Abstract
Using data from a study investigating the implementation of a popular French as a second language (FSL) teaching method in Canada (i.e. the Accelerative Integrated Method), this article presents a second language (L2) perspective on micro-policy implementation and pedagogical change. According to Fullan (2007), successful change implementation requires the establishment of ‘shared meaning’: a balanced vision of what the change represents and coordinated management of its implementation. This inquiry compared stakeholder perspectives (
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