Understanding Anxiety: Implications for Teachers of Early French Immersion

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dc.contributor.authorJong, Lauren
dc.contributor.supervisorTobin, Ruthanne
dc.date.accessioned2015-09-08T16:52:25Z
dc.date.available2015-09-08T16:52:25Z
dc.date.copyright2015en_US
dc.date.issued2015-09-08
dc.degree.departmentDepartment of Curriculum and Instructionen_US
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThe purpose of this project is to examine the research literature on Language Anxiety associated with foreign or second language learning and to consider the implications for practice especially in the Early French Immersion classroom. In Chapter 1, I introduce my topic and share how I became interested in this area. I also make clear connections to the BC Curriculum. Chapter 2 overviews the related theories and research which guided me in the creation of a workshop for teachers called: “Understanding Anxiety: Implications for Teachers of Early French Immersion,” which is explained in Chapter 3.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/6673
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectlanguage anxietyen_US
dc.titleUnderstanding Anxiety: Implications for Teachers of Early French Immersionen_US
dc.typeprojecten_US

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