Language and Literacy (Journal)
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Raising a Reader: Teachings from the Four Directions
No full textIn this two-part life writing script, I narrate and interpret my experiences as a teacher and parent of a “reluctant reader” in the early phases of learning to read. In the first part, I address the myths and panics that often overtake parents of young reluctant readers, who may fear that their children are at risk of falling behind their peers in reading. In the second part, using the Four Directions teachings taught by Elder Bob Cardinal of the Enoch Nation in a graduate holistic curriculum studies course at the University of Alberta, I interpret the process of learning to read as a relational and careful act of ceremony, which literally overflows the dominant interpretation of reading as a technical, fragmented skill of decoding. The lovely, difficult work of learning to read, when treated as a gift between generations, opens up possibilities for “renewing a common world” (Arendt, 2006, p. 196)
Stratégies de mémorisation de l’orthographe lexicale chez des élèves du 1er cycle du primaire : une exploration
No full textPour mémoriser l’orthographe lexicale de différents mots, les élèves doivent recourir à des stratégies de mémorisation. Nous avons réalisé des séances de verbalisation à voix haute auprès de 12 élèves du premier cycle du primaire afin de déterminer les stratégies utilisées lors de la mémorisation de 19 mots. Leurs quatre enseignantes ont également pris part à notre recherche. Nos résultats démontrent l’utilisation de plusieurs stratégies de mémorisation de l’orthographe lexicale qui ont été comparées à celles enseignées. Les élèves n’utilisent d’ailleurs pas nécessairement celles enseignées
Rethinking Difference in the iWorld: Possibilities, Challenges and ‘Unexpected Consequences’ of Digital Tools in Literacy Education
No full textWithin contemporary literacy classrooms, mobile touchscreen devices are occupying a more prominent place. For children who have disabilities or learning differences, such devices can offer increased participation and access and may also provide social capital to users. We share examples of how iPads and iPods were successfully used in classrooms by children who might be categorized as experiencing various challenges, as well as autobiographical examples we have experienced as parents of children with disabilities. Through these illustrations, we examine the possibilities of ‘new tools’ as well as challenges encountered in changing existing literacy practices.
Introduction des éditeurs Numéro spécial francophone : L’oral en contexte scolaire et la littératie/Editors’ Introduction French Special Issue: Orality in the Context of School and Literacy
No full textDispositif de formation pour le développement de la compétence à l’oral de futurs enseignants dans un contexte d’approche-programme : quelles sont les pratiques déclarées efficaces?
No full textLa compétence langagière est au centre de la profession enseignante (Plessis-Bélair, 2006). Que ce soit à l’écrit ou à l’oral, l’enseignant doit être un modèle pour ses élèves. Pour cela, il doit avoir un niveau de compétence suffisamment élevé. Malgré son importance, le développement de la compétence langagière demeure une difficulté omniprésente chez les futurs enseignants, notamment en ce qui concerne le volet oral (Tremblay et Mottet, 2012). À partir de ce constat, le programme d’éducation préscolaire et d’enseignement primaire de l’Université du Québec à Montréal a proposé à ses étudiants un dispositif de formation comprenant diverses interventions visant le développement de la compétence à l’oral. Après trois ans d’expérimentation de ces pratiques, il apparaissait pertinent de connaitre lesquelles étaient considérées comme étant les plus efficaces. Pour ce faire, un questionnaire a d’abord été distribué à 563 étudiants du programme. Par la suite, des entretiens de groupe ont été réalisés. Les résultats issus de l’analyse des entrevues permettent de faire des liens avec les résultats obtenus à la suite de la passation du questionnaire et d’interpréter ces résultats à la lumière des principes de l’approche-programme
Investigating Adolescent Critical Literacy Engagement
No full textIn this paper the author considers adolescents’ important texts and how they are adopting a critical literacy approach towards them. Qualitative data are presented that demonstrate how critically minded these adolescents are when engaging with texts. The author suggests approaches teachers can take to enhance the relationship between literacy curriculum and teenagers’ text-based interests. A tool for evaluating adolescents’ approach to texts is presented to assist teachers so they can move their students beyond evaluative thinking into a transformative position. This article concludes with suggestions for how teachers can develop their own critical literacy approach to texts and curriculum
Mirrors and Windows: Teaching and Research Reflections on Canadian Aboriginal Children’s Literature
No full textIn this reflective paper, an expanded version of my LLRC pre-conference paper, I draw on thirty or so years of teaching and research experience, augmented by the occasional foray into my childhood, to consider issues of resonance and representation in children’s literature. In doing so, I draw on Patsy Aldana’s speech, Books that are Windows. Books that are Mirrors. How Can we Make Sure that Children see Themselves in Their Books? Aldana, then President of the Canadian Coalition for School Libraries, delivered her speech to the IBBY (International Board on Books for Young People) Congress in Malaysia, 2008.[i]As a teacher and now as a teacher educator, I am reminded by Aldana’s speech to pay close attention to the children and youth who cannot take for granted, as I was able to, “hear(ing) one’s own words, see(ing) one’s own face…in a book” (Aldana, 2008).[i] In her speech, Aldana uses this metaphor as presented by Elisa Bonilla, former director of educational materials at the Mexican Ministry of Education (SEP) of Mexico, in her address to the IBBY congress in Macau, 2006
Reformuler et justifier les propos dans les cercles de lecture après enseignement de l’oral : différences entre élèves et perception des enseignants
No full textDans sept classes (primaire-secondaire), des élèves ont effectué deux séries de cercles de lecture entre pairs (CLP) en cours d’année, soit avant et après des ateliers d’enseignement explicite de l’oral. Nous avons analysé les transcriptions d’un échantillon de 14 CLP puis retenu 18 élèves-cas. Nous présentons nos résultats au sujet des différences observées quant à leurs habiletés à reformuler, à justifier et à élaborer leurs propos, et aussi quant à leur opinion au sujet de leurs apprentissages et participation. Nous rapporterons également les commentaires des enseignants sur les intérêts et limites de cette approche intégrée pour le développement des habiletés en littératie
Developing critical literacy skills through using the environment as text
No full textThrough a provincially funded project, teachers in a Grade 2 and a Grade 6 class were able to develop best practices as they incorporated the environment as the teaching text for developing critical literacy skills with their students. The findings showed significant improvement in literacy abilities and foundational skills, particularly for Aboriginal students and marginalized learners. Additionally, the children in the study developed an attitude of respect and caring for their place, the environment, and for one another. Framed by ecosocial theory, this research demonstrated the children’s abilities to utilize critical literacy skills to “read their world” and take action
Authenticity and Children\u27s Engagement with Writing
No full textAuthentic literacy activities engage children with meaningful reading and writing (Duke, Purcell-Gates, Hall, & Tower, 2006), but little investigation has been conducted into the relationship of the kinds of writing children enjoy and the authenticity of the writing activity and experience. This paper reports findings from a study that investigates the question: How, if at all, does authenticity factor into kinds of writing that children like and/or dislike? Findings indicate that children enjoy writing that purposefully engages them with the real world, and is therefore authentic, and do not enjoy writing that they perceive as merely “school work”.