Mimi Masson

Mimi Masson
University of Ottawa · Faculty of Education

PhD in Language and Literacies Education

About

33
Publications
10,833
Reads
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44
Citations
Introduction
Mimi Masson is language teacher, teacher educator and researcher, specializing in teaching and learning French and English as an additional language. Her research focuses on language teacher identity construction, collaborative learning networks and developing culturally-responsive and inclusive pedagogical practices. Mimi specializes in using narrative and arts-based research methodologies & pedagogical practices.
Additional affiliations
January 2016 - April 2016
University of Toronto
Position
  • Instructor
Description
  • Course: FRE 483H1S Teaching in Context: Language, Culture, and Society http://french.utoronto.ca/courses/164
November 2015 - present
University of Ottawa
Position
  • Research Assistant
Description
  • This research group, along with Sharon Lapkin and Ibtissem Knouzi, investigates the trends and evolution in K-12 FSL research from 2000-2016.
July 2015 - December 2015
Nipissing University
Position
  • Research Assistant
Description
  • This project, headed by Callie Mady, consisted of analyzing interviews with principals of French immersion schools to uncover their perspectives on the presence of English Language Learners in FSL programs.
Education
January 2014 - April 2018
University of Toronto
Field of study
  • Curriculum, Teaching and Learning
September 2011 - September 2012
Université Stendhal - Grenoble 3
Field of study
  • Enseignement du Français Langue Étrangère
September 2006 - September 2008
Université de Bourgogne - Dijon
Field of study
  • Enseignement du Français Langue Etrangère

Publications

Publications (33)
Article
Full-text available
Gatekeepers’ language ideologies and beliefs about language learning determine how learners experience French as a second language programs, in particular, their access to, and success and inclusion in, the French immersion (FI) program. In this article, we explore how FI principals understand language learning and the inclusion of English language...
Article
Full-text available
French as a second language (FSL) teacher flight in Canada has become a serious issue, endangering the health of existing FSL programs (Masson, Larson, Desgroseilliers, Carr, & Lapkin, in press). One way to address FSL teacher retention and well-being is to develop a model for professional learning rooted in a sociocultural approach to (re)position...
Chapter
Full-text available
Based on a workshop given at the University of Ottawa to pre-service teachers, this chapter explores the potential benefits of welcoming art and other forms of artistic expression in classrooms to foster student learning. While the process of learning can be overwhelming for students who are English-language learners (ELLs), it can often be that wa...
Article
Full-text available
In Canada, institutional and systemic barriers in French as a second language (FSL) programs have created conditions for ongoing exclusion of marginalized groups, such as English Language Learners (ELLs), many of whom are students of colour. The present paper seeks to examine the complex interplay of status, language ideologies and hierarchies of p...
Article
Parental involvement is a crucial, but often, neglected factor for success in learning languages. A growing number of Canadian students from immigrant families attend French Immersion programs and bring additional languages to the classroom. Yet, the role of Eastern-European immigrant parents in their children’s French Immersion education, their be...
Article
Initial teacher preparation is a key stage in the development of language teachers. Engaging teachers as active learners, developing their linguistic and pedagogical skills, and introducing them to collaborative practices and supportive networks are central to professional growth and retention....
Research
Full-text available
Canada, French is taught as part of the core curriculum across most provinces and content classes (e.g., math, social studies, and science) are taught in French, called French immersion. Across both of these programs, teaching French as a second language (FSL) from an anti-oppressive and antiracist lens has become a strong point of interest given r...
Article
Utilisant des procédures d'interprétation critique, les auteures passent en revue des études empiriques qualitatives et quantitatives ( N = 181) publiées entre 2000 et 2017 dans le contexte canadien du français langue seconde (FLS), de la maternelle à la 12 e année. Elles examinent l'orientation thématique des résultats pertinents pour les principa...
Technical Report
Full-text available
This article extends our synthesis of 181 published empirical articles on Canadian K-12 French second language (FSL) education since the turn of the century1 to focus specifically on FSL programs. Here, we examine issues related to French Language Instruction that are top of mind across FSL programs (i.e., Core French, Extended French, Intensive Fr...
Technical Report
Full-text available
Le présent article présente notre synthèse de 181 articles empiriques publiés qui traitent de l’enseignement du français langue seconde (FLS) au Canada de la maternelle à la 12e année, depuis le tournant du siècle1, et se concentre plus particulièrement sur les programmes de FLS. Nous y examinons des questions préoccupantes de premier plan liées à...
Article
Full-text available
This research synthesis aims to investigate the broader trends in K-12 French as a second language (FSL) published research from 2000-2017 (inclusive). We assembled a database of 181 peer-reviewed articles relating to FSL education to examine what we already know about specific issues. We used Nvivo 11 (Pro) to facilitate coding the articles for ke...
Technical Report
Full-text available
L’étude visait à recueillir des renseignements sur les sujets ci- après et à les explorer : • la nature et l’ampleur du problème d’offre et de demande d’enseignants en FLS et d’autres facteurs qui peuvent être liés aux difficultés d’accès à l’éducation en FLS; • les mesures en vigueur et les mesures potentielles que le gouvernement du Canada, de pa...
Technical Report
Full-text available
The study objectives are to document and explore: • the extent and nature of the FSL teacher supply and demand challenge and other factors that may be related to the challenges in accessing FSL education; • current and possible measures that the Government of Canada along with different ministries of education, faculties of education and school boa...
Technical Report
Full-text available
Le présent rapport s’ouvre sur une recension de la recherche menée au cours du millénaire actuel sur l’enseignement et les enseignants de FLS pendant la formation initiale et continue. Selon ce que Mimi Masson, Stephanie Arnott et Sharon Lapkin rapportent, la plupart des études ont été menées dans des contextes d’immersion et portaient sur les poin...
Technical Report
Full-text available
A larger study exploring the dominant trends in 21st century FSL literature* found that of the 166 peer- reviewed articles appearing between 2000-2017: • 49 (30%) involved teachers; • Most were set in urban Ontario contexts; • The majority (55%) focused on French immersion (FI), whereas 24% focused on core French (CF), and 4%, respectively, each fo...
Conference Paper
Full-text available
Educational research over the years has argued for the importance of developing teacher praxis to improve practitioner performance in the classroom (e.g., Imbert & Ardonio, 1985; Justice & Tenore, 2018). Drawing from this research, we consider how similar ideas may be applied to developing ‘researcher praxis’, that is identifying ways of being (epi...
Technical Report
Full-text available
This review of trends in the French as a second language education literature, drawn from a larger study conducted by Stephanie Arnott, Mimi Masson, Sharon Lapkin, and Ibtissen Knouzi (Arnott, S., Masson, M., Lapkin, S., Knouzi, I. (in progress)), found that: • Of 145 peer-reviewed articles that appeared between 2000-2016, 93 focused on students (o...
Technical Report
Full-text available
Une étude plus vaste examinant les tendances dominantes dans la documentation sur le français langue seconde (FLS) au 21e siècle (Arnott, Masson & Lapkin, en cours; Masson, Arnott & Lapkin, 2017) a montré ce qui suit • Sur 145 articles examinés par des pairs qui ont paru entre 2000 et 2016, 93 portaient sur les élèves (les autres groupes incluaient...
Presentation
As of 2010, half of the childcare population (18 mo. - 5 y.o.) in Canada’s largest city consists of immigrant children who speak one or more heritage language at home, yet there is little research into how immigrant mothers navigate heritage language education (HLE). This arts-based research (ABR) project consists of pictures and interviews collect...
Presentation
Full-text available
Praxis as a means of professional development has been a prominent topic of discussion in Teacher Education in Higher Education programs. Whether attained through self-study (e.g., Pithouse-Morgan & Samaras, 2016), action-research (e.g., Goodnough, 2010), or other means such as reflective practice (e.g., Farrell, 2013), praxis, grounded in social a...
Technical Report
Full-text available
This first report of the OME Community Talk Series chronicles the conversations, views, and experiences of four panelists at a public community event held by Ontario Multilingual Education (OME), and the open discussion with community representatives that ensued. It summarizes the panelists’ experiences with learning, teaching, researching, and gov...
Presentation
Full-text available
This workshop will provide a variety of multimodal, hands-on activities (e.g., visual arts, text-based storytelling, drama, video) based on multilingual approaches that promote inclusive and equitable language education. Teachers will be invited to collaboratively develop their own activities, emphasizing critical and creative thinking, within thei...
Article
Full-text available
As doctoral students, we have engaged in various types of challenging but also bene cial collaborative work. This paper addresses these challenges by unpacking three common myths about collaborative work. We will critically re ect on collaboration through personal stories that are an amalgamation of our experiences with collaborative work. In the i...
Article
Full-text available
Les chercheurs tentent d'examiner les réussites scolaires au sein du programme d'immersion française (IF), depuis ses débuts. La réussite scolaire en immersion a été examinée et évaluée de façon positive en ce qui concerne a) l'acquisition du français par les élèves (p. ex., Harley, Allen, Cummins, & Swain, 1991), b) la performance des élèves en an...
Technical Report
Full-text available
The Council of Ministers of Education, Canada (CMEC), received funding from the Department of Canadian Heritage, Official Languages Support Programs, for a project housed at the Canadian Association of Second Language Teachers (CASLT) that began during the summer of 2014. The project had two main goals: (1) to provide an overview of issues in FSL t...
Article
Full-text available
Almost 50% of high-frequency English (L2) words have Japanese cognates in the form of loanwords, and depending on cognate type these are generally considered to be an excellent way to promote vocabulary retention. However, relatively unexplored is the impact loanword cognates have on word usage in sentences. This paper will describe the discrepanci...
Article
Full-text available
Context: Integrated and multi-skills instruction are not common in Japan where language learning is usually divided into a grammar/ reading portion and a listening/speaking portion, each taught by different teachers. The separation of the skills and teachers fails to offer students a holistic view of language and how it is used. To address this iss...
Article
Full-text available
To build strong vocabulary knowledge, students need to use strategies which call upon receptive and productive language skills (Nation, 2001; Ryan, 1997). However, most language classrooms tend to focus on receptive activities (Webb, 2005) due in part to the fact that productive activities are a more complex task (de la Fuente, 2002). This is parti...
Article
Full-text available
Teachers and students make up the two major actors in classroom environment. How these two interact will largely determine the amount of learning produced. Of the many forms of t e a c h e r-s t u d e n t i n t e r a c t
Article
Full-text available
Background: This paper details the development of a qualitative instrument to gather data on teacher feedback used in SLA classrooms stems from the conceptual gap on feedback and its uses between second language acquisition (SLA) and general education (GE) research. While GE has validated most of the claims made in SLA with regards to the impact of...
Article
Full-text available
Using Computer-Assisted Language Learning (CALL) in the classroom environment has not only continued to increase in popularity in the last 20 years, but become a reality for a growing number of teachers. Despite the growing popularity of CALL, literature that provides us with conclusive evidence on its positive effects on second language acquisitio...

Questions

Question (1)
Question
I would like to base my French as a second language students vocabulary acquisition on word frequency. Does anyone know if their is an up to date academic common word list. Both types of lists (and perhaps others) would be useful when I work with different kinds of learners.
Thanks!

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Projects

Projects (7)
Project
The purpose of this project is to work with FSL teachers who want to develop anti-racist and anti-oppressive practices and decolonize the FSL curriculum in Ontario. More information at https://sites.google.com/view/collectivecatalogueoffslbooks/home
Project
The project draws on arts-based modalities of expression to explore identity (re)/(de)construction among early career language teachers in Canada and Japan during their teacher preparation programs. The teacher candidates are preparing to teach French or English as an additional langage.