Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers

Rivard, Léonard P.; Gueye, Ndèye Rokhaya

doi:10.1080/09500693.2016.1183267

Cited by 7 publications

(3 citation statements)

References 50 publications

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“…Whitman and Wendy (2016) revealed that the student grades were higher both in the traditional and flipped classes as compared to the online section. Rivard and Gueye (2016) suggested that the language-enhanced teacher practices had a positive impact on the use of talking, reading and writing by students in the science classroom. Unger et al (2016) found that students receiving hands-on instruction in estimating area using the transect method can record accurate area measurements after only a limited 2-hour introduction.…”

Section: The Student-centered Teaching Approach Problem-based Learnimentioning

confidence: 99%

The effect of student-centered teaching and problem-based learning on academic achievement in science

Bara¹,

Xhomara²

2020

tused

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Section: The Student-centered Teaching Approach Problem-based Learnimentioning

confidence: 99%

The effect of student-centered teaching and problem-based learning on academic achievement in science

Bara¹,

Xhomara²

2020

tused

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“…En la mayoría de los casos, estas iniciativas provinieron del nivel estatal o de la administración escolar. Estas acciones son contrarias a la intuición, ya que la literatura muestra que cuando los docentes se sienten más involucrados en la intervención, tienden a valorarla de manera más positiva (Rivard y Gueye, 2016;Stebick, 2008;Styslinger et al, 2015;Watson, 2013).…”

Section: Aprendizaje Profesional De Docentes En Servicio En Ciencias ...unclassified

¿Qué valoran los que enseñan? Aportes para el aprendizaje de ciencias en contextos bilingües a través del discurso docente

Cardozo‐Gaibisso

Dominguez²,

Buxton

et al. 2022

Cuad. pedagog. univ. (En línea)

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El aprendizaje profesional docente (APD) es una de las prácticas que pueden mejorar la enseñanza y el aprendizaje en contextos complejos, específicamente para estudiantes cultural y lingüísticamente diversos. En muchos estados, y en el sureste de los Estados Unidos, donde la población de estudiantes multilingües continúa creciendo, los docentes tienen el desafío de enseñar a una población cada vez más cultural y lingüísticamente diversa. Este artículo explora cómo un proyecto para el APD ha informado los discursos de los docentes sobre el rol de las prácticas de investigación científica, el lenguaje de la ciencia, y los estudiantes bilingües emergentes durante un proyecto en el sur de los Estados Unidos. Esta investigación incorpora datos de entrevistas semiestructuradas con docentes que participaron en el proyecto de investigación y desarrollo profesional. Se analizaron entrevistas de grupos focales de docentes a través de una combinación de codificación deductiva y herramientas analíticas de la lingüística funcional sistémica. Los hallazgos indican que se han producido cambios en las percepciones y los discursos de los docentes en relación a los repertorios lingüísticos de los estudiantes bilingües emergentes y la noción de alfabetización científica.

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“…Since then, Frenchlanguage education has progressively gained public favor becoming commonplace in all Canadian provinces, albeit with two distinct programs of instruction available from kindergarten to secondary level: one developed specifically for francophones who have French as their mother tongue, usually the first language learned in the home during childhood (L1), and a secondlanguage or French-immersion program (L2) for anyone wishing to pursue their public education in French. Rivard and Gueye (2016) have argued that "the challenge for teachers in these schools is how best to support the language development of students in the sheltered linguistic confines of the school and classroom, despite the overwhelming presence of a more dominant or higher status language" in the community at large (p. 18). Since content areas in many of these schools are taught in French, they must be considered privileged spaces for the acquisition of the target language (Lee et al, 2013;Rivard & Cormier, 2008;Schleppegrell & O'Hallaron, 2011).…”

mentioning

confidence: 99%

Syntactic complexity and connector use in the summary writing of L1 and L2 Canadian students

Rivard

Gueye

2023

J. Fr. Lang. Stud.

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The study compared the syntactic complexity and the use of logical connectors in summaries written in French by two groups of students: speakers of French as first language (L1) and peers in a French-immersion program (L2) from grade nine to university. Both L1 and L2 groups of university students demonstrated more general complexity in their written summaries than less mature writers. However, the use of phrasal elaboration was apparent just at the upper secondary and university levels with L1 students. Both groups generally tend to overuse causal connectors while underusing additive and adversative connectors compared to the author’s use in the source text. Yet both groups employ significantly more adversative connectors just at the post-secondary level. The only difference observed between L1 and L2 writers was in the diversity of connector words used in the summary, with the former group using a richer, more diverse vocabulary. Several measures for succinctness differentiated L1 and L2 students in early secondary with the latter group condensing the source text less than L1 students. Correlation analysis suggested that many measures of syntactic complexity and connector use are inextricably linked.

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Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers

Cited by 7 publications

References 50 publications

The effect of student-centered teaching and problem-based learning on academic achievement in science

The effect of student-centered teaching and problem-based learning on academic achievement in science

¿Qué valoran los que enseñan? Aportes para el aprendizaje de ciencias en contextos bilingües a través del discurso docente

Syntactic complexity and connector use in the summary writing of L1 and L2 Canadian students

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