Blended instruction for modern languages in the middle school classroom
Subject
Abstract
My thesis explores the Modern Languages pilot program at Lake Trail Community Middle School in Courtenay, British Columbia. The program offers an asynchronous, blended approach to additional language acquisition and involves cross-enrollment with our distributed learning partner, Navigate. The literature review examines the current pedagogical shifts and evidence-based research that inform and guide the unique instructional delivery and instruments of the program. The thesis follows the progress of a participant population over the course of two school years, members who belonged to a Grade 8 cohort that began in 2016/17 and later completed the program during their Grade 9 2017/18 school year. Members of this cohort volunteered to be interviewed in two focus groups sessions during their Grade 10 high school year in 2018/19. These interviews involved site visits to Georges P. Vanier, the feeder high school they are currently attending. Coupling my reflections with these focus groups interviews served the research purpose of examining the benefits of both blended and asynchronous learning through the lenses of student achievement, the sustainability of student engagement, linguistic extensions, and emersion opportunities. The intention was to create a model of delivery that could germinate and be implemented at additional school sites in School District 71. This thesis serves as an opportune time to highlight the program, recognize the benefits, warn of the potential hazards, and make several key recommendations before moving forward with possible implementation in the future. In keeping with the spirit and content of MEDL program, this is an opportunity to ‘lead from where I’m at.’