Mimi Masson
Biographic Data
| ID | 4173030 |
|---|---|
| NAME | Mimi Masson |
| GIVEN NAMES | Mimi |
| FAMILY NAME | Masson |
| SIGNATURE | MASSON M |
| AFFILIATIONS | Parsons (United States) |
| ORCID | 0000-0002-1516-4601 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Possibility, Actuality, Sustainability
This article documents the enactment of a scenarios of possibility (SoP) approach to educational change in two initial teacher education programs in French as a second language in Ontario, Canada. After creating and implementing six contextually relevant change initiatives – referred to as scenarios of possibility – qualitative data was collected from participants ( N = 59) to ascertain their actuality and the impact on interactions and relations…
It's (in)escapable
In this article, we critically examine the Ontario, Canada secondary French as a second language (FSL) curriculum to unpack the ways it both resists and perpetuates colonial, racist, and oppressive discourses. By engaging in this analysis, we aim to inspire language teacher educators to envision and critically engage with alternative, anticolonial, feminist frameworks that challenge dominant paradigms by developing critical reflection, contextual…
Conceptualizing culture critically
This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers ( n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti‐biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspectiv…
Unravelling the silence around gender and sexuality in a second language curriculum
This study explores the ways in which marginalised genders and sexualities are discussed in the French as a second language (FSL) curriculum in Ontario, Canada. The aim of this paper is to consider how official policy documents reinforce or challenge possibilities for inclusive teaching/curriculum development in modern language programs. Drawing on anti-colonial feminism (Carroll 2018) and queer linguistics (Leap 2015) frameworks, this research e…
Stories and counter-stories from French second language researchers
Cet article est la continuation d’un chapitre au sujet de l’effacement de la race dans le domaine de l’éducation et de la recherche du français langue seconde (FLS). Nous employons le counter-story et les récits critiques afin de répondre à la question : quelles sont nos expériences qui concernent la race en tant qu’enseignante, chercheuse ou étudiante du FLS? Nous explorons nos expériences racisées en lien avec le concept de alter lingua (l’autr…
La rétention d’enseignantes et d’enseignants de français langue seconde au Canada
Dans le domaine de l’enseignement du français langue seconde au Canada, nous faisons face à une pénurie de longue date. Parmi d’autres études examinant le recrutement et la rétention du personnel enseignant, nous avons mené une étude pancanadienne afin de déterminer les exigences et les lacunes dans la formation initiale et continue en enseignement du français. Dans cet article, nous examinerons dans quelle mesure les composantes de cette formati…
The immigrant perspective
Parental involvement is a crucial, but often, neglected factor for success in learning languages. A growing number of Canadian students from immigrant families attend French Immersion programs and bring additional languages to the classroom. Yet, the role of Eastern-European immigrant parents in their children’s French Immersion education, their beliefs about speaking multiple languages, and developing literacy practices at home across multiple l…
Conceptualizing culture critically
This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers ( n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti‐biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspectiv…
The immigrant perspective
Parental involvement is a crucial, but often, neglected factor for success in learning languages. A growing number of Canadian students from immigrant families attend French Immersion programs and bring additional languages to the classroom. Yet, the role of Eastern-European immigrant parents in their children’s French Immersion education, their beliefs about speaking multiple languages, and developing literacy practices at home across multiple l…
Stories and counter-stories from French second language researchers
Cet article est la continuation d’un chapitre au sujet de l’effacement de la race dans le domaine de l’éducation et de la recherche du français langue seconde (FLS). Nous employons le counter-story et les récits critiques afin de répondre à la question : quelles sont nos expériences qui concernent la race en tant qu’enseignante, chercheuse ou étudiante du FLS? Nous explorons nos expériences racisées en lien avec le concept de alter lingua (l’autr…
La rétention d’enseignantes et d’enseignants de français langue seconde au Canada
Dans le domaine de l’enseignement du français langue seconde au Canada, nous faisons face à une pénurie de longue date. Parmi d’autres études examinant le recrutement et la rétention du personnel enseignant, nous avons mené une étude pancanadienne afin de déterminer les exigences et les lacunes dans la formation initiale et continue en enseignement du français. Dans cet article, nous examinerons dans quelle mesure les composantes de cette formati…
Unravelling the silence around gender and sexuality in a second language curriculum
This study explores the ways in which marginalised genders and sexualities are discussed in the French as a second language (FSL) curriculum in Ontario, Canada. The aim of this paper is to consider how official policy documents reinforce or challenge possibilities for inclusive teaching/curriculum development in modern language programs. Drawing on anti-colonial feminism (Carroll 2018) and queer linguistics (Leap 2015) frameworks, this research e…
It's (in)escapable
In this article, we critically examine the Ontario, Canada secondary French as a second language (FSL) curriculum to unpack the ways it both resists and perpetuates colonial, racist, and oppressive discourses. By engaging in this analysis, we aim to inspire language teacher educators to envision and critically engage with alternative, anticolonial, feminist frameworks that challenge dominant paradigms by developing critical reflection, contextual…
Conceptualizing culture critically
This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers ( n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti‐biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspectiv…
Possibility, Actuality, Sustainability
This article documents the enactment of a scenarios of possibility (SoP) approach to educational change in two initial teacher education programs in French as a second language in Ontario, Canada. After creating and implementing six contextually relevant change initiatives – referred to as scenarios of possibility – qualitative data was collected from participants ( N = 59) to ascertain their actuality and the impact on interactions and relations…
Multilingual Education and Policy (6 works) · Linguistics (4 works) · Pedagogy (4 works) · Philosophy (4 works) · Psychology (4 works) · Sociology (4 works) · EFL/ESL Teaching and Learning (3 works) · Art (2 works) · Curriculum (2 works) · Educator Training and Historical Pedagogy (2 works)