Teacher experience with the accelerative integrated methodology (AIM) : a multiple case study

This multiple case study explores different dimensions of the Accelerative Integrated Methodology (AIM) in an attempt to investigate how a primary English as a second language (ESL) teacher could implement it into her practice. This research examined how three French as a second language (FSL) teachers integrated AIM to their practice and identified the benefits and drawbacks of AIM on teachers and learners as they were perceived by the participants. The data was collected through a semi-structured interview conducted with each experienced candidate. Different artifacts (lesson plans, video excerpts, etc.) were also collected to help illustrate and understand each case. The results emerged following an inductive thematic analysis and a document analysis. The findings show many similarities and discrepancies between how the participants chose to include AIM in their classes and about their opinions regarding the programme. Many links could also be made between this study and previous research on AIM. However, additional studies on the subject are encouraged to supplement the literature about AIM, especially to explore the use of AIM in ESL contexts across the province of Quebec, the effects of AIM on learners with different educational needs, and to uncover how AIM could better address different cultural backgrounds.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Maîtrise

Discipline thesis:degree_discipline

Sciences de l'éducation

Grantor dc:publisher

Université de Sherbrooke

Year dc:date.issued

2024

Author dc:creator

• Brault, Gabriella

Advisor dc:contributor.advisor

• Parks, Philippa

• Accelerative Integrated Methodology
• Language acquisition
• Second language
• ESL
• FSL

Licence dc:rights.uri

• http://creativecommons.org/licenses/by-nc-nd/2.5/ca/

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11143/21407

OAI identifier oai:identifier

oai:usherbrooke.scholaris.ca:11143/21407