Language and Literacy (Journal)
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Unlocking Academic Vocabulary in Grade 3: The Role of Handwriting
No full textThis mixed methods inquiry seeks research insights into the inter-relationships among handwriting, quality writing outcomes, fluency and various indices of vocabulary use visible in writing samples of 216 Grade 3 students in response to an expository prompt. The findings highlight the connection among these variables most importantly the role of handwriting. Sustained attention on direct teaching of handwriting that will in turn increase fluency and improve retrieval of vocabulary is warranted. Secondly, instructional attention is warranted in developing academic vocabulary especially for linguistically vulnerable young learners
Exploring the Orton-Gillingham Approach to Teaching Reading from the Perspective of Tutors at the Scottish Rite Learning Centre for Children - Halifax
No full textResearch indicates that individuals with poor reading skills are more at risk of dropping out of school and having fewer career options than their peers who are proficient readers (Castles at al., 2018; Jamieson, 2009). The Scottish Rite Learning Centre for Children - Halifax (SRLCC-H) in Nova Scotia offers tuition-free tutoring services based on the Orton-Gillingham approach, to students with reading-based learning disabilities, such as dyslexia. Through individual interviews, this study explores the perspectives and experiences of the volunteer tutors and tutors-in-training at the SRLCC-H. The findings indicate that OG tutoring improved their students’ reading abilities and increased their levels of confidence
Teaching About and For Social Justice: Exploring the Implementation of Equity Literature Circles with Pre-Service Teachers
No full textTeaching for social justice is an explicit goal of most teacher education programs. However, this mandate has been criticized by scholars who claim that social justice is an undertheorized and vague concept that is often disconnected from methods courses that focus on content-specific pedagogies. This study seeks to address this disconnect by exploring how an Equity Literature Circles (ELC) framework within a literacy methods course can enhance teacher candidates’ (TCs’) understanding of the relationship between literacy instruction, diversity, and social justice. Drawing on the perceptions of ten TCs enrolled in a teacher education program in western Canada, data for the study was generated from classroom artifacts, an individual survey, and a focus group interview. Upon analysis of the data, the findings suggest that an ELC framework is an effective instructional strategy for enhancing TCs’ understanding of intersecting aspects of diversity, equity-focused literacy instruction, and teaching about and for social justice.
Teaching for social justice is an explicit goal of most teacher education programs. However, this mandate has been criticized by scholars who claim that social justice is an undertheorized and vague concept that is often disconnected from methods courses that focus on content-specific pedagogies. This study seeks to address this disconnect by exploring how an Equity Literature Circles (ELC) framework within a literacy methods course can enhance teacher candidates’ (TCs’) understanding of the relationship between literacy instruction, diversity, and social justice. Drawing on the perceptions of ten TCs enrolled in a teacher education program in western Canada, data for the study was generated from classroom artifacts, an individual survey, and a focus group interview. Upon analysis of the data, the findings suggest that an ELC framework is an effective instructional strategy for enhancing TCs’ understanding of intersecting aspects of diversity, equity-focused literacy instruction, and teaching about and for social justice.L’enseignement de la justice sociale est un objectif explicite de la plupart programmes de formation des enseignant.e.s.. Cependant, plusieurs chercheurs affirment que la justice sociale est un concept sous-théorisé et vague qui est souvent déconnecté des cours de méthodologie qui se concentrent sur les pédagogies disciplinaires. Cette étude vise à remédier à cette déconnexion en explorant comment les cercles littéraires axés sur l\u27équité dans un cours de littératie peuvent aider les enseignant.e.s en formation à mieux comprendre les liens entre l\u27enseignement de la littératie, la diversité, et la justice sociale. S\u27appuyant sur les perceptions de dix enseignantes en formation dans l\u27Ouest du Canada, les données ont été générées à partir d\u27artefacts de classe, d\u27un sondage individuel, et d\u27une entrevue avec un groupe de discussion. A la suite d’une analyse des données, les résultats suggèrent que les cercles littéraires axés sur l\u27équité représentent un cadre pédagogique efficace pour améliorer la compréhension des enseignant.e.s en formation par rapport aux aspects interconnectés de la diversité, aux pédagogies en littératie centrées sur l\u27équité, et à l’enseignement de la justice sociale
High School English Language Learners’ Experiences and Perceptions of Independent Online Content-Based Instruction
No full textAlthough technology-enhanced learning has exploded, limited research has examined English language learners’ (ELLs) experiences and perceptions of independent online content-based second language learning. To fill this gap, an innovative web application was designed to improve ELLs’ grade 10 science content and English language learning. Fifty-six high school ELLs independently completed 30 online modules and then responded to a 12-item questionnaire about the web application, the module content, and their learning. An applied thematic analysis of their responses revealed several benefits and a few challenges that provide insights for the development and improvement of independent online content-based learning for high school ELLs
Cross-Cultural Literacy Experiences in High School in Canada: Two Multilingual Learners’ Retrospective Accounts
No full textThis study examines multilingual high school students’ responses to social studies assignments as a window into their content area literacy experiences in Canadian schools. Data for this study are drawn from two qualitative case studies which produced retrospective accounts for two multilingual learners who had completed high school in Alberta. The participants were undergraduate students at a reputable Canadian university when they participated in the research. The study highlights what was challenging for the students and how their efforts in written assignments took direction from what their teachers emphasized. The students’ perspectives on their experiences with the content area writing in social studies can inform thinking about related instruction and research
Joyful Literacy Learning/Teaching Within a University-Based Summer Literacy Camp
No full textThis case study explores the thematic thread of joy within the patterned quilt (Dyson & Genishi, 2005) of a longitudinal university-based summer literacy camp (for ages 4 to 12) led by pre-service teachers. We explore pre-service teachers’ roles as curriculum makers in relation to examples of negotiated curriculum leading to shared joyful literacy learning
L\u27observation des pratiques enseignantes lors de causeries à l\u27éducation préscolaire 4 ans
No full textGroup conversation, also known as circle time, is frequently used in preschool education. This study describes practices during group conversation in prekindergarten. 30 filmed group conversations led by 11 full-time female prekindergarten teachers were analyzed. Results showed that teacher and children are seating in a circle and the management is mostly done by the teacher. The main theme is chosen by the teacher and is usually about personal experiences. In terms of feedback practices, most of them are related to the ideas expressed by children and few are about phonology, syntax, or vocabulary. La causerie est un contexte d\u27apprentissage fréquemment proposé à l’éducation préscolaire. Cette étude décrit les pratiques de 11 enseignantes à l’éducation préscolaire 4 ans durant la causerie. Trente causeries ont été filmées et analysées. Les résultats ont montré que l’enseignante et les enfants s\u27assoyaient en cercle et la causerie était principalement gérée par l\u27enseignante. Le sujet est choisi par l\u27enseignante et portait généralement sur des expériences personnelles des enfants. Les rétroactions se rapportaient beaucoup aux idées énoncées par les enfants et peu concernaient la phonologie, la syntaxe ou le vocabulaire. 
The Implementation of the Ontario Language Curriculum 2023 : Educator Initial Impressions
No full textEffective implementation of a new curriculum requires investment in curriculum leaders, educator capacity-building, and resources. In their most recent curriculum releases, the Ontario Ministry of Education has failed to effectively support curriculum implementation (Office of the Auditor General for Ontario, 2020). Using a mixed-methods online survey, this study investigates the initial implementation of the Ontario Language Curriculum 2023 as perceived by Ontario educators. Research suggests that the Ministry of Education failed to adequately equip Ontario’s educators with professional development and resources in the initial implementation phase. Furthermore, it suggests strategies that can bolster implementation moving forward
Timely Reading: Implications of Distributed Cognition for Reading
No full textThis is a theoretical paper which presents a Distributed Cognition (DCog) perspective on reading that supplements existing approaches to account for phenomena that appear contradictory. The DCog approach moves understandings of reading beyond the individualistic, mental processing of text to a consideration of reading as situated, embodied material engagement that draws on multiple timescales. Drawing on the field of cognitive anthropology, the DCog framework situates reading within an ecology of three closely connected dimensions: 1) mind-body-material environment coordination, 2) distribution across a social group, and 3) distribution across time. By integrating cognitive, affective, sensory-motor, and cultural dimensions, this framework provides a robust approach to understanding contemporary reading practices in complex multimedia environments. The resulting conceptualisation of reading accounts for seeming disparities in existing empirical research without the need for ad hoc adjustments as new reading ecologies emerge, for instance with digitisation. It is also sufficiently simple to promote communication of research findings to practitioners in the field
Eco-poetic Inquiries to inspire Eco-literacy: Practices of Joyful Connection to Earth
No full textIn my research I explore how practices of eco-poetic inquiry can support learners in developing ecological literacy by deepening their relationships with the Earth. Using examples from courses I teach in language and literacies at the secondary level in a teacher education program in Saskatchewan, I examine how eco-poetic practices also foster joy in this learning. Engaging with eco-poetic inquiries that ask students to describe the connections they have with local environments is a way of asking them to re-examine the relationships they have with the more than human world that may lead to restoration