Language and Literacy (Journal)
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Pedagogy and Learning Environment in a Franco-Ontarian Child Care Centre
No full textIn order to succeed in French First Language (FFL) schools, students must have a working knowledge of French. For many Anglophone and Allophone students, the journey toward official bilingualism through FFL schooling begins in FFL child care centres. The programs offered in these centres were designed to foster the linguistic and literacy development of Franco-Ontarian children before they enter the FFL L-6 school system (CLR-Net, 2009; Government of Canada, 1982, 2008 & 2012; Ministère de l\u27éducation, 2004; Ontario MEO, 2005). This paper investigates whether éducatrices in FFL child care centres can meet all children’s French needs and, if so, how
The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching
No full textThis qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants\u27 early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants all reported modeling their teaching after one or two specific teachers from their own childhoods. Using these role models as guides, the participants focused on teaching students whose needs were similar to their own needs as students. Implications for preservice and inservice teacher education are discussed
Recess as a Site for Language Play
No full textResearchers in this study adopted an ethnomusicology perspective to explore the playground language and music-making practices of children at nine Canadian school playgrounds over a two-year period. Using non-participant observation the researchers found that school children (ages 5-12) engaged in multimodal and multi-vocal play as they manipulated language, chanted or sang with rhythmic speech, and combined language play with gestures and kinetic movements. The authors suggest a link between children’s out-of-school literacies (‘languaging’ and ‘musicking’ on the playground)—where children are active agents of their own learning—and children’s potential in-school literacies
Effets de l’apprentissage des stratégies de planification en écriture sur la cohérence textuelle de récits imaginaires d\u27élèves francophones du Nouveau-Brunswick et de l’Alberta
No full textL’objectif de cette étude est d’évaluer l’efficacité d’une séquence didactique adaptée à l’écriture d’un récit imaginaire sur la capacité d’élèves franco-albertains et néobrunswickois de 9 ans à composer des textes narratifs cohérents. Dans le cadre de cet article, nous avons rapporté les résultats qualitatifs sous forme d’étude de cas de 8 élèves que nous avons observé et interviewer en ce qui a trait à l’appropriation des stratégies de planification. Nous avons aussi mesuré la cohérence macrostructurelle, microstrucurelle et situationnelle des premiers brouillons du prétest (texte 1) et du texte 2 écrit pendant l’intervention pour les 53 élèves du groupe expérimental et les 35 élèves du groupe témoin répartis également entre les deux provinces. L’analyse des résultats qualitatifs révèle que les stratégies de planification proposées ont permis aux huit élèves du groupe expérimental de développer une plus grande conscience de la complexité de la démarche d’écriture et d’une plus grande capacité à gérer cette démarche. Les analyses de variance de type mixte inter et intra groupes indiquent que les deux groupes ont réussi à améliorer leur cohérence macrostructurelle, mais que l’amélioration du groupe expérimental est significativement meilleure que celle du groupe témoin. Les résultats pour les dimensions microstructurelle et situationnelle sont plus mitigés.
Manifestations non verbales et stratégies d’écoute d’élèves de troisième cycle du primaire et stratégies d’intervention de leurs enseignants dans ce contexte
No full textLa compréhension de l’oral implique la mise en pratique de stratégies d’écoute de la part des élèves et de stratégies d’intervention de la part des enseignants. À partir d’une recherche qualitative menée en 2009 auprès de 51 élèves de troisième cycle du primaire, nous avons répertorié un certain nombre de manifestations non verbales de l’écoute, des réactions au rappel à l’ordre des enseignants et des stratégies utilisées pour garder leur attention en classe. Pour leur part, les deux enseignants interrogés ont indiqué certaines stratégies employées pour recentrer les élèves à la tâche. Cet article présente les résultats de cette recherche
Assessing Multiliteracies: Mismatches and Opportunities
No full textWhile current literacy theories acknowledge the sociocultural and sociopolitical dimensions of literacy learning and teaching, that is, multiliteracies, there exists a gap between theoretical approaches underpinning literacy teaching and assessment. In this dialogue, we re-enact this divergence by collectively defining multiliteracies and deconstructing assessment practices, while speculating on possibilities for reconstruction. Constructing this dialogue across multiple areas of expertise exemplifies multiliteracies because we use critical speaking, listening, writing, reading, and representing, to make sense of our new understandings, and showcase our knowledge construction. Our goal is to explore ways to translate the theories of multiliteracies into assessment practices that make visible children’s cognitive-psychological, psycholinguistic, sociocultural, and sociopolitical processes with all kinds of texts
Global English online – a case study of a distance learning course in a business context
No full textThe Open University in the UK, which has been providing distance education across the UK and continental Europe for the last 40 years, has recently started to develop an international strategy. New media allow for the creation of virtual learning spaces where students can learn from each other via the stimulus of materials from which they can draw according to their own perception of their needs. The challenge is to create materials appropriate for the range of possible contexts. This paper seeks to explore the reaction of students to one such course in relation to the concept of lingua franca English (LFE), which is essentially pragmatic, developing within a particular context, for a particular purpose and negotiated by those using it in that context
Affinity Spaces and Ecologies of Practice: Digital Composing Processes of Pre-service English Teachers
No full textEnglish educators are responsible for preparing pre-service and in-service teachers to consider the ways in which people engage in meaning making by using a variety of representation, interpretive and communication systems. Today new technologies are radically changing the types of texts people create and interpret even as they are influencing the social, political and cultural contexts in which texts are shared. This research project was designed to immerse pre-service English education students in the creation of multimodal, multimedia texts as part of a digital composing workshop. For the purposes of this paper, three student experiences were drawn from a group of twelve pre-service English education students participating in the project. Each student represents a unique experience from which we may draw insight and direction as English educators. Despite the ever present barriers to integrating afterschool (Prensky, 2010) literacy practices into traditional schools and to ensure what we are teaching has the important element of “life validity” ( Mills, 2010) and reflects the evolving socio cultural literacy practices of contemporary society, English educators must provide authentic, engaging opportunities for pre-service teachers to learn about and through multimedia, multimodal digital technologies
Repenser les modalités d’enseignement et d’apprentissages avec le concept de littératie
No full text L’expansion des domaines de l’utilisation du concept de littératie et le succès de son emploi souligne sans nul doute son intérêt mais simultanément invite à être vigilant quant aux significations que l’on est susceptible de lui attribuer, et plus particulièrement dans le champ de l’enseignement et des apprentissages. Il s’agira, à partir des orientations épistémologiques de ce concept d’examiner comment il peut contribuer à repenser les modalités d’enseignement et d’apprentissages notamment à travers la délégation d’outils langagiers à l’école primaire.