Qui suis-je : Discontinuity as part of teacher identity in Canadian French immersion

This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details. Author(s): Title: Year: Version: Copyright: Rights: Rights url: Please cite the original version: CC BY 4.0 https://creativecommons.org/licenses/by/4.0/ Qui suis-je : Discontinuity as part of teacher identity in Canadian French immersion © 2020: The authors Published version Pappa, Sotiria; Maclnnis Aladin, Katija; Moate, Josephine Pappa, S., Maclnnis Aladin, K., & Moate, J. (2020). Qui suis-je : Discontinuity as part of teacher identity in Canadian French immersion. Apples : Journal of Applied Language Studies, 14(1), 65- 84. https://doi.org/10.17011/apples/urn.202005293589 2020 ________ Corresponding author’s email: [email protected] ISSN: 1457-9863 Publisher: Centre for Applied Language Studies University of Jyväskylä © 2020: The authors http://apples.jyu.fi http://dx.doi.org/10.17011/apples/urn.202005293589 Qui suis-je: Discontinuity as part of teacher identity in Canadian French immersion Sotiria Pappa, University of Helsinki Katija Maclnnis Aladin, HundrEd Josephine Moate, University of Jyväskylä The scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study explores the professional identity negotiation of four French immersion teachers in Alberta, Canada, with a focus on discontinuity. Semi-structured interviews conducted face- to-face with the participants were analysed using dialogic narrative analysis. The findings highlight how discontinuity is occasioned by a change in knowledge about the French immersion teaching as a profession, encountering classroom realities, shifting one’s values concerning second language learning and the emotions one experiences in moments of discontinuity. A negative change in emotion may encourage discontinuity in immersion teacher identity and teachers’ understanding of themselves as second language learners. On the other hand, positive emotions underline the harboured passion for French and second language learning and may help re-align French immersion teacher identity to the sense of purpose teachers identified in their professional lives. The study concludes with a discussion of certain considerations arising from the data. Keywords: Canada, French immersion, professional identity, discontinuity, emotion, narrative analysis 1 Introduction The inability to be functionally bilingual, perceived as a clear disadvantage to Anglophone children, inspired French immersion programs in Quebec, the success of which quickly spread to other provinces in Canada (Swain & Johnson, 1997) and internationally, with Spanish immersion in the United States, Swedish immersion in Finland and English immersion programs in Germany (Fortune & Tedick, 2008). Canadian French immersion has long been regarded as a crucial precursor for the development of content-based language education (CBI) as well as content and language integrated learning (CLIL). As an educational approach that deliberately promotes the development of a new language as well as the learning of content, immersion readily fits under the CLIL umbrella (Cenoz, Genesee, & Gorter, 2014). Immersion education, however, also brings Apples – Journal of Applied Language Studies Vol. 14, 1, 2020, 65–84 66 Apples – Journal of Applied Language Studies questions of language identity development and cultural heritage to the fore in ways not necessarily addressed in the curriculum-based approaches of CBI and CLIL. As ambassadors for minority languages, immersion teachers often play an important role in sociocultural initiatives to maintain and even extend the presence of minority languages within a community (Anderson, 2019). The increasing popularity of French immersion programs in Canada reflects the widespread belief of bilingualism as a social advantage for Canadians (Alberta Government, 2014; Horner & Weber, 2017; Roy, 2010). The goal of immersion education in Canada is additive bilingualism, meaning that the students learn their second language at no cost to their first language through content (Vanderveen, 2015). Fortune and Tedick (2008) argue that additive bilingualism reflects “the belief that all students are capable of fully acquiring two, or more, languages” (p. 29). French immersion aims to create an encouraging language learning environment conducive to functional fluency by the end of grade 12, and to encourage post-matriculation bilingual studies and use of both languages in personal and professional settings (Alberta Government, 2014). As the majority of French immersion students speak another language at home, French can easily become a “school” language confined to and promoted within the school environment, with few opportunities to engage with French outside of school. Moreover, there are no statistics on the number of graduates of the French immersion program and their level of French proficiency at the time of graduation. Alberta has two types of immersion programs, individually regulated by Canada’s ten provincial and three territorial governments who must adhere to a certain standard. The majority of students begin in either Kindergarten or Grade 1. However, some schools offer late immersion programs where students can start French immersion in Grade 6 or 7. ‘Late immersion’ students join their counterparts in grade 9, where both immersion programs continue their studies together until Grade 12. According to Alberta Education (2010), French immersion programs “use French as the language of instruction for most of the school day” (usually 75-100% in grades 1 to 6 and 25-70% in grades 7 to 12), “and use English for the remainder” (p. 208). All core subjects and many complementary subjects are taught in French. Students attending a school with an alternative French language program are required to take English language arts, starting in Grade 3. The English and French immersion curriculum in Alberta are identical, although French Language Arts is an additional subject to be taught in the French immersion curriculum. In policy, the French immersion teacher is considered in terms of impersonal requirements while the programs themselves are presented in an idealized way that does not encompass the challenges, difficulties and demands such educational programs entail for teachers (Alberta Government, 2014, p. 15). The matter is compounded by the overwhelming variety of immersion program types, the ways content and language instruction is conceptualized in each, and teachers’ persistent struggle with explicit instruction of language through content (Domke, 2015). In addition, there is a paucity of research on how the micro dynamics of languages and various socio-historical and political discourses at play affect the macro realities of bilingualism and the linguistic identities of both teachers and students (Domke, 2015; Roy, 2010). With this study, we illustrate how immersion teacher identity (ITI) develops through personal narratives authored by the personal experiences of teachers as S. Pappa, K. Maclnnis Aladin & J. Moate 67 well as the complex relationship with their environment and the language of immersion. The theoretical section explains in more detail how teacher identity development has been conceptualized as cognitive and social, related to teacher beliefs and emotions, ideologically and historically formed through negotiations constructed across time in particular settings, tested and contested (Barkhuizen & Mendieta, 2020). Our particular interest, however, is the way in which immersion teachers manage the disjunctures and unanticipated discontinuities that are present in their identity narratives. 2 Theoretical framework The popularity, complexity and varying degrees of success of bilingual education programs (e.g. Canadian French immersion, content-based instruction, Content and Language Integrated Learning) have turned attention to pedagogical practices and student and learning outcomes (Cammarata & Ó Ceallaigh, 2018). The complexity of language teacher identity has been connected with teacher development, peer and collegial interactions, pedagogical choices and practices, issues of power and ownership of language (Kayi-Aydar, 2019; Martel & Wang, 2015). Norton (2013 cited in Norton, 2016, p. 476) describes identity as “the way a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future”. In teachers’ work, identity has been understood as a profoundly individual and psychological phenomenon, tied to the self-image and other-image of individual teachers (Varghese, Morgan, Johnston, & Johnson, 2005) as well as commitment, motivation, task perception and job satisfaction (Hannaa, Oostdam, Severiens, & Zijlstra, 2019). Indeed, research on language teacher identity has increasingly highlighted teacher identity as a relational, reflexive and emotional meaning-making process helping teachers change, self-organise and adapt multiple selves (i.e. private, public, professional, ought-to and ideal selves) to environmentally available, imagined or desired resources (Barkhuizen, 2017). Educational researchers often underline the dynamic fluidity of teacher identity constructed across social-individual, multiple-unitary and discontinuouscontinuous dimensions (Akkerman & Meijer, 2011). The social-individual dimension is shaped through relationships with significant others, including teachers, peers, mentors, in pre- and in-service contexts, as well as in response to discourses on belonging and ownership. The multiple-unitary dimension is illustrated by the acknowledgement of different types of identity as well as subidentities (Beijaard, Meijer, & Verloop, 2004). In language teacher identity research includes language and sociocultural identities, ethnic, racial and gendered identities as well as narrated, enacted and designated identities (Kayi- Aydar, 2019). Identity understood as ‘multiple, changing, and a site of struggle’ should not imply multiplicity as an impediment, but rather as a resource if productively harnessed (Norton, 2016). Through pedagogical practice and wider life experience, the resources of teacher identity expand to provide alternative perspectives, which can be used to navigate the development of self and the wider environment (Vähäsantanen & Eteläpelto, 2009). The flux between continuity and discontinuity can be heightened when personal thoughts, emotional states and behaviour shift with great frequency (Akkerman & Meijer, 2011). The significant decisions teachers make in response to change, however, are often intuitive 68 Apples – Journal of Applied Language Studies (Ruohotie-Lyhty, 2013). Further research on moments of change in knowledge can help highlight how discontinuity informs teacher identity negotiation and what might be needed to create a positive environment for development. Moments of discontinuity in teachers’ careers can provide useful insights into the negotiations of teacher identity (Ruohotie-Lyhty, 2013). Whereas disjunctures point to a gap in teacher identity, for example between their ideal and enacted practice, discontinuity often points to change in knowledge or structure (Ruohotie-Lyhty, 2013; Vähäsantanen & Eteläpelto, 2009). Both disjunctures and discontinuities can alter teachers’ perception of their profession and their professional self (Alsup, 2006; Lanas & Kelchtermans, 2015), and prompt teachers to make decisions with regard to their own ongoing development, their relationship with their environment and hopes for the future. Moreover, emotional changes can also be catalysts for teacher identity negotiation. Emotions are embodied experiences triggered by subjective interpretations of real or imagined contexts and events, and influence how teachers behave in response to their professional circumstances (e.g. Ashkanasy, 2015; Watkins, 2011). The interpretations teachers make become part of ‘narratives of subjectivity’ and are constantly shifting, due to ‘narratives of culture’ and fluctuating contextual resources and tensions (Zembylas, 2003). Thus, teacher identity is – usually unconsciously – ‘constantly becoming’ in a dynamic manner, involving individual confirmation or problematizing of who one is at the moment of discontinuity and who one is becoming (Zembylas, 2003). This discontinuity is emotionally-accented and can bring to the fore aspects of one’s identity that one does not habitually relate to. Prompted by emotion, discontinuity can bring preconceived notions of teacherhood or desired ways of shaping one’s teacher identity into the light as they are renegotiated in relation to present exigencies that negate them (Janzen, 2014). Research indicates that the language of education can create significant discontinuities in teacher identity development as teachers “navigate complex identities in classrooms, schools, and communities” (De Costa & Norton, 2017, p. 11). The struggles, for example, of ‘non-native’ teachers in response to the ‘superior native’ metanarrative requires the re-imagining of professional identities (Reeves, 2018). Research with CLIL teachers highlights how the pedagogical language deeply intertwines with teachers’ sense of self-expression, pedagogical expertise and capacity to form relationships (Pappa, Moate, Ruohotie-Lyhty, & Eteläpelto, 2017). Moreover, research with language teachers illustrates how teachers’ relationships with language has significant implications for school environments affecting methodological and structural choices in bilingual programs, teacher-student interactions and students’ identities in the short and long term (Morgan, 2004). For language educators, it might well be that the relationship with the target language pre-dates the decision to become a teacher (Kalaja, 2017), highlighting the critical connection between the personal, as well as professional, identity of a language teacher and the language they teach, a fundamental aspect of language teacher identity that requires more attention (Ruohotie-Lyhty, 2019). The significant amount of research on language teacher identity to date highlights the importance of language teacher identity and the complex negotiations involved in identity development (Barkhuizen & Mendieta, 2020). Much of this research, however, focuses on English as a foreign language (EFL) and non-native English teachers, connecting identity negotiation to social S. Pappa, K. Maclnnis Aladin & J. Moate 69 engagement, conflicts and struggle, and teacher attrition (Yuan, 2019). Whilst it is useful that different types of language education can be brought together under, for example, the CLIL umbrella (Cenoz et al., 2014), this can detract from the particular conditions under which teachers work. Unlike EFL, immersion education is often implemented in small-scale programs that conform to existing (monolingual) education structures whilst also requiring immersion teachers to be familiar with bilingual issues and to prepare tailored material for their specific environment (Björklund & Mard-Miettinen, 2015). Figure 1. A modified overview of the “Facets of language teacher identity” (based on Barkhuizen & Mendieta, 2020, p. 5) with additions in bold. Although research on language teacher identity can readily assume the importance of teachers’ relationship to the word in terms of implicit and explicit knowledge, their professional context and their investment in their job and what comprises it (Bonnet & Breidbach, 2017), the relationship with the target language is not always acknowledged as a particular concern of language educators (see FIGURE 1). In this study, we focus on the discontinuities in immersion teacher narratives to explore how teachers negotiate their identities and the way in which language is interwoven with their identity development. 3 Research questions In this study, we use a dialogic conceptualisation of immersion teacher identity (ITI) with a particular focus on discontinuities as presented in the teachers’ narratives and a critical interest in the presence of language as part of ITI development. This study seeks to answer the following research questions: 1) How is discontinuity present in the participating teachers’ identity narratives? 2) How is the French language present in relation to the instances of discontinuity? 70 Apples – Journal of Applied Language Studies 4 Methods 4.1 Data collection and analysis In the invitation to the semi-structured interviews, the theme of the study was shared with the voluntary participants providing them with three months to reflect on their experiences. Although the interviews were reasonably short, between 30 and 45 minutes, the participants readily shared their experiences and reflections. The open-ended questions invited reflections on the participants’ past, present and future experiences and aimed to encourage dialogue between the participants’ sub-identities creating thought-provoking answers (see Appendix 1), which were organized and re-negotiated through discourse into more holistic narratives (Aylett, 2006; Hermans, 2001). This post-structuralist approach recognises that teacher identity can be presented in “flexible ‘clusters’, which construct and are constructed by the relevant subject positions the teachers relate to in the interviews” (Søreide, 2006, p. 536), and that identity is invested with a sense of social being and embedded in the stories we author to frame our understanding of the world and ourselves (Akkerman & Meijer, 2011; Søreide, 2006; Tracy, 2013). Such understandings inform the epistemological decision of dialogic narrative analysis, which posits that ‘stories as artful representations of lives; stories reshape the past and imaginatively project the future’ (Holstein & Gubrium, 2015, p. 2). Table 1. Outline of data analysis process. Outline of data analysis process Stage Actions taken 1 Taking notes during the interviews 2 Listening to the interviews 3 Transcribing the interviews 4 Listening to audio data while reading the transcripts 5 Highlighting interesting elements (interpretative analysis) 6 Constructing identity narratives for each participant using their words 7 Identifying instances of individual-social, continuity-discontinuity and unitary-multiple. The audio-recorded data were transcribed and analysed to construct identity narratives for each participant (see TABLE 1; Creswell, 2014), resulting in a 62 page dataset, font 12, single-line spacing. The analysis explored how the participants constructed their identities with their stories, metaphors and the emotional intonation (Zembylas, 2007). Isabelle, for example, explained that “as a teacher it’s almost like being a gymnast and being so flexible that you can tweak your content so that everyone can access it almost equally, I say almost to the best of your ability and feel like they are able to succeed in it”. The constructed identity narrative, therefore, refers to one of Isabelle’s sub-identities as a ’gymnast’, prepared to be flexible in order to meet the needs of students. The constructed narratives were shared with the participants to ensure that the narratives resonated with their sense of self (Muylaert, Sarubbi Jr., Gallo, Neto, & Reis, 2014). The following section provides a concise version of the final narratives. S. Pappa, K. Maclnnis Aladin & J. Moate 71 4.2 Participants The four participants were residents of Alberta, Canada. Having completed their teacher education at the University of Alberta or the University of Calgary, they worked as French immersion teachers in Alberta, with the exception of one teacher who had also taught in British Columbia. Evelyn, Sophie and Isabelle attended a Francophone campus, where French was the language of instruction throughout their studies and encouraged as the social language on campus. Margaret first studied French and Spanish as a major and then completed her education degree in an immersive education program geared towards French immersion teachers. Their teaching experience varied from 4-24 years and all participants were women, which is not unusual, as women comprise 84% of early and elementary education teachers in Canada (Statistics Canada, 2014). As few studies exist on ITI, this study seeks to provide space for voices that have rarely been heard in immersion education research. It was hoped that the familiarity of the second author with the participants would provide a “logistically feasible and comfortable interaction” in which the participants would be willing to share their vulnerability as they honestly reflected on their understanding of “the world, delimiting opportunities and constraints for action” (Tracy, 2013, pp. 132,159). The co-authors of the study supported a more critical examination of the individual narratives. Each participant is briefly described below based on the information provided in the interview. All names are pseudonyms. 4.2.1 Evelyn Evelyn was considering retiring from her 24-year teaching career in the French immersion program of a dual-track school with French immersion and English stream students and teachers. She has lived and studied around Alberta and abroad. French had some presence in her home, because her father’s first language was French and his mother was Belgian. Evelyn describes “falling for” French upon hearing it and how there was a mystery surrounding it, idealizing knowing French. Having taught in Alberta and British Columbia, Evelyn hopes to inspire students through her sharing of French culture. 4.2.2 Margaret Margaret had been an elementary teacher for eight years teaching at a singletrack French immersion school where all the teachers and staff are fluent in both French and English. Margaret was born in Alberta to Anglophone parents who valued education. Her mother, in particular, valued second language learning and, although not a French speaker herself, enrolled Margaret to the only French immersion class of her otherwise all-English school, supporting her learning with books and other resources. Perhaps because the school was in a small town, speaking French was stigmatised and an imposition as she got older. At the end of her schooling, however, Margaret decided to study French at university. She retains a passion for French immersion teaching and takes pride in her ability to create strong teacher-pupil relationships based on mutual respect. Her own experiences in French immersion as a student make it easier to relate to her pupils’ challenges. 72 Apples – Journal of Applied Language Studies 4.2.3 Sophie Sophie had been teaching for four years, mostly kindergarten, and is an elementary teacher in Alberta. She has always taught at a single-track immersion school, with the administration, teachers and students all part of the French immersion program and French ideally spoken by all stakeholders. Sophie was born in Montreal and her bilingual parents were very influential in her language learning. They started her formal education in French in kindergarten and enrolled her in the French immersion program when they moved to Alberta. Sophie’s parents encouraged and supported her learning, and helped her navigate cultural differences, accents and vocabulary choices present in their bilingual city. Yet, learning French was a parental decision and mostly situational. As a French immersion kindergarten teacher, she believes teaching pupils something unavailable at home is “pretty cool”. She has a studentcentred orientation to her teaching, describing herself as her pupils’ model and guide in their learning of French, and stating that her French teaching has made her capable of identifying her pupils’ language strengths. 4.2.4 Isabelle Isabelle is an elementary teacher with four years teaching at a dual-track school with English and French immersion streams. Isabelle was raised in a bilingual household to parents who are French immersion teachers. Her French-speaking mother has French roots in Canada, while her father is half-French. Sophie started learning French at five, continuing with French immersion and ending secondary education with a bilingual diploma. There was no “defining moment” that compelled her towards French immersion teaching. Nonetheless, she is very enthusiastic about her work, being inspired by the language itself and what a second language can achieve in the classroom, as well as wanting to inspire her students and serve as their “shining bright light”.1 5 Findings The identity narratives of the four participants included significant moments of change and discontinuity accompanied by a range of emotions. Although some changes supported positive renegotiations of the teachers’ identity, other changes prompted negative transformations and disjunctures within their immersion teacher identities. Negative emotional changes were present in the identity narratives of Evelyn, Margaret and Isabelle, altering how they saw themselves and understood their identity. These changes encouraged discontinuity in their profession and themselves as second language learners and prompted negative emotions, however positive emotions present in their identity negotiations often served as a counterweight to discontinuity. The positive emotions implicit in their stories underline the harboured passion for French and second language learning and help re-align their teacher identity as French immersion teachers to the sense of purpose they identify in their professional lives. Evelyn’s excitement stems from her pupils’ own excitement in making connections in French and watching them construct their own learner identities in French. Love is another emotion Evelyn mentions; love of teaching S. Pappa, K. Maclnnis Aladin & J. Moate 79 instigated by knowledge about immersion education as an avenue for a reassessed French speaker identity. However, it was not only the participants’ initial love of the language that informed their career choice (e.g. Kalaja, 2017), but also the participants’ more complex relationship with the language due to wrestling with negative perceptions from others and a sense of inauthenticity in their past. Participants’ purposeful identity negotiation was further instigated by knowledge about immersion teaching in practice and beliefs about its aims. This interpretation is supported by broader language teacher identity research arguing for a complex interplay among professional and personal selves, transactions within professional environments, and language teachers’ own conceptualisations and beliefs about language education (Schutz, Hong, & Francis, 2018). It is, thus, important for immersion teacher education to facilitate coherence by supporting teachers’ affiliation to different aspects of immersion education and a sense of continuity with other immersion practitioners and speakers of the language. This might help foster positive emotions through discontinuity and promote stability and quality in language teaching (Rokita- Jaśkow, 2018). Despite a growing number of studies in how emotions affect teacher identity development (e.g. Barkhuizen, 2017; Martínez Agudo, 2018), it is difficult to determine the extent to which teachers’ emotions shape their professional identity. Emotions are typically regarded as part of a teachers’ inner world and may be regulated by implicit or explicit rules at the workplace (Benesch, 2018), therefore remaining unseen and difficult to examine. The findings indicate that discontinuity is often accompanied by emotions (see also Rokita-Jaśkow, 2018), seen in participants’ emotionally accented way of weaving their stories and their explicit reference to emotions, like hatred, love and excitement. The participants further acknowledged the negativity harboured against the profession as well as the way French immersion teaching continues to be unrealistically portrayed by the government and teacher education programs. Despite their popularity in Canada, French immersion programs “are complex to implement and not as successful as we would hope them to be when it comes to the development of students’ language skills” (Cammarata & Haley, 2018, p. 334). When emotions are important to good language teaching (Gallardo, 2019), research on language teachers’ emotions should be more comprehensive and go beyond an exploration of emotions in relation to language learners (e.g. stress, satisfaction) (Martínez Agudo, 2018; Rokita-Jaśkow, 2018). The findings highlight the ways disjunctures and discontinuity prompt and resource teacher identity negotiation, here through change in knowledge and emotional response to events that stimulate teacher identity negotiation. While the study focused on Canadian immersion teachers, the findings may be relevant to the field of bilingual instruction more generally. Bilingual instruction, like immersion, requires teachers to express their professional identity through more than one language and to draw on pedagogical knowledge and skill repertoires that are discipline-specific and linguistic; bilingual instruction is a more complex endeavour than teaching in monolingual settings (Cammarata & Haley, 2018). However, French immersion teachers’ perspective remains not only unaddressed, but also largely underused as a resource for illuminating, identifying and elaborating “issues, problems, and outcomes related to immersion language education” (Walker & Tedick, 2000, p. 6). Without a holistic picture of French immersion education, governmental policies in support of 80 Apples – Journal of Applied Language Studies recruitment and retention of teachers are potentially undermined. Such policies should be implemented with an understanding of the way in which teacher identities are formed and influenced, as well as the relationship between teacher identity, practice and well-being. Given the limited scope of this study, however, future research can examine the experiences of in-service teachers across the province or country to address the disjunctures and discontinuity in teacher identity, but also open the line of communication between the areas of Englishspeaking education and its French immersion counterpart. It can further address the need to include other levels in in-service teachers’ identity research (De Costa & Norton, 2017), as the relationships among the participants, government, pupils, colleagues and family were quite often present in the narratives. Finally, while discontinuity can allow for exploring identity at specific moments in time, longitudinal studies on French immersion teachers would contribute to research on the effects of discontinuity over time, while taking into account the emotional changes participants identify as meaningful as well as the changing circumstances that they encounter and negotiate. 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(2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238. Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23(4), 355–367. 84 Apples – Journal of Applied Language Studies Appendices Appendix 1. Interview guide. Part 1: Introduction to the language 1. When did you start to learn French? 2. Why did you learn French? 3. Who were played key roles in teaching you French? 4. What was your relationship to French as a student? 5. What are some memories from your experiences as a second language learner? Part 2: Relationship to the language as a teacher 6. How long have you been a French Immersion Teacher? 7. Why did you want to become a French Immersion teacher? 8. How did your teacher training prepare you to be an immersion teacher? 9. What are your experiences as a language teacher? 10. Have those experiences affected your relationship to the language at all? 11. What is your role in the classroom? 12. What do you expect from your students as second language learners? Part 3: French immersion program (Walker & Tedick, 2000) 13. What problems and challenges do immersion teacher face? 14. Are issues common across programs? 15. What is unique about immersion language teaching? 16. What are the advantages and disadvantages of being an immersion teacher? Received September 6, 2019 Revision received April 24, 2020 Accepted May 15, 2020