Littérature jeunesse, éducation inclusive et approches plurielles des langues

Armand, Françoise; Gosselin-Lavoie, Catherine; Combes, Élodie

doi:10.21083/nrsc.v0i9.3675

Cited by 4 publications

(2 citation statements)

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“…One promising approach for L2 learning using the learner's L1 is through the use of dual-language children's books. These books, which contain different languages, can therefore allow for active and conscious decision making about how to use one language for reading and learning in the other (Armand et al, 2016;Simoncini et al, 2019). While some research has begun to examine how readers engage with dual-language texts (e.g., Sneddon, 2009), Thibeault and Matheson (2020) identified a paucity of studies focused more specifically on French immersion.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Untitled

2021

in education

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At this writing, the news media has been full of stories about the emergence of a new corona virus variant named "omicron," not the least of which has been how to pronounce it. That said, the fact that we are still in a pandemic and things may potentially worsen should certainly eclipse the need to learn how to pronounce omicron. COVID-19 has turned the world sideways impacting almost every person and facet of human activity in multiple ways that were heretofore unimagined by most people. Despite humanity's concerted efforts the virus continues to mutate and infect people at alarming rates across different regions of the world. Certainly, we have become more cognizant of the inequities that persist around the world with access to vaccines, and the significant numbers of folks not getting vaccinated, and the ongoing race to track and analyze new variants. Yet, with all that the virus has done around the world many folks continue to try and aim their actions and life toward some kind of normal. But what seems to becoming abundantly clear is that it is not possible to return to some perceived normal that was imagined prepandemic; we seem to be decidedly in transition toward a quickly changing new reality.

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Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Untitled

2021

in education

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“…Some authors [ 9 ] conducted an ELODiL project (Language Awareness and Opening to Linguistic Diversity) in order to enable all Quebec students to develop a sense of living together in a pluralistic society and to promote the integration and academic success of everyone, including allophone students from immigration backgrounds, the emphasis has been placed on both effective practices in teaching French (both oral and written) and pluralistic approaches to languages (language awareness). These approaches aim to arouse the curiosity of all students towards linguistic diversity and, in the context of inclusive education, ensure that the linguistic (and cultural) background of allophone students is recognized as an asset rather than an obstacle.…”

Section: Introductionmentioning

confidence: 99%

The effect of storytelling on the development of language and social skills in French as a foreign language classrooms

Benabbes,

AbdulHaleem Abu Taleb

2024

Heliyon

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Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study

Thibeault

Matheson

2021

in education

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Abstract As dual-language children’s books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically complete those in English without providing the exact same information. This multiple case study highlights three distinct reading profiles, and shows how monolingual and cross-linguistic reading strategies can be used by the same student as they read a dual-language book. It also shows that some students were able to adapt their reading strategies as they engaged with different types of dual-language books, whereas others more frequently utilized the same strategies. Keywords: dual-language children’s books, reading strategies, French immersion Résumé Alors que les livres bilingues deviennent de plus en plus populaires en didactique des langues, la recherche commence à s’intéresser aux comportements cognitifs de l’élève qui s’engage dans la lecture de ces œuvres. Dans cet article, à la lumière de ces études, nous relatons les résultats d’une recherche qualitative visant à décrire les stratégies de lecture que trois élèves de 3e année scolarisés en Saskatchewan en immersion française déploient lorsqu’ils lisent deux types de livres bilingues : le livre traduit, dans lequel tout le texte apparait en français et en anglais, et le livre intégré, dans lequel le texte en français complète celui en anglais, sans toutefois offrir au lecteur la même information. Cette étude de cas multiple relève donc trois profils distincts de lecteur et, par son entremise, nous montrons comment des stratégies de lecture monolingues et translinguistiques peuvent être utilisées par un même élève lorsqu’il lit un livre bilingue. Nous révélons en outre que certains élèves sont à même d’adapter leurs stratégies de lecture selon le type de livre bilingue lu, tandis que d’autres font fréquemment usage des mêmes stratégies. Mots-clés : livres bilingues, stratégies de lecture, immersion française

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Littérature jeunesse, éducation inclusive et approches plurielles des langues

Cited by 4 publications

References 0 publications

Untitled

Untitled

The effect of storytelling on the development of language and social skills in French as a foreign language classrooms

Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study

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