Language and Literacy (Journal)
Not a member yet
446 research outputs found
Sort by
Chapeau à vous : French-minority Language Teachers’ Pandemic Pedagogies
No full textThe purpose of this paper was to unpack French-minority language teachers’ perspectives on the impact of the pandemic on their teaching. In fall 2021, semi-structured interviews were conducted virtually with 40 K-12 teachers of French as a minority language in Manitoba and Nova Scotia. While the pandemic has undoubtedly been challenging for language and literacy teachers, many have also developed adaptations and strategies. This paper focuses on those pedagogical accomplishments and teachers’ self-reported moments of success. Three main themes explored were the integration of technology into language teaching, language teacher collaboration and linguistic community building with students
Une recherche-développement dans le contexte pandémique : création de livres animés pour favoriser le développement de la compréhension en lecture chez les apprentis lecteurs francophones en milieu minoritaire
No full textDans l’objectif pragmatique de compenser les retards en lecture des élèves du début du primaire, retards causés par les fermetures d’école pour contenir la pandémie mondiale de la COVID-19, cette recherche-développement a permis de concevoir et de valider, par une démarche itérative, des livres animés à la façon « heure du conte ». Sept albums publiés à la maison Bouton d’or Acadie ont été médiatisés après des mises à l’essai successives dans quatorze classes de la maternelle à la deuxième année dans trois écoles francophones de la région du grand Moncton au Nouveau-Brunswick, et ce, dans le contexte de la pandémie
Beyond “Learning Loss:” Literacy Teacher Noticing in a Post-Pandemic World
No full textA resounding emphasis on learning loss has pervaded popular discourse and academic research as children return to in-person instruction after COVID-related schooling interruptions, most notably including remote schooling. This paper examines how this emphasis links to persistent deficit-oriented views of children as lacking literacy and language. It proposes an expanded, anti-deficit conception of teacher noticing based upon four domains that deserve more visibility especially at this time in the literacy classroom: children’s emotions, children’s funds of knowledge, children’s relationships, and children’s purposes. It provides examples of how teachers might adopt deliberate noticing practices that attend to these domains
Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions
No full textFew studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We argue that by examining reasoning discourse holistically - beyond speaker turns - we can capture teacher-talk moves that facilitate or constrain student reasoning. This examination illuminates discourse practices such as “procedural instruction” and “reference to text,” with important consequences for MLLs. Our study has implications for scholarship analyzing classroom talk and literacy educators facilitating discussions where MLLs engage in sophisticated and complex reasoning discourse.
Approaches and Methods in Language Teaching and Learning over Time
No full textThis study is an attempt to review the main language teaching approaches and methods used in the last hundred and fifty years or so. This is justified by the fact that though some teachers, native and non-native, may have some knowledge of the theoretical underpinnings of their classroom practices and techniques, they may lack an understanding of some other related past and present teaching methods and approaches. Those methods and approaches are reviewed in a simple and straightforward fashion. The theoretical, economic, political, and educational factors affecting their development, implementation, and change are touched upon in order for teachers to better understand their classroom implementation and seek to improve it and justify it with reference to a clearer, simpler, and more straightforward reading of the literature on the topic in focus
Heritage Language Learning Trajectories and Multiple Influencing Factors: A Multiple-Case Study of University-Aged Korean Canadians
No full textThis study explores six university-aged 1.5 and second generation Korean Canadians’ varied heritage language (HL) learning experiences and the factors that encourage and discourage HL learning in Canada. Drawing on sociocultural perspectives (Duff, 2007, 2019; Norton, 2013), this multiple-case study reveals the core HL learning domains of home, friends at school and ethnic communities, Korean media, and university classes and various familial, sociocultural, and transnational factors. The participants’ HL learning trajectories fluctuated depending on life environments, accessibility to HL learning, and their identities and different responses to social factors. This study also underscores the importance of educational inclusivity of HLs.
Défis et facilitateurs lors de l’implantation de pratiques d’intervention naturalistes pour soutenir le développement de la littératie en milieu de garde
No full textNaturalistic interventions, such as activity-based interventions (ABI), use play and daily activities to support development of skills in young children. This article documents the challenges and facilitators encountered by four daycare educators trained and coached to implement ABI to support development of literacy skills. The main challenges identified were lack of time, management of socioemotional issues, and changes to groups of children. Facilitators include physical accommodations and children’s interests. This article highlights the importance of offering a wide range of literacy materials accessible to children. Les pratiques d’intervention naturalistes dont l’activity-based intervention (ABI) utilisent le jeu et les activités quotidiennes pour soutenir le développement d’habiletés chez les jeunes enfants. Cet article documente les défis et facilitateurs rencontrés par quatre éducatrices en milieu de garde ayant reçu de la formation et de l’accompagnement pour implanter l’ABI en soutien au développement d’habiletés en littératie. Les principaux défis relèvent du manque de temps et de la gestion des défis socio-émotionnels. Dans les facilitateurs se retrouvent les adaptations de l’environnement et les intérêts des enfants. Cet article met en lumière, l’importance d’offrir du matériel en littératie diversifié et accessible
Les représentations des tuteurs des centres d’aide en français des cégeps
No full textLes tuteurs des centres d’aide en français apportent du soutien en écriture aux cégépiens éprouvant des difficultés. Pour mieux comprendre comment ces tuteurs se représentent le tutorat et leur rôle, nous avons sondé par questionnaire 116 tuteurs de 12 cégeps. Des analyses descriptives ont fait émerger des questions à approfondir lors d’entrevues semi-dirigées menées auprès de six tuteurs. Les analyses des données quantitatives et qualitatives ont révélé que les tuteurs se voient comme des apprenants qui offrent surtout du soutien scolaire et motivationnel. La posture de tuteur-apprenant qu’ils adoptent influence leur rapport au tutoré et le soutien qu’ils leur offrent.Les tuteurs des centres d’aide en français apportent du soutien en écriture aux cégépiens éprouvant des difficultés. Pour mieux comprendre comment ces tuteurs se représentent le tutorat et leur rôle, nous avons sondé par questionnaire 116 tuteurs de 12 cégeps. Des analyses descriptives ont fait émerger des questions à approfondir lors d’entrevues semi-dirigées menées auprès de six tuteurs. Les analyses des données quantitatives et qualitatives ont révélé que les tuteurs se voient comme des apprenants qui offrent surtout du soutien scolaire et motivationnel. La posture de tuteur-apprenant qu’ils adoptent influence leur rapport au tutoré et le soutien qu’ils leur offrent
Magic and Monsters: Collaborating with Google in Literacy Practices
No full textCollaboration is one of the defining features of work and learning in the 21st century. Yet despite the proliferation of Google apps and devices for collaboration across North American school systems, the scope of research on student collaboration using Google technologies in elementary school settings is limited. This paper presents findings from two cases in grade five classrooms where teachers were experimenting with using Google Docs and Chromebooks in their literacy programs. Drawing on a conceptual framework of sociomaterial, complexity, and affect theories, the study offers insights for teachers to understand the complexities of collaboration with these technologies, and pedagogical implications for working with the magic and monsters of unintended effects in collaborative literacy practices
The Nature of Literacy Instruction in Elementary School History Lessons
No full textThis paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a textbook while primary sources were few. The textbook was typically addressed as a neutral source of information. Teachers used visual texts only briefly and to support an existing narrative. None of the teachers modeled reading strategies specific to history. The teacher profiles suggest diverse approaches to literacy but the practices used by teachers point more to content-area and cultural literacy than disciplinary literacy. Implications for elementary literacy and history instruction are discussed