Lapkin, Macfarlane, and Vandergrift's (2006) survey of 1,305 FSOL teachers across Canada revealed similar beliefs among FSOL teachers.
What do school administrators believe about Allophones and their inclusion in FSOL programs?
What do FSOL teachers believe about Allophone students?
How do English-as-a-second-language teachers view Allophones' acquisition of FSOL in English-dominant Canada?
How do FSOL teachers' own language-learning experiences affect their beliefs about the inclusion of Allophone students in FSOL?
How can successful Allophones serve as models and motivation for Anglophone students to be more successful in FSOL?
How do factors such as educational and language background, country of origin, psychological assessment, socioeconomic status, age, and FSOL program affect decisions about inclusion/exclusion of Allophones in FSOL and modification of their programming when included?
Somewhat similarly, the research examining Allophones studying FSOL depicts Allophones who invest in learning French despite the obstacles.
The anticipation of a return on their FSOL learning investment is clear in the following studies that examined Allophones' perceptions about official-language bilingualism in western Canada.
The future research issues that we propose should lead to a greater understanding of the multiple factors that lead to Allophones' motivation to learn FSOL.
What are the characteristics of successful Allophone learners of FSOL?
In addition to providing evidence that Allophone students wish to study French, the following seven studies, three in core French and four in immersion, reveal that Allophone students are successful in FSOL.