| Abstract | In the Canadian context, the survival of French as a minority language, with the related issues of linguistic and cultural vitality, is a major concern. TheFrench-language minority school systems in Canada are in a constant state of change because of the increasing cultural diversity of their students, their task in promoting the French language in an official-language minority setting (Gerin-Lajoie, 2006). Thus, are school principals well equipped to contribute to the promotion of the French language and Francophone identity construction? Few studies have taken up the challenge of investigating French-language vitalization through ethno-linguistic practices that support school principals in the promotion of the French language and Francophone identity construction. The goal of our research on the development of pedagogical objects (Van der Maren, 2003) consists of creating a catalogue of ethno-linguistic vitalization practices (elv practices) from principals, to distribute them in a hypermedia system of resources and to evaluate them. A pan-Canadian study was undertaken to document elv practices among 234 school principals. According to preliminary results, the majority of principals consider it useful to collect, in one site, all the elv practices put in place by other French school principals. This paper will present a five step approach for developing pedagogical objects in a hypermedia system of resources (http://veltic.ca). |
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