Stéphanie Arnott
Biographic Data
| ID | 4173031 |
|---|---|
| NAME | Stéphanie Arnott |
| GIVEN NAMES | Stéphanie |
| FAMILY NAME | Arnott |
| SIGNATURE | ARNOTT S |
| AFFILIATIONS | University of Ottawa |
| ORCID | 0000-0001-5713-4884 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
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…
Learning More about our Learners
This article compares the motivational orientations and attributes of three different groups of Grade 6 students of French as a second official language (FSOL): Canadian-born English-speaking learners, Canadian-born bilingual learners, and immigrant multilingual allophones. This mixed-methods study used quantitative questionnaire data and qualitative interview data to determine potential differences in the three populations’ willingness to commun…
Affective Disruptions of the Immigrant Experience
Our purpose is to use a Deleuzian-informed conceptual and theoretical framework to disrupt predominant representations of the immigrant experience in Canadian official language education and to open up to the affective potential of an immigrant life to become otherwise. Employing a rhizoanalytic research approach that acknowledges wonder as an analytic practice (MacLure, 2013), we map interview data from two qualitative studies with immigrant lan…
No prominent works on this page.
Affective Disruptions of the Immigrant Experience
Our purpose is to use a Deleuzian-informed conceptual and theoretical framework to disrupt predominant representations of the immigrant experience in Canadian official language education and to open up to the affective potential of an immigrant life to become otherwise. Employing a rhizoanalytic research approach that acknowledges wonder as an analytic practice (MacLure, 2013), we map interview data from two qualitative studies with immigrant lan…
Learning More about our Learners
This article compares the motivational orientations and attributes of three different groups of Grade 6 students of French as a second official language (FSOL): Canadian-born English-speaking learners, Canadian-born bilingual learners, and immigrant multilingual allophones. This mixed-methods study used quantitative questionnaire data and qualitative interview data to determine potential differences in the three populations’ willingness to commun…
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…
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 (4 works) · EFL/ESL Teaching and Learning (3 works) · Art (2 works) · Humanities (2 works) · Immigration (2 works) · Linguistics (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Second language (2 works)