75.4%; EP: 73.9%) reported that funding would make pedagogical development more
accessible. Nearly half of EP teachers EP teachers (49.6%) and a majority of QC (58%)
and NB (76.9%) teachers reported that offering pedagogical development during school
hours would make it more accessible, while a majority of QC (55.8%) and EP (52.9%)
teachers mentioned relevant topics as another factor that would make pedagogical
development more accessible. Finally, many QC teachers (46.9%) reported the
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availability of ESL supply teachers as an important factor for making pedagogical
development more accessible.
3.3.2 Participation
Tables 3.3.2 (a, b, c) present the responses of teachers for each survey group (QC, NB,
EP) who were asked to indicate the frequency in which they participated in a variety of
different professional development activities. Teachers were asked to rate how frequently
they participated in the following activities, using a 5-point Likert scale (not available; do
not take part; once every 2 years; once a year; more than once a year):
• local workshops;
• provincial/national conferences;
• PD via electronic media;
• reading ESL specific articles;
• discussions and/or collaboration with colleagues;
• upgrading language skills;
• university courses in ESL methodology; and
• mentoring (associate teacher/supervisor to student teacher).
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Table 3.3.2a (QC): Frequency of Teacher Participation in PD Activities
PD Activity
Participation
Total Not
available
Do not take
part
Once every
2 years
Once a
year
More
than
once a
year
Local school or board workshops Number 15 28 38 82 160 323
% 4.6% 8.7% 11.8% 25.4% 49.5% 100%
Provincial/national conferences Number 19 117 103 62 21 322
% 5.9% 36.3% 32% 19.3% 6.5% 100%
PD via electronic media (live/on
demand recordings)
Number 103 176 18 8 19 324
% 31.8% 54.3% 5.6% 2.5% 5.9% 100%
Reading ESL-specific articles Number 30 59 43 51 136 319
% 9.4% 18.5% 13.5% 16% 42.6% 100%
Discussion and/or collaboration
with ESL colleagues
Number 10 19 17 45 231 322
% 3.1% 5.9% 5.3% 14% 71.7% 100%
Upgrading English language skills Number 55 96 33 47 88 319
% 17.2% 30.1% 10.3% 14.7% 27.6% 100%
University courses in ESL
methodology
Number 59 213 22 13 12 319
% 18.5% 66.8% 6.9% 4.1% 3.8% 100%
Mentoring (associate
teacher/supervisor to student
teachers)
Number 46 145 39 44 47 321
% 14.3% 45.2% 12.1% 13.7% 14.6% 100%
Other Number 55 61 4 3 10 133
% 41.4% 45.9% 3% 2.3% 7.5% 100%
As can be seen in Table 3.3.2a, the vast majority of teachers from QC (71.7%) reported
participating more than once a year in pedagogical development activities related to
discussing or collaborating with ESL colleagues. Many teachers also reported
participating more than once a year in attending school or school board workshops
(49.5%), and reading ESL-specific articles (42.6%). However, more than half of the
teachers reported not taking part in pedagogical development via electronic media
(54.3%) or university courses in ESL methodology (66.8%). Many teachers further
reported not taking part in provincial or national conferences (36.3%), English language
skills activities (30.1%), mentoring (45.2%), or other pedagogical activities (45.9%).
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Table 3.3.2b (NB): Frequency of Teacher Participation in PD Activities
PD Activity
Participation
Total Not
available
Do not take
part
Once every
2 years
Once a
year
More
than
once a
year
Local school or board workshops Number 17 9 12 9 18 65
% 26.2% 13.8% 18.5% 13.8% 27.7% 100%
Provincial/national conferences Number 20 26 9 7 3 65
% 30.8% 40% 13.8% 10.8% 4.6% 100%
PD via electronic media (live/on
demand recordings)
Number 32 26 2 3 1 64
% 50% 40.6% 3.1% 4.7% 1.6% 100%
Reading ESL-specific articles Number 11 16 9 13 16 65
% 16.9% 24.6% 13.8% 20% 24.6% 100%
Discussion and/or collaboration
with ESL colleagues
Number 6 4 5 9 41 65
% 9.2% 6.2% 7.7% 13.8% 63.1% 100%
Upgrading English language skills Number 21 16 8 6 12 63
% 33.3% 25.4% 12.7% 9.5% 19% 100%
University courses in ESL
methodology
Number 13 41 6 2 2 64
% 20.3% 64.1% 9.4% 3.1% 3.1% 100%
Mentoring (associate
teacher/supervisor to student
teachers)
Number 14 27 10 6 6 63
% 22.2% 42.9% 15.9% 9.5% 9.5% 100%
Other Number 15 11 0 1 1 28
% 53.6% 39.3% 0% 3.6% 3.6% 100%
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As shown in Table 3.3.2b, the majority of teachers from NB reported discussing or
collaborating with ESL colleagues more than once a year (63.1%). However, there was
limited participation in other types of PD activities: the majority reported not taking part
in university courses in ESL methodology (64.1%), and for roughly half of the teachers
pedagogical development via electronic media (50%) and other activities (53.6%) were
not available. Many teachers also reported not taking part in provincial or national
conferences (40%) or mentoring (42.9%), and that English language skills activities were
not available (33.3%). Few teachers reported attending school or school board workshops
more than once a year (27.7%), and a similar number reported that this activity was
unavailable (26.2%). Finally, some teachers reported reading ESL-specific articles more
than once a year (24.6%), but a similar number of teachers (24.6%) also reported not
reading ESL articles.
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Table 3.3.2c (EP): Frequency of Teacher Participation in PD Activities
PD Activity
Participation
Total Not
available
Do not take
part
Once every
2 years
Once a
year
More
than
once a
year
Local school or board workshops Number 19 11 15 15 61 121
% 15.7% 9.1% 12.4% 12.4% 50.4% 100%
Provincial/national conferences Number 14 33 13 44 15 119
% 11.8% 27.7% 10.9% 37% 12.6% 100%
PD via electronic media (live/on
demand recordings)
Number 33 50 10 12 12 117
% 28.2% 42.7% 8.5% 10.3% 10.3% 100%
Reading ESL-specific articles Number 4 8 7 14 88 121
% 3.3% 6.6% 5.8% 11.6% 72.7% 100%
Discussion and/or collaboration
with ESL colleagues
Number 12 6 3 7 93 121
% 9.9% 5% 2.5% 5.8% 76.9% 100%
Upgrading English language skills Number 27 40 7 10 34 118
% 22.9% 33.9% 5.9% 8.5% 28.8% 100%
University courses in ESL
methodology
Number 19 55 13 3 30 120
% 15.8% 45.8% 10.8% 2.5% 25% 100%
Mentoring (associate
teacher/supervisor to student
teachers)
Number 28 32 8 10 35 113
% 24.8% 28.3% 7.1% 8.8% 31% 100%
Other Number 18 14 1 1 7 41
% 43.9% 34.1% 2.4% 2.4% 17.1% 100%
In Table 3.3.2c, we see that the majority of the teachers from EP reported reading ESL-
specific articles (72.7%), and discussing or collaborating with ESL colleagues (76.9%)
more than once a year. Half of the teachers attended school or school board
workshops (50.4%) more than once a year. Many teachers reported mentoring more than
once a year (31%) and attending provincial or national conferences once a year (37%).
Numerous teachers also reported not taking part in pedagogical development via
electronic media (42.7%), English language skills activities (33.9%) or university courses
in ESL methodology (45.8%).
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3.3.3 Preferred PD Activities
Table 3.3.3 presents the responses of teachers for each survey group (QC, NB, EP) who
were asked to identify the pedagogical activities they would choose if these were more
accessible. Teachers could check as many of the PD activities previously listed in 3.3.2,
with the exception of the mentoring activity, which was not included as a choice.
Table 3.3.3: Teachers’ Choices for Additional PD Activities
PD Activity
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number
Percent (%) of Total
Sample (65)
Number
Percent (%) of Total
Sample (121)
Local workshops 197 60.4% 56 86.2% 75 62%
Provincial/national conferences 136 41.7% 26 40% 56 46.3%
PD via electronic media 101 31% 25 38.5% 31 25.6%
Reading ESL-specific articles 111 34% 24 36.9% 41 33.9%
Discussions and/or collaboration with colleagues
146 44.8% 45 69.2% 63 52.1%
Upgrading language skills 128 39.3% 36 55.4% 20 16.5%
University courses in ESL methodology
94 28.8% 23 35.4% 27 22.3%
None of the above 12 3.7% 0 0% 2 1.7%
Other 0 0% 0 0% 0 0%
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As can be seen in Table 3.3.3, the majority of teachers in all three contexts (QC: 60.4%;
NB: 86.2%; EP: 62%) reported school or school board workshops as one of their
preferred pedagogical development activities. Many QC teachers (44.8%) and more than
half of NB (69.2%) and EP (52.1%) teachers reported discussing and collaborating with
ESL colleagues as a preferred pedagogical development activity. Most NB teachers
mentioned English language skills activities as one of their preferred pedagogical
development activities (55.4%), while provincial or national conferences were identified
as an important activity for 46.3% of EP teachers.
3.3.4 Usefulness of PD Activities
Table 3.3.4 presents the responses of teachers for each survey group (QC, NB, EP) who
were asked to identify the most helpful types of pedagogical activities. Teachers could
check as many of the PD activities previously listed in 3.3.2, with the exception of the
mentoring activity, which was not included as a choice.
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Table 3.3.4: Most Helpful PD Activities Reported by Teachers
PD Activity
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number
Percent (%) of Total
Sample (65)
Number
Percent (%) of Total
Sample (121)
Local workshops 243 74.5% 51 78.5% 90 74.4%
Provincial/national conferences 122 37.4% 24 36.9% 64 52.9%
PD via electronic media 53 16.3% 13 20% 19 15.7%
Reading ESL-specific articles 92 28.3% 13 20% 57 47.1%
Discussions and/or collaboration with colleagues
219 67.2% 51 78.5% 99 81.8%
Upgrading language skills 86 26.4% 28 43.1% 14 11.6%
University courses in ESL methodology
56 17.2% 17 26.2% 29 24%
None of the above 5 1.5% 0 0% 0 0%
Other 8 2.5% 1 1.5% 8 6.6%
In Table 3.3.4, a sizable majority of teachers in all three contexts reported school or
school board workshops (QC: 74.5%; NB: 78.5%; EP: 74.4%) and discussing and
collaborating with ESL colleagues (QC: 67.2%; NB: 78.5%; EP: 81.8%) as helpful
pedagogical development activities. Many EP teachers reported reading ESL-specific
articles as another helpful activity (47.1%).
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3.4 Language Associations and Journals
This fourth section presents the results of questions examining the role of language
associations and professional journals in ESL teaching. In particular, teachers were asked
questions targeting the following areas:
• their membership in second language associations;
• the most important ways second language associations could facilitate their
teaching; and
• the source of ESL-related articles they read.
3.4.1 Membership in Second Language Associations
Table 3.4.1: Membership in Second Language Associations Reported by Teachers
Second Language
Association
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number
Percent (%) of Total
Sample (65)
Number
Percent (%) of Total
Sample (121)
CASLT/ACPLS 9 2.8% 1 1.5% 18 14.9%
SPEAQ 197 60.4% 5 7.7% 8 6.6%
TESL Canada 17 5.2% 6 9.2% 16 13.2%
TESOL 6 1.8% 2 3.1% 7 5.8%
Provincial TESL organization 21 6.4% 8 12.3% 31 25.6%
None 114 35% 40 61.5% 57 47.1%
Other 7 2.1% 3 4.6% 13 10.7%
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Table 3.4.1 presents the responses of teachers for each survey group (QC, NB, EP) who
were asked to identify their membership in various second language associations. Most
QC teachers reported being a member of SPEAQ (60.4%). A majority of NB teachers
(61.5%) and nearly half of EP teachers (47.1%) reported not being a member of any
second language association.
3.4.2 Ways Second Language Associations Can Help ESL Teachers
Tables 3.4.2 (a, b, c) present for each survey group (QC, NB, EP) the responses to an
open-ended question about how second language associations could help ESL teaching.
Specifically, teachers were asked to list what they felt to be the most important ways
second language associations could facilitate the task of ESL teachers. In all, the question
generated 998 responses distributed across the three survey groups (QC: 668; NB: 119;
EP: 211). All responses were analysed and coded, resulting in the creation of 8 categories
(see Appendix G). The response frequencies are presented in Tables 3.4.2 (a, b, c) and are
reported as a percentage of the total number of responses for a given category and also as
a percentage of the total number of teachers providing a response for a given category.
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Table 3.4.2a (QC): Most Important Ways That Second Language Associations Can Facilitate the Task of ESL Teachers
Category** Number
Percent (%) of
Total
Comments
Percent (%) of
Total Sample
(326)
B Material 167 25% 51.2%
C Resources/support 133 19.9% 40.8%
A Training/PD/methodology 74 11.1% 22.7%
H Lobbying/promotion 73 10.9% 22.4%
F Networking 70 10.5% 21.5%
D Workshops 44 6.6% 13.5%
E Conferences 34 5.1% 10.4%
G Funding 19 2.8% 5.8%
I Other 54 8.1% 16.6%
Total 668 100%
*Valid Cases 668 (68.3%); Missing 310 (31.7%); Total 978 (100%)
** Letter/number combination refers to the categories and sub-categories of the coding schema (see Appendix G).
Table 3.4.2a shows the most important way in which second language associations can
help QC teachers is by providing more teaching and learning materials (51.2%),
including lessons plans and evaluation tools. This suggestion is captured in the following
quotes:
• provide more ready-made learning activities and evaluation material
• offer more material for specialized programs
• give more program-based lessons plans and LES
The second most cited suggestion by QC teachers is providing resources for ESL
teaching (40.8%) (e.g., online ESL teaching-related links and the latest ESL research
digests/newsletters). This suggestion also included providing moral support, motivation
and pedagogical advice to teachers. The following quotes show this desire:
• give more how-to teaching resources
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• I’d like to get a kind of monthly journal that keeps us up to date on the latest
methods and techniques for ESL teaching
• associations could provide us with newsletters where they recognize our challenges
and provide words of wisdom and support
Providing training material and opportunities (22.7%) (e.g., how-to workshops and
professional development targeting specific teaching strategies) is the third most frequent
suggestion provided by QC teachers. This is illustrated in the following teacher quotes:
• new, innovative ideas for teaching strategies for addressing students’ pedagogical
needs
• specific training on how to manage different proficiency levels in the same class
Other frequently-cited suggestions by QC teachers included, in particular, lobbying and
promoting ESL (22.4%) and networking (21.5%), including connecting teachers together
and facilitating exchanges. These were followed by less frequently-mentioned areas (see
Table 3.4.2a).
Table 3.4.2b (NB): Most Important Ways That Second Language Associations
Can Facilitate the Task of ESL Teachers
Category** Number Percent (%) of Total
Comments
Perfect (%) of Total
Sample (65)
C Resources/support 33 27.7% 50.8%
B Material 26 21.8% 40%
A Training/PD/methodology 21 17.6% 32.3%
E Conferences 10 8.4% 15.4%
D Workshops 8 6.7% 12.3%
F Networking 7 5.9% 10.8%
G Funding 2 1.7% 3.1%
H Lobbying/promotion 2 1.7% 3.1%
I Other 10 8.4% 15.4%
Total 119 100%
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As seen with QC teachers, NB and EP teachers (Tables 3.4.2b, c) also cited most often
that second language associations could help by providing resources and support for ESL
teaching (NB: 27.7%; EP: 31.8%), teaching and learning materials (NB: 21.8%; EP:
14.7% ) and training material and opportunities (NB: 17.6%; EP: 19%). The following
teacher quotes capture these particular needs:
• offer resources to help with planning lessons appropriate for all levels
(NB)
• provide affordable English public speakers and a catalogue of ICT
resources for teachers (EP)
• provide me with ready-to-use materials (NB)
• offer me new teaching ideas and pedagogical material (EP)
• offer PD opportunities for teaching basic grammar skills at varied levels
(NB)
• provide specialized training opportunities for getting different ideas on how to manage split classrooms (EP)
Table 3.4.2c (EP): Most Important Ways That Second Language Associations Can Facilitate the Task of ESL Teachers
Category** Number Percent (%) of Total
Comments
Perfect (%) of
Total Sample
(121)
C Resources/support 67 31.8% 55.4%
A Training/PD/methodology 40 19% 33.1%
B Material 31 14.7% 14.7%
F Networking 19 9% 15.7%
H Lobbying/promotion 17 8.1% 14%
D Workshops 13 6.2% 10.7%
G Funding 7 3.3% 5.8%
E Conferences 3 1.4% 2.5%
I Other 14 6.6% 11.6%
Total 211 100%
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Teachers from NB and EP also cited other interesting areas in which language
associations could help their teaching (e.g., conferences, workshops, networking and
funding, etc.); however, the proportion of teachers providing these suggestions was quite
small in relationship to the respective sample size (see Tables 3.4.2b, c). It is therefore
difficult to interpret how representative such suggestions are of the needs of teachers in
these contexts.
3.4.3 Journals
When teachers had previously indicated that reading ESL-related articles played a role in
their professional development (see Section 3.3), they were asked to specify the source
(e.g., journals, newsletters and magazines) of the articles they read. They could choose all
the sources that applied. The response frequencies for the various sources are reported in
Table 3.4.3.
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Table 3.4.3: Source of ESL Articles Read by Teachers
Journal
English Context
QC NB EP
Number
Percent (%) of Total
Sample (326)
Number
Percent (%) of Total
Sample (65)
Number
Percent (%) of Total
Sample (121)
The Canadian Modern Language Review
19 5,8% 2 3,1% 11 9,1%
Réflexions 24 7,4% 7 10,8% 6 5%
Provincial/territorial language association newsletters
58 17,8% 2 3,1% 29 24%
TESL Canada 55 16,9% 8 12,3% 50 41,3%
TESOL Quarterly 28 8,6% 0 0% 25 20,7%
ELT Journal 15 4,6% 2 3,1% 10 8,3%
Other 45 13,8% 3 4,6% 30 24,8%
As shown in Table 3.4.3, in QC and NB, no single journal, newsletter or magazine was
chosen as the main source of information on ESL that teachers read. The sources most
frequently cited by QC teachers were provincial or territorial language association
newsletters (17.8%) and TESL Canada (16.9%). For NB teachers, the sources were TESL
Canada (12.3%) and Réflexions (10.8%). For EP teachers, there was a strong preference
for TESL Canada (41.3%). The EP teachers also reported reading other sources (24.8%),
but did not specify what they were. Finally, it should be pointed out that very few NB
teachers actually reported reading ESL related articles; the resulting response frequencies
for this group should therefore be interpreted with caution.
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4.0 Survey Findings: Profiles of the Three Samples and Main Findings
The following sections (4.1 and 4.2) summarize the participants’ profiles (Section 2.0)
and the main teacher-perception findings (Section 3.0) for each of the three survey
contexts (QC, NB, EP).
4.1 Profiles of the Three Samples
This section provides a summary of the main findings reported in Section 2.0; the
findings are presented separately for each of three survey contexts: QC, NB and EP.
4.1.1 QC Sample
The profile summary of those teachers (N = 326) responding from QC is as follows:
• generally Francophone, predominantly female and between the ages of 26 and 40;
• all certified teachers and generally trained in general second-language
methodology, ESL methodology, classroom-based testing and evaluation, and
language acquisition;
• generally very experienced teachers;
• generally learned English in provincial regular track ESL programs and most had
studied English at university;
• were quite confident about their own abilities in English, in general and in the
classroom;
• generally tested in English prior to employment;
• most often used English in the classroom 80% to 100% of the time on a daily
basis and were generally satisfied with this amount of English use;
• taught in one school, well distributed across different school sizes, including some
very large schools of 1000 or more students;
• well distributed across teaching levels (primary and secondary) and grades (K-12)
and taught mostly in core or regular track ESL programs;
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• mostly taught to Francophone students in programs with 1 to 2 hours of weekly
ESL instruction;
• mostly taught more than 4 groups/classes, with 40% of sample teaching more than
11 groups/classes;
• generally taught between 101 and 300 students, with 25% of sample teaching over
300 students.
4.1.2 NB Sample
The profile summary of those teachers responding from NB is as follows:
• generally Francophone, predominantly female and between the ages of 31 and 45;
• all certified teachers (but only 10% ESL specialists) and generally trained in
general second-language methodology;
• generally experienced teachers;
• generally learned English in provincial core or regular track ESL programs, and
most had had at least one university-level English course;
• confident about their own abilities in English, in general and in the classroom;
• generally not tested in English prior to employment;
• most often used English in the classroom 80% to 100% of the time on a daily
basis and were mostly satisfied with this amount of English use;
• generally taught in one small or medium-sized school (100 to 500 students);
• well distributed across teaching levels (primary and secondary) and grades (K-12)
and taught mostly in core or regular track ESL programs;
• mostly taught to Francophone students in programs with 3 to 5 hours of weekly
ESL instruction;
• mostly taught from 1 to 3 groups/classes, consisting of fewer than 100 students in
all.
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4.1.3 EP Sample
The profile summary of those teachers responding from EP is as follows:
• mostly Anglophone, predominately female and generally between the ages of 36
and 55;
• had a range of ESL teaching experience: the majority were experienced teachers,
but 43% of sample had less than 3 years of experience in ESL teaching;
• all certified teachers (but only 25% ESL specialists) and with training in language
acquisition;
• generally from English (L1) school backgrounds and mostly trained in English at
university;
• very confident about their own abilities in English;
• mostly not tested in English prior to employment;
• most often used English in the classroom 100% of the time on a daily basis and
were mostly satisfied with this amount of English use;
• generally taught in one medium to large-sized school with 301 to 999 students;
• were well distributed across teaching levels (primary and secondary) and grades
(K-12), with more than 50% teaching both at the primary and secondary levels;
• generally taught from 1 to 3 hours per group/class, but 20% of sample taught
more than 5 hours per group/class;
• generally taught in a core or regular track program, but almost 40% of sample also
taught in other unidentified programs;
• mostly taught more than 4 groups/classes, generally consisting of fewer than 50
students in all;
• mostly taught students from language backgrounds other than French.
4.1.4 Key Features of Sample
When examining the characteristics of the three ESL samples together, the following
distinguishing features emerge with respect to the profile of teachers and the contexts in
which they work:
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• Teachers from all three contexts tended to be Francophone or Anglophone,
predominately female, between the ages of 26 and 40, and reported native or
native-like abilities in English (although NB was much less confident about their
English abilities than QC and EP). They tended also to be experienced teachers
and evenly distributed across primary and secondary levels.
• While all teachers in the survey were certified, only the majority of teachers from
QC were ESL specialists. In NB and EP, the minority of teachers (10% and 26%
respectively) were specialists; most also reported receiving limited university
training in L2 teaching. Very few teachers in any of the three contexts had
received specific training in teaching “intensive” ESL.
• In QC and NB, the large majority of teachers had learned English in the core or
regular-track ESL programs set out by their respective provinces. They all also
taught ESL in the very same programs.
• QC is the context where students receive the fewest hours of ESL instruction per
week: 84% of the teachers reported teaching just 1 – 3 hours of ESL weekly per
group/class. The majority of NB teachers reported up to twice as many weekly
ESL hours with their students. EP is the most varied context, with teachers
reporting a range of hours of ESL instruction.
• The workload for teachers was clearly different: Teachers in EP and NB generally
reported teaching fewer than 100 students at any one time, whereas QC teachers
reported, on average, teaching between 100 and 300 students, with a quarter of
teachers teaching more than 300 students.
4.2 Summary of Main Findings
The main teacher-perception findings from Section 3.0 are summarized in the sections
that follow.
4.2.1 Major Challenges
This section summarizes the most important challenges reported by teachers with respect
to their current teaching situation.
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4.2.1.1 Differentiation
A particularly important finding for teachers across Canada (QC, NB and EP) was their
reported difficulty in managing classrooms with students of varying ESL abilities and
different grade levels. In fact, managing multi-level groups and classes was cited as one
of the top challenges associated with ESL teaching. Teachers felt, in particular, that they
lacked adequate delivery methods, class-management skills and material resources to
effectively teach in classroom situations where students’ English proficiency varied
widely. Moreover, in open-ended questions teachers repeatedly voiced the growing need
for specialized PD training in this area.
An equally important finding was the challenge reported by teachers in managing special
education classes. The vast majority of ESL teachers (75%) throughout Canada reported
that the proportion of students with learning difficulties and/or special needs in the
classrooms was not at all manageable to only slightly manageable. The difficulty
addressing the needs of this student population stemmed from a lack of resources,
including special needs training, support staff and ready-available materials. In particular,
teachers responding freely in open-ended questions voiced a heightened level of
frustration with this area of their teaching situation; they emphasized the need for a better
understanding of the L2 delivery methods and pedagogical practices that can be used to
successfully balance the learning of special needs and typically-developing students in
the same classroom.
Together, the issues surrounding the reported difficulties in managing split classes with
students of varying L2 abilities and/or special needs are very much related to instructional
approaches promoting classroom “inclusion or differentiation” (e.g., see Tomlinson,
1999). This suggests that current approaches of L2 classroom differentiation, especially
those experienced by teachers in this survey, constitute both a major concern and
professional challenge for ESL practitioners throughout the country.
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4.2.1.2 Student Motivation
One of the most important findings to emerge from the QC and NB data was the reported
lack of student motivation in the classroom. When asked to list the major challenges they
faced in ESL teaching, the challenge most often cited by QC and NB teachers (54%) was
students’ overall lack of interest and motivation for learning ESL and the inability to
recognize the importance of English for their future. This challenge also encompassed the
attitudinal aspect of learning English, where, according to teachers, English is often
viewed negatively by students, even those, quite surprisingly, who have already reached
somewhat functional levels of oral proficiency. Interestingly, student motivation was not
reported as an issue for EP ESL teachers. This suggests that the specific teaching contexts
in QC and NB, where learners’ exposure to English in the community may be quite
limited, and where the time allotted to ESL in the school system is similarly limited
(particularly in the Quebec context, where students may receive as little as one hour of
ESL instruction per week) make it necessary for teachers in these contexts to make
considerable effort to promote the purpose and/or importance of learning English.
An interesting correlate to the challenge of student motivation was teachers’ perception
of whether the situation was amenable to change. When QC and NB teachers were given
a free voice to list the one thing that would enhance or facilitate their current teaching
situation, student motivation for learning went completely unmentioned by all teachers as
a potential factor that could actually help make their teaching easier or more productive.
This finding was particularly surprising given the strong agreement among teachers that
lack of learner motivation was one of the major obstacles to successful teaching. What
this may suggest is that, in NB and QC, where ESL is often taught in a foreign-language
context, teachers may feel pedagogically powerless to deal with problems of inherent
interest and motivation for L2 learning among their students. Rather, they were more
likely to focus on the learning conditions that could ultimately result in a more enriching
experience for their students such as increased time for ESL instruction, smaller class
sizes, and fewer split/multi-level groups. Presumably such changes to the learning
experience would have an impact on overall motivation, as well.
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4.2.1.3 Workload
A major finding to emerge from the survey was the striking difference in the overall
number of students taught by teachers across the country. In NB and EP, teachers
reported on average teaching less than 100 students at any one time. However, a typical
workload for QC teachers ranged between 100 and 300 students, with 25% of the sample
teaching over 300 students during a nine-day cycle. In fact, the QC workload situation is
unlike any other documented in Canada, for either FSL or ESL.
QC teachers also repeatedly mentioned in open-ended questions that their teaching load
(total number of students and class size) was a major challenge and that reducing this
load would significantly facilitate the manageability of their current teaching situation,
especially in terms of being able to provide more meaningful instruction and evaluation.
Moreover, unlike teachers in NB and EP, close to half of QC teachers (47%) reported
wanting to leave the ESL profession in the last 12 months and pointed to workload as a
contributing factor to their sense of inefficacy in the classroom and general dissatisfaction
with the teaching profession.
4.2.2 Stakeholder Support
Teachers across Canada felt that their school administration was quite supportive of both
their work and ESL teaching; they also reported in open-ended questions holding a
positive view of the leadership in their respective schools and school boards.
In QC, the teachers’ perspectives of the level of support for their work and teaching goals
from the ministry, parents and students was considerably less than that reported by the EP
and NB teachers. The responses provided in the open-ended questions on challenges and
teacher improvement further support this finding. In fact, it would seem, according to QC
teachers, that the lack of intervention on the part of the ministry to deal with workload
issues and students’ general lack of interest for learning English were important factors
affecting their perception of the level of support provided by these stakeholders.
Finally, most QC and NB teachers reported that the community and non-ESL colleagues
(particularly in QC) were much less supportive of their work than were other
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stakeholders. In both contexts, responses from open-ended questions on professional
development and improving teaching conditions corroborated this finding. Teachers
indicated that French-speaking communities (especially those with little contact with
English) have difficulty seeing the importance of ESL teaching as a specialized
profession. Similarly, teachers also voiced an ongoing isolation from their non-ESL
counterparts, which they explained, in part, as a lack of understanding by their colleagues
of L2 teaching in general and/or a failure to recognize ESL as a real or important subject
matter within the school system. Both QC and NB teachers agreed that professional
development activities, which included discussions with their non-ESL colleagues and
sharing of teaching goals, would benefit their teaching situation.
4.2.3 Resources
Overall, ESL teachers from across the country generally indicated the need for additional
resources, particularly, more teaching materials, more training and more collaboration
with ESL colleagues in their school boards and respective provinces.
The majority of teachers from all three survey groups (QC, NB, EP) considered that the
quantity, quality and appropriateness of commercial ESL material and ESL material
promoting Anglophone culture to be good or excellent. All three groups also agreed
overwhelmingly that the availability (in terms of quantity) of ESL library materials was
poor. In this instance, teachers’ comments suggested that the poor quantity of these
materials was due in part to the absence of school libraries and/or ESL book budgets.
Most teachers in NB and EP considered the quantity, quality and appropriateness of ICTs
and locally-offered ESL programming to be good to excellent. In QC, however, while the
quality and appropriateness of these resources was judged to be good or excellent, their
quantity was considered to be poor. The need for more of these types of resources was
ranked highly in the different open-ended questions dealing with challenges and personal
improvement.
Most teachers from QC, NB and EP reported that computers and access to the internet as
well as suitable space for lesson preparation and storage of materials were usually or
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always available in their daily teaching activities. These same teachers also expressed an
important need for the availability of funding for ESL-related activities as well as the
availability of specialists and/or support staff to help with the challenge of teaching ESL
to students with learning difficulties. With respect to this last example, dealing with the
teaching issues surrounding special needs students was one of the top-ranked challenges
cited by teachers across the country (see Section 4.2.1.1).
Finally, the majority of teachers in EP reported that English-speaking resources (e.g.,
supply teachers, administrative staff, support staff, librarians and guest speakers) were
usually or almost always available to help with their teaching. However, as might be
expected as a result of the linguistic make up of their communities, QC and NB teachers
reported that English-speaking resources were either never or rarely available in their
schools. In open-ended questions on challenges, QC teachers highlighted the shortage of
English-speaking supply teachers as a particularly difficult situation, one that often
prevented them from participating in professional development activities (see Section
4.2.4).
4.2.4 Professional Development
The majority of teachers from across Canada reported yearly participation in professional
activities consisting of discussion and collaboration with ESL colleagues, and school
board workshops. Teachers from QC and EP also participated in activities requiring
reading of teaching-related ESL articles at least once a year. For QC, NB and EP
teachers, PD activities involving interaction and exchanges with their ESL colleagues and
small local workshops were ranked among the most popular and were also perceived,
above all other activities, to be the most helpful and beneficial to their development.
Most teachers across the country also strongly agreed that increased funding and offering
PD activities during school hours would make professional development much more
accessible. In QC and NB, the majority of teachers felt that being directly involved in the
choice of relevant topics would considerably increase their willingness to participate in
pedagogical development. For the majority of QC teachers, the availability of more
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trained English-speaking supply teachers was viewed as an important factor for
improving their access to PD activities in general.
Finally, only the majority of QC teachers reported being a member of a second language
teaching association, yet, interestingly, teachers from all three survey groups were in
agreement about the potential role these associations might play in their professional
development. They perceived the role of the associations to include the provision of how-
to workshops, specialized training and material resources in order to face ongoing
classroom challenges such as managing special education groups, large classes and
students with varying levels of English proficiency. Teachers also saw an important role
for language associations in keeping them up to date with internet teaching resources and
ESL-related links and also organizing professional exchanges with both ESL and non-
ESL colleagues.
4.2.5 Teachers’ Perception of Students
Throughout the survey, while teachers across Canada were quite forthcoming about the
negative aspects of their teaching conditions, they were, nevertheless, quite positive about
the language teaching profession, notably the rewards of working with ESL students.
Witnessing students’ language development and increased confidence at expressing
themselves in their second language were consistently cited in open-ended questions as
key benefits of teaching ESL. Thus, for the teachers in this survey, it would seem that,
regardless of the quality of teaching conditions, the students’ learning remains their
central concern. It also appears to be a crucial source of motivation as teachers struggle to
overcome the various challenges they confront in their profession.
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5.0 Future Directions and Recommendations
This final section proposes additional avenues of research to address some of the major
issues which emerged in the report. It also, where possible, lays out specific
recommendations that are intended to improve or enhance different aspects of ESL
teaching.
5.1 L2 Teacher Directory
During the data collection process, it was impossible to know the location and official
number of ESL teachers in Canada, since no national or provincial association maintains
a comprehensive list of ESL (or FSL) teachers. In fact, it was difficult to reach ESL
teachers working outside QC and NB; despite cooperation from provincial ESL
associations and several ministries of education, very few ESL teachers working with
refugee and immigrant populations in elementary and secondary schools participated in
the survey. Thus, this points to a methodological weakness in the present survey: Without
a more accurate account of the current ESL teacher population in Canada, both in terms
of the overall number of teachers and specific teaching contexts, it is quite difficult to
assess how representative the teachers in this survey were of the national population.
Previous survey research (e.g., Lapkin et al., 2006) has also noted that directories of FSL
teachers are insufficient, if not non-existent. As such, there appears to be a clear need in
Canada to develop a national registry that maintains a comprehensive directory of both
ESL and FSL teachers, and of key aspects of their teaching contexts, such as the number
of hours of L2 instruction offered to students. The presence of such a registry would
greatly improve our understanding of the demographics of L2 teachers in Canada and
also facilitate research with Canada’s official languages. Given its pan-Canadian mandate
to promote L2 teaching, CALST, in collaboration with provincial language associations
and education ministries, may be particularly well suited to spearhead such an initiative.
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5.2 Training in Special Education
A finding that echoed throughout the survey was the frustration voiced by teachers at
understanding and managing the needs of diverse learners in the ESL classroom (i.e.,
students with special needs or learning difficulties). This finding is consistent with other
research in Canada (e.g., Arnett & Mady, 2010; Lapkin, et al., 2006) that has found that
L2 teachers, particularly FSL teachers, are unprepared to deal with the pedagogical
complexities associated with this specific learner population. The evidence that both ESL
and FSL teachers in Canada are struggling with how to efficiently adapt their
instructional strategies to meet the needs of these learners suggests that this is a major
challenge for L2 teaching in general across the country. As such, there is a pressing need
for provincial ministries, school boards and language associations to provide in-service
teachers with additional resources (e.g., support staff, ready-made materials) and, more
importantly, adequate on-going training in differentiation models of L2 education.
It is also recommended that faculties/schools/departments of education, involved in both
ESL and FSL training, examine ways of ensuring that pre-service L2 teachers achieve a
good understanding of the issues surrounding the inclusion of diverse learners in the
classroom and that they also equip aspiring teachers with the necessary instructional tools
and training to meet the needs of these learners.
5.3 Resources and Professional Development
In general, teachers across Canada reported that they lacked resources. They voiced a
clear need for additional teaching materials, specialized training and collaboration with
non-ESL colleagues. Interestingly, teachers pointed out these resource needs might best
be met by second language associations. Therefore, it seems appropriate that language
associations, working together with school boards and provincial ministries, look at ways
of providing teachers with PD opportunities involving material development and training
for applying ministerial ESL curriculum requirements.
In addition, language associations, in collaboration with school boards and school
administrators should actively seek to include ESL teachers as part of the larger teaching
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community by providing opportunities for peer collaboration. Specifically, these
opportunities should:
• encourage participation in activities where teachers of various disciplines learn
from each other; and
• promote cross-curricular problem solving to help meet the learning needs of ESL
students.
Integrating ESL teachers into the larger teaching community of the school and putting
them in a position to share their teaching goals and challenges with non-ESL colleagues
may lead to a greater understanding and recognition of the ESL specialist in the school
system and also benefit the teaching of everyone involved. One way that this might be
done in the QC and NB contexts is having the French language arts and ESL teachers
collaborate on common or complementary goals across the curriculum and across the
languages (see Horst, White, & Bell, 2010 for work on cross-linguistic awareness; Lyster,
Collins, & Ballinger, 2009 for a bilingual reading aloud project by French and English
instructors of the same students). There is clearly a need for more research into and more
support for local initiatives that lead to greater collaboration among language and other
subject teachers of the same students.
Finally, in NB and EP, the majority of teachers held generalist teaching licenses and, in
many cases, felt unprepared to handle the teaching demands of the ESL curriculum in
their respective provinces; they indicated that more specialized training in ESL would
considerably improve their classroom teaching. Therefore, as a means of improving these
teachers’ delivery of mandated ESL programs and curriculum, it is suggested that, within
their respective action plans on education, provincial governments allocate specific funds
for PD opportunities (i.e., in-service training workshops, university-level courses,
conferences, etc.) targeting the development of ESL teaching skills.
A final observation on pedagogical development opportunities is that teachers from all
three contexts expressed desire for input into PD training opportunities and for these to be
offered locally. However, in presenting this observation at professional conferences
across Canada (e.g., SPEAQ, Language Without Borders, ACLA), some pedagogical
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advisors in both ESL and FSL provided anecdotal evidence, particularly within QC and
NB, that there is often a lack of interest for school-based or locally-offered PD activities
or when teachers are included in selecting the specific theme of activities. As such, there
appears to be a clear need to examine more carefully what types of PD is offered in
different contexts (e.g., topics, how these are chosen, their frequency, venues and
accessibility – including release time) and, more importantly, to obtain the perspectives
of both teachers and pedagogical advisors on potential issues related to proposed PD
activities (e.g., teacher interest, attendance and accessibility).
5.4 Motivation for Learning English
One of the greatest teaching challenges reported by QC and NB teachers was dealing
with students’ lack of interest and motivation for learning English as well as their
negative attitudes towards English. Accounts of low student motivation and negative
attitudes toward language learning are well documented in foreign-language programs in
the US and core FSL programs across Canada (Marshall, 1992; Lapkin et al, 2006). A
common theme linking the QC and NB teaching contexts to these findings is the
predominate use of a drip-feed approach, or short weekly periods of language instruction
(as little as an hour a week in some QC contexts). In many of the communities where
teachers worked students also had limited exposure to the L2 outside of school, resulting
in very little access to English overall. Offering students sufficient instructional time to
afford real progress in the learning of their second language would appear to be one way
to heighten students’ motivation. Indeed, as this report goes to press there is a new
initiative by the Ministry of Education in QC to increase (and concentrate) instructional
time in ESL at the grade 6 level.
Most motivation research has focused almost entirely on developing theoretical models
describing the motivational characteristics and processes involved in L2 learning (e.g.,
Dörnyei, 2001; Masgoret & Gardner, 2003). There have also been numerous suggestions
about the pedagogical practices that are thought to help teachers motivate learners (e.g.,
Brown, 2001; Dörnyei & Csizér, 1998); however, little research has directly examined
how these practices actually interact with motivation in the L2 classroom. Thus, it seems
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that this is one area of research that could potentially help us to better understand and,
hopefully, improve the low motivation and lack of interest for learning a second language
(both ESL and FSL) that appears to be common among students in classrooms across the
country.
5.5 Workload and Job Satisfaction
The workload reported by QC teachers in this survey is indeed quite striking. The typical
workload of teachers is often over 300 students and, in some cases, is even over 400
students during a nine-day cycle, which is unlike any other L2 teaching situation
documented in Canada, and, to our knowledge, even in the U.S. It is therefore not
surprising to see that many QC teachers feel that the heavy teaching load affects their
sense of efficacy in the classroom, especially when it comes to delivering instruction
effectively and evaluating students reliably.
These working conditions are clearly unsatisfactory, and, in our view, the Quebec
Ministry of Education (MELS), in direct collaboration with school boards, school
administrators and provincial language associations should actively seek out pedagogical
and administrative solutions for significantly reducing the ESL student-teacher ratio as
well as teachers’ overall workload in terms of the mean number of ESL groups taught.
Moreover, additional research is very much needed to examine the extent to which
current workloads may be related to attrition rates of QC ESL teachers. Almost one half
(47%) of QC teachers reported that they were dissatisfied with the teaching profession
and had recently contemplated leaving the profession; workload was cited as contributing
to this dissatisfaction; however, it is unclear to what degree it was the driving force
behind their desire to leave the profession. This obviously points to a clear need to further
investigate, in additional to workload, other potential causes (e.g., teaching conditions,
curricular requirements, official delivery models, etc.) underlying teachers’ reported
dissatisfaction with the ESL profession.
It needs also to be pointed out that dissatisfaction with L2 teaching is not only limited to
QC ESL teachers. Lapkin and her colleagues (2006) reported, in a nation-wide survey of
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FSL teachers, that nearly 40% of all teachers had also considered leaving FSL teaching,
although no explanation was put forth to explain this finding. There appears, therefore, to
be a considerable number of L2 teachers across the country experiencing low levels of
job satisfaction, which clearly warrants further empirical investigation. As the teachers in
the present survey, as well as those reported in Lapkin et al., were relatively experienced
teachers, it would be important to examine whether new or less-experienced teachers
(ESL and FSL) also report similar levels of dissatisfaction with their teaching.
5.6 Conclusion
The findings from this survey have pointed out, for the first time, some of the important
challenges faced by ESL teachers working in different contexts across Canada. To a large
extent, the various issues and concerns reported here, particularly those regarding job
satisfaction, low student motivation, and the difficulty of managing multi-level groups
and special needs students, are strikingly similar to those previously reported by French
second language teachers in Canada (Lapkin et al., 2006) and foreign language teachers
in the U.S. (Swanson & Huff, 2010). An important difference, however, was the
workload reported by the QC sample, which is unlike any other teaching context, in ESL
or FSL, across the country. Also noteworthy was the finding that most teachers,
regardless of the various hardships they encountered in their teaching situation, not only
remained remarkably positive about the rewards of the ESL profession, but were also
quite concerned about their students’ learning success.
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References
Arnett, K., & Mady, C. (2010). A critically conscious examination of special education
within FSL and its relevance to FSL teacher education programs. Canadian Journal of
Applied Linguistics, 13(1), 19-36.
Brown, D. (2001). Teaching by principles: An interactive approach to language
pedagogy (2nd ed.). New York: Addison Wesley Longman.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: An empirical study. Language Teaching Research, 2, 203-229.
Horst, M., White, J., & Bell, P. (2010). First and second language knowledge in the language classroom. International Journal of Bilingualism, 14, 331-349.
Lapkin, S., MacFarlane, A., & Landergrift, L. (2006). Teaching French as a second language in Canada: Teachers’ perspectives. Ottawa, ON: Canadian Association of Second Language Teachers.
Masgoret, A.-M., & Gardner, R.C. (2003). Attitudes, motivation and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 51, 123-63.
Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual reading project. Language Awareness, 18, 366-383.
Swanson, P., & Huff, R. (2010). The relationship of Georgia’s rural foreign language teachers’ sense of efficacy to teacher attrition. The Rural Educator, 31, 16-29.
Tomlinson, C. (1999). Mapping a route toward differentiated instruction. Educational
Leadership, 57(1), 12-16.
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APPENDIX A
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APPENDIX B
Table a(QC) : Distribution of Teachers by School Board
School Board Number Percent (%) CS de Charlevoix 1 0.3%
CS de la Capitale 4 1.2% CS de Portneuf 5 1.5%
CS des Découvreurs 8 2.5% CS des Premières-Seigneuries 1 0.3%
CS de l'Énergie 1 0.3% Cs du Chemin-du-Roy 22 6.7%
CS de la Région-de-Sherbrooke 13 4% CS des Hauts-Cantons 3 0.9%
CS des Sommets 1 0.3% CS Monts et Marées 5 1.5%
CS Lester-B.-Pearson 1 0.3%
CS de Montréal 12 3.7%
CS Marguerite-Bourgeoys 7 2.1%
CS Pointe-de-l'Île 6 1.8%
CS des Draveurs 1 0.3%
CS des Phares 5 1.5%
CS de l'Or-et-des-Bois 4 1.2%
CS Rouyn-Noranda 2 0.6%
CS du Lac-Abitibi 1 0.3%
CS Harricana 9 2.8%
CS de l'Estuaire 1 0.3%
CS du Fer 1 0.3%
CS de la Baie James 2 0.6%
CS du Fleuve-et-des-Lacs 8 2.5%
CS Beauce-Etchemin 9 2.8%
CS des Navigateurs 16 4.9%
CS de Laval 14 4.3%
CS de la Jonquière 6 1.8%
CS des Affluents 8 2.5%
CS des Smares 8 2.5%
CS Rivière-du-Nord 11 3.4%
CS Seigneuries-des-Milles-Îles 18 5.5%
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CS des Laurentides 3 0.9%
CS Pierre-Neveu 2 0.6%
CS Vallée des Tisserands 1 0.3%
CS Saint-Hyacinthe 1 0.3%
CS Grandes-Seigneuries 5 1.5%
CS Hautes-Rivières 1 0.3%
CS Rives-du-Saguenay 11 3.4%
CS Sorel-Tracy 4 1.2%
CS des Patriotes 11 3.4%
CS Marie-Victorin 7 2.1%
CS des Trois-Lacs 13 4%
CS du Val-des-Cerfs 3 0.9%
CS Riverside 1 0.3%
CS des Bois-Francs 2 0.6%
CS des Chênes 15 4.6%
CS du Lac-St-Jean 4 1.2%
CS Pays-des-Bleuets 9 2.8%
Private school 8 2.5%
Not specified 11 3.4%
Total 326 100%
Table b(NB) : Distribution of Teachers by School Board School Board Number Percent (%)
District 01 14 21.5% District 02 1 1.6%
District 03 10 15.4% District 05 1 1.6%
District 09 24 36.9% District 11 9 13.8%
Not specified 6 9.2%
Total 65 100%
Table c(EP) : Distribution of Teachers by School Board School Board Number Percent (%)
Saskatchewan Rivers School Division 1 0.8%
Durham Catholic District 3 2.5%
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Upper Grand District School Board 2 1.7%
Greater Saskatoon Catholic Schools 1 0.8%
York Region School Board 1 0.8%
Toronto District School Board 1 0.8%
Regina Catholic School Board 2 1.7%
River East Transcona School Division 2 1.7%
Edmonton Catholic Separate School Board 1 0.8%
CS de la Capitale 0 0%
Calgary Catholic Separate School Board 1 0.8%
Cap Breton Victoria Regional School Board 1 0.8%
Lethbridge District 51 1 0.8%
Southeast Cornerstone 1 0.8%
Conseil des Écoles Publiques de l'Est de l'Ontario 1 0.8%
Winnipeg School Division 1 0.8%
Halifax Regional School Board 5 4.2%
Richmond District 38 1 0.8%
Halton District School Board 9 7.6%
Niagara Catholic District School Board 1 0.8%
Edmonton Public Schools 10 8.4%
Prairie South 1 0.8%
Prairie Valley School Division 2 1.7%
Regina Public Schools 6 5%
Chinook 6 5%
Langley District 35 2 1.7%
North Vancouver 1 0.8%
Horizon School Division 3 2.5%
North East School Division 3 2.5%
Sun West 2 1.7%
Prairie Spirit School Division 5 4.2%
Holy Trinity School Division 1 0.8%
Waterloo Catholic District School Board 1 0.8%
Christ The Redeemer Catholic School Board 1 0.8%
Peel District School Board 5 4.2%
Ottawa Carleton District School Board 2 1.7%
Maple Ridge/Pitt Meadows School Board 1 0.8%
Saskatoon Public Schools 7 5.9%
Not specified 26 20.7%
Total 121 100%
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Appendices C, D, E, F, G
CODEBOOK FOR
OPEN-ENDED QUESTIONS
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Appendix C: What are the three most important challenges you face in teaching ESL? Category Sub-category Description Sample replies
A Resources (lack thereof)
A0 Resources General lack of resources (either not specified or all combined) Finding appropriate resources
A1 Teaching/learning material
Lack of specific learning or teaching materials (tech., textbooks, reference)
L’accès plus que7890 limité aux médias
A2 Facilities Lack of a specific or consistent location for teaching ESL
Lack of an adequate size classroom solely devoted to ESL
A3 Compensation Inadequate salary Being paid adequately A4 Teaching/support staff
Lack of qualified support staff and/or assistants
Not having a teaching assistant in integrated classes
A5 Training/pedagogical lit.
Lack of pedagogical material or of opportunities for P.D.
Getting trained to teach kids in difficulty
B Time Management
B0 Time management General lack of time to carry out tasks related to teaching (either combined or not specific)
Lack of personal working time for administrative work or class preparation
B1 Preparation/Planning
Lack of prep time and LES planning
Not enough time to prepare projects
B2 Correction/Evaluation
Lack of time for evaluation and LES planning
The hours of marking with the Reform
B3 Teaching/Learning Lack of teaching time/periods in schedules
Time I have to deliver the program
C Students/ classroom
C0 Classroom General difficulty with classroom management and students
C1 Multi-level groups Difficulty in managing combined ages/levels/grades – differentiation
L’hétérogénéité des forces des élèves dans un même groupe
C2 Special education Difficulty with students with learning disabilities and special needs
Integrating students with learning difficulties
C3 Discipline General classroom discipline and individual behavioral issues
Je dois faire la police quand mon temps est très limité
C4 Motivation Students’ lack of interest and motivation to work/learn
Involvement of students in projects
D Support
D0 Support General lack of support for teachers or students
Se battre pour faire sa place et être considéré comme les autres enseignants
D1 From school/admin./board/disctrict
Lack of support, recognition, consideration
ESL listed under Student Services…
D2 From parents/communities
Lack of support for teachers and students regarding English as a subject, homework
Les parents ne supportant pas le programme
D3 From other teachers Lack of support from peers We are often isolated and our input is not valued
D4 Lack of official Lack of standards, province-issued No consistent
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guidelines curricula/evaluations assessment/benchmark tools
E Language
E1 Linguistic context Dominant language in the province, or at home, school
Environnement très francophone
E2 Attitude toward English
Negative attitude toward English or ESL from students, parents, peers, etc.
Biased attitude of some teachers regarding English
E3 Use/practice of English
Use of English in/out of the classroom by students, teachers
Speaking English in the classroom at all times, in every situation.
E4 Level of proficiency Students’ and teachers’ competence in English
Students who lack basic skills but have not repeated a year
F Teaching
F0 Teaching
General difficulty due to various factors such as stress, lack of autonomy, administrative duties, etc.
Dealing with other issues in the school…. not enough classroom autonomy
F1 Pedagogy Difficulty delivering programs, evaluating. Teaching practices
Management of the evaluation process. S’adapter aux changements du programme fe formation
F2 Workload Too many hours, students, groups to teach, schools to resource
Too many students – 250/week. Huge caseloads and not enough teachers
F3 Class size Too many students per groups Large groups of students in ESL classes
F4 Itinerancy Issues related to teaching at different schools and traveling between them
Le nombre d’écoles (4) – Se déplacer d’une école à l’autre, parfois dans la même journée
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Appendix D: If given unlimited resources, time, and P.D. opportunities, what is the one area of ESL teaching you would most like to work on? Category Sub-category Description Sample replies
A Teaching
A1 Planning Developing lessons, projects, LES
La planification et le développement de mes activités pédagogiques et les outils pédagogiques
A2 Evaluation Formative, summative, LES Evaluation - creating clear, valid evaluation guidelines and rubrics.
A3 Differentiation Managing different ages/levels/grades within the same group
Gestion des écarts. gérer les niveaux d'apprentissage des élèves dans une même classe
A4 Special education Addressing special needs, learning disabilities
L'intégration des élèves en difficulté d'apprentissage ou de comportement
A5 Language skills Teaching oral/written skills, grammar Compétences langagières en anglais. Language aquisition in EAL students
A6 Class management/discipline
General classroom discipline and management
Comment faire de gestion de classe seulement en anglais
B Resources
B1 Technology Integrating ITC and classroom technology (smart board), e-learning
I would definitely like to have access to a smartboard and use the computers and the Internet in my teaching.
B2 Curricula/programs Developing specific programs, adapting official curricula
Modifying curriculum so it's accessible to English Language Learners. Curriculum development
B3 Teaching/learning material
Creating ESL materials, planning LES, building projects
Creating material that is age-appropriate based on the latest studies
C Teacher
C1 Methodology Conferences/P.D.
Attending conferences, conventions, university courses. Improving on/expand teaching skills/techniques
Workshops on different/new/efficient teaching methods based on ESL research.
C2 Language skill Improving on one’s own English proficiency
Mise à jour des habiletés langagières: à force d'être la seule à parler anglais, j'en oublie un peu.
C3 Collaboration Teamworking, sharing ideas and material with other teachers. Coordinating projects, programs
To share materials, ideas and talk about evaluation with other ESL teachers
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Appendix E: What one thing would facilitate or enhance your current ESL teaching situation? Category Description Sample replies
A0 Resources Generally, access to more teaching or P.D. resources Accès à davantage de ressources
A1 Facilities Teach at a specific or consistent location/classroom HAVING MY OWN CLASSROOM!!!!
A2 Teaching material More ready-made activities, teaching and evaluating materials, lesson plans, LES tailored to the different grades
Easier and free access to authentic material…. More samples of LES
A3 ICT Access to ICT, language labs, equipped classrooms, the Internet
Access to MULTIMEDIA KITS, PERFORMANT COMPUTERS…
A4 Funding Funds for more resources Special budget for resources acquisition
A5 Teaching/support staff
Support staff for large groups. Resource staff for special needs students, general teaching/training
Resource person to help with teaching and with students presenting learning difficulties
A6 Conferences/training/P.D.
Access to P.D. through conferences, workshops. More training in specific areas of teaching
Special needs training. Accès à des conférences (financées par le ministère)
A7 Collaboration More cooperation with other teachers within the same schools, or boards/provinces. Online networking
Be given an opportunity to share ideas with other ESL teachers
B0 More time More time in general (not specific) At the moment I am teaching in 2 schools and I feel like I don't have enough time in either one
B1 More class time More time per period, more periods per group per week/year
Have more time allowed to teach ESL. It's difficult to make students progress when we can only see them twice a week!
B2 More preparation time More time for preps, planning LES, evaluations, corrections, etc. More time for curriculum and lesson planning
C0 More support More support in general (not specific). may reflect a lack of recognition, of understanding
Being recognised as an important subject at the primary just as French and Math.
C1 From administrations More support from other teachers, schools, school boards, provincial ministries
Plus de reconnaissance. Au primaire, le statut du spécialiste d'anglais laisse à désirer.
C2 From communities More support from parents and local communities
It’s necesary for people in rural villages to understand the importance of learning English.
D1 More homogeneous classes Single level/age group/grade classes Avoir des classes de même niveau (faible-
moyen-fort)
D2 Smaller groups A smaller number of students per group Smaller groups to be able to help the students better
D3 Student motivation Higher motivation, interest in students regarding in-class learning and ESL or English in general
To convince students of the importance of learning English
D4 General workload Generally, a smaller workload, less students overall, less schools to resource
Having less classes. I took a 100% load and I am overwhelmed because it is the limit of being legal. I have 1290 minutes. I feel overwhelmed and exhausted.
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Appendix F: In your view, what is the most positive aspect of teaching ESL?
Category Description Sample replies
A0 Students Students in general. Working with students, developing relationships
Spending time with my students, watching them grow, take risks, and learn.
A1 Progress Observing students’ improving skills, developing fluency
Seeing students' growth and progress as they become acculturated and capable English communicators
A2 Cultural diversity Students’ cultural backgrounds. Experience/contact with such diversity
The diverse backgrounds of the students provide a rich variety of talents and needs…
A3 Motivation/enthusiasm Students’ interest and motivation to learn English. Positive attitude
To see the confidence, excitement and enjoyment of learning from my students.
B0 Teaching English Raise interest for English in students, imparting ESL skills
Transmitting my passion for English to my students
B1 Helping/empowering students
Helping overcome difficulties and apprehensions. Being instrumental in students’ improving proficiency. facilitating access to the world, a better future. Overall sense of purpose
Helping adult students overcome their fear of speaking a second language. Empowering students with language (communication) skills that will help them…
B2 Introducing students to culture/language
Specifically providing opportunities to students to learn about different cultures, another language
Creating opportunities for cultural awareness and discovering new horizons
B3 Pedagogical freedom (latitude)
Freedom of content, of covered themes/topics. Variery of teaching tools and materials. Autonomy
La liberté de choix des thèmes abordés en classe. Grande latitude quant au programme, possibilité de pleins de projets captivants.
B4 Promoting English Raise awareness about the predominance of English as a lingua franca, as the first language in Canada
Étant la première langue du Canada... amener les élèves francophones à pouvoir vivre de nouvelles expériences…. English spoken around the world
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Appendix G: What are the most important ways that second language associations could help you? Category Description Sample replies
A Training/P.D./methodology Generally provide teacher training material and opportunities
Innovative specific teaching strategies and materials to address student needs, assessment
B Material Design and provide ready-made activities, teaching and evaluating materials, lesson plans, LES
Publishing classroom materials for ELL teachers to use or download. Providing more efficient hands-on material for evaluating
C Resources/support
Provide online resources such as ESL teaching-related links, latest ESL research digests, newsletters. Provide support, motivation, pedagogical advice
Fournir des ressources ou liens Internet pour activités. En référant à des articles ou sites Internet
D Workshops Organize local workshops on relevant and practical topics. Provide hands-on training to teachers
Offering varied workshops about relevant topics
E Conferences Organize regional/national conferences. Provide information regarding ESL conferences
Conventions where new ideas in teaching ESL are shared
F Networking Communicate with teachers, connect teachers together, facilitate exchanges. Host online forums
Être capable de discuter avec d'autres enseignants d'anglais, car je suis seule dans mon école.
G Funding Provide funds Get funding for schools, for projects, for teachers to attend conferences, for teaching material
H Lobbying/promotion
Pressure regional ministries/local boards/schools for changes. Promote ESL to other teachers, school administrations, ESL material publishers
Petition for the importance of ESL and a need for increased hours. Lobby gov. for ESL only classrooms