Language and Literacy (Journal)
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446 research outputs found
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Comment les jeunes élèves apprennent-ils à jongler avec les occurrences de références en production narrative : une étude en temps réel
No full textNotre recherche examine l’impact des occurrences successives d’un personnage sur le décours de la production narrative écrite des élèves de 8 à 11 ans. Trois groupes d’élèves ont rédigé, sous deux conditions (deux vs. quatre occurrences d’un personnage), sur une tablette graphique, un texte à partir d’une planche de bande dessinée. Les analyses des indicateurs temporels ont révélé des différences significatives entre les groupes d’élèves et des différentes de stratégies rédactionnelles suivant le nombre d’occurrences du personnage. Nos résultats sont interprétés en terme de coût cognitif lié à la structuration de la chaîne de référence
Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada
No full textOn-going knowledge mobilization and migration take place on a daily basis in the globalized world. Canada is a multilingual and multicultural country with a large number of visitors and immigrants. One in five Canadian speaks a foreign language other than English and French (Postmedia News, 2012). This case study examined six-year-old Chinese children’s heritage language learning in a community school from multiliteracies perspective using observations, interviews, and artefacts to understand children’s literacy learning. The findings indicated that Chinese children’s literacy learning was not in the traditional repetitive way but involved multimodal communication at school. Useful implications are made for heritage language educators regarding ways to support meaningful heritage language teaching and learning.
Learning to Teach through Writing with Students
No full textThis article presents a study of how dialogical notes can be used to inform teaching. A total of 43 pre-service teachers were asked to write dialogical notes back and forth with their students for one semester during their practicum in the elementary school. Their notes and reflections were analyzed to see what the pre-service teachers learned about their students through note writing. In addition, the impact of note writing on the pre-service teachers’ teaching was also investigated. This article argues that dialogical notes serve as a viable tool for teachers to know students on a deeper level as well as to plan and adapt their teaching accordingly
Family-School (Dis)Engagement: Understanding What It Is, What It’s Not, and What to Do About It
No full textThis paper traces the journey of a community of schools, bound together by a geographical radius that sees some students travelling one hour each direction, as they attempt to interrupt institutional discourses and question the assumptions that underlie family-school engagement practices through collaborative inquiry and community-based research. We offer reconsideration of family (dis)engagement, and a set of principles to guide family-school engagement that recognizes the diversity of the relationship, and the need for both families and schools to meet each other where they are, repositioning both parties as partnered, harmonic voices in the education of children.
Empowering Language: Lenses of Knowing, Being and Doing
No full textMana, a notion reflecting empowerment, is a central concept in te ao Māori, the world views of the indigenous culture in Aotearoa New Zealand. Mana forms a key component within Aotearoa New Zealand’s bicultural early childhood curriculum Te Whāriki and Māori early childhood assessment framework Te Whatu Pōkeka. Lenses of these culturally responsive frameworks are applied to verbal interactions amongst Indigenous Canadian children playing in school. Play was utilized to empower the children’s ideas and oral language towards richer storytelling. We argue that it is important for all teachers to consider and work with local and culturally responsive frameworks relevant to their context to empower children’s voices
Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case
No full textIn this article, we describe how the funds of knowledge in a community in rural Northern Canada were actualized or leveraged in an early childhood classroom. We draw on a video recording of a First Nations elder demonstrating to the children (and early childhood educators) how to skin a marten, a historical cultural practice of the community. We argue that elders are an untapped source of knowledge that preschools and schools can call on to legitimize and bring to the forefront, Indigenous knowledge that has been ignored or undervalued by assimilationist and colonialist policies. We also argue that the elder’s demonstration is culturally congruent with First Nations traditions of sharing or passing on knowledge and that it is imperative that educators are aware of and implement culturally appropriate pedagogical practices. We conclude by sharing some ideas of how early childhood educators might facilitate through play, children’s taking up and appropriating cultural knowledge such as the elder shared in this case
"Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children
No full textThis article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observations of the outcomes of teachers’ interventions in four non-governmental early childhood education centres, and some implications the results can suggest for the NOW Play Project.
