Language and Literacy (Journal)
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Developing Students\u27 Interpretive Repertoires
No full textAs readers encounter visual images, design elements in addition to the written language incorporated into contemporary picturebooks, the repertoire of strategies students need to draw upon must expand to deal with the aspects of these texts beyond decoding of written language. The study reported here was designed to investigate how students interpreted contemporary picturebooks, the meanings they constructed during their readings and discussions, and the instructional approaches used to support the development of students’ interpretive strategies for comprehending the visual and design features of multimodal texts, in particular contemporary picturebooks
La lecture interactive d’albums pour les élèves du préscolaire ayant des difficultés langagières : une intervention prometteuse pour améliorer le vocabulaire
No full textCette étude évalue l’impact d’une adaptation de la Lecture interactive d’albums (Wasik & Bond, 2001) sur le vocabulaire et sur certaines habiletés langagières d’élèves du préscolaire ayant un retard sévère de langage (n = 7). L’intervention (5 semaines) combinait des méthodes d’apprentissage implicite et explicite à travers la lecture d’histoire. Un test t à échantillons appariés montre une amélioration significative du vocabulaire réceptif et des réseaux sémantiques. Ainsi, l’étude met en lumière une dichotomie entre le développement des versants réceptif et expressif et démontre la possibilité d’implanter une intervention en vocabulaire en contexte de classe.--------------------------------------------------------------------This study aims to measure the impact of an adaptation of the Interactive Book Reading (Wasik & Bond, 2001) on vocabulary and other related language abilities of kindergarteners with language impairment (LI) (n = 7). The intervention (5 weeks) involved indirect and direct instruction through book reading. A t-test for paired sample shows a significant improvement of receptive vocabulary and semantic networks. These results indicate a dichotomy between the production and the comprehension of words. Further directions for vocabulary intervention through book reading with LI children will be discussed in light of the results.
Poetic Inquiry: A Fierce, Tender, and Mischievous Relationship with Lived Experience
No full textCommon to poetic inquirers is a sensitivity to the ways traditional qualitative analysis can systematize and simplify, oftentimes generating theories and practices that are out of kilter with our intuitive experience of being in the world. In this paper I look at how the richness of lived experience can be sustained in poetic inquiry, and in so doing, offer the terms fierce, tender, and mischievous as qualities of engagement that are often exemplified in the ways poetic inquirers live and work
Countering a ‘Back-to-Basics’ Approach to Teacher Education: Multiliteracies and On-Line Discussions in a Community of Practice
No full textAiming to extend sociocultural theory about literacy education in teacher programs, this article reports on results from a qualitative study conducted in a Western Australian university. The project tracked a group of initial teacher and graduate education students collaborating in on-line discussion embedded in a literacy course. The article focuses on how one pre-service teacher constructed situated identities and understandings about literacy as she interacted on-line with peers and the course instructor in a community of practice (Lave & Wenger, 1991). Suggestions are provided for designing on-line CoPs that consider power and an expanded definition of literacies.
Ten Years of Adult Literacy Policy and Practice in Canada: Literacy Policy Tensions and Workarounds
No full textThe years 2003 – 2013 marked a coming-of-age in the adult literacy field in Canada, as it reconciled the politics of international literacy surveys and their accountability regimes with the actualities of literacy work among people caught in the nets of neoliberal economics. The concepts of policy networks, powerful literacies and workarounds are used to capture how educators attempt to escape or repair the effects of standardized accountability regimes to create new networks of adult literacy practice that reflect local learning needs and interests. The nexus of this struggle suggests consequences for the work of all educators within an emerging ‘new precariat’ and downgrading of public education spaces
L’observation des manifestations de la compétence discursive à l’oral dans le cadre de dialogues philosophiques au secondaire
No full textLa dimension discursive de la communication orale en contexte scolaire demeure, à l’heure actuelle, peu appuyée sur des bases empiriques. En réponse à ce manque, nous retracerons le processus d’élaboration d’un cadre d’analyse des manifestations de la compétence discursive à l’oral dans le contexte de dialogues philosophiques. Pour ce faire, nous présenterons les résultats de la mise à l’épreuve empirique de certains indicateurs d’une grille synthèse issue de notre recension d’écrits. Enfin, nous discuterons du caractère situé de la compétence discursive, en lien avec notre contexte d’investigation
Une approche d’enseignement des stratégies de compréhension de lecture de textes courants auprès de jeunes lecteurs à risque d’échouer
No full textDans ce projet de recherche mené en milieu défavorisé, 20 enseignants de la 4e à la 6e année du primaire se sont engagés à enseigner des stratégies de compréhension de lecture de textes courants de façon explicite aux élèves. En septembre 2012 et en avril 2013, leurs élèves (n=273) ainsi que des élèves venant de classes ne recevant pas l’intervention (n=101) ont répondu à une épreuve de compréhension de lecture. Les résultats suggèrent que les élèves des classes avec intervention, beaucoup plus faibles en début d’année, rattrapent l’écart qui les sépare des élèves des classes sans intervention en fin d’année.
Staging Teachers’ Stories: Performing Understandings of Writing and Teaching Writing
No full textIn response to concerns about declining writing instruction in K-12 classrooms, this qualitative interview study draws on ethnodrama to better understand teachers’ experiences teaching writing in one Canadian province. Through dramaturgical coding of 21 transcripts, we examine teachers’ objectives, conflicts, and tactics in teaching writing, as well as the significant role of educators’ subjectivities as writers and writing teachers, the settings in which they work, the people who influence their thinking and practice, and their engagement in reflexive inquiry. Two dramatic vignettes explore these themes. We then discuss implications for creating a province-wide professional learning network in critical writing pedagogies
The Role(s) of Image for Young Bilinguals Reading Multimodal Informational Texts
No full textThe purpose of this study was to examine how young bilinguals construct meaning with multimodal informational texts. The most frequently used literacy practice to support the meaning construction involved viewing an image. The function of image played four distinct, but important roles: image as access to meaning and content; image as prompt for discussion; image as a catalyst to seek access to printed text; image as a multimodal complement to printed text. The roles were examined using a case study approach that drew on multiple levels of analysis in order to describe content knowledge and language development among first-grade bilinguals over an academic year