L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française

2021 ◽  
pp. e20200116
Author(s):  
Josée Le Bouthillier ◽  
Renée Bourgoin ◽  
Joseph Dicks
Keyword(s):  
Language Learning ◽  
Professional Learning ◽  
Oral Language ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Independent Learning ◽  
French Immersion ◽  
Oral Production ◽  
Learning Tasks ◽  
Language Literacy

This qualitative exploratory study examined the language/literacy tasks performed by elementary students from six elementary French Immersion (FI) classrooms. Various literacy tasks were performed as students rotated through different literacy centres/stations which had been pre-planned by their teachers. Specifically, researchers investigated students’ oral production and opportunities for extended oral output when working at independent learning centres/stations in order to identify key principles for creating literacy-enhancing tasks suitable for developing language literacy skills within second language (L2) contexts. Data were collected through classroom observations ( n = 23) to identify the types of literacy/language tasks proposed to L2 students, the nature of communicative functions, the targeted learning outcomes, and principles of effective L2 learning tasks. Results demonstrate the importance of adapting pedagogical practices, such as literacy centres/stations, borrowed from the first language teaching contexts to maximize L2 literacy/language learning and meet the specific needs of FI students. Results also highlighted the importance of ongoing professional learning opportunities for FI teachers specific to their L2 teaching contexts. Researchers propose principles for creating literacy/language tasks that promote oral language learning in FI contexts.

Using Mobile Technologies with Young Language Learners to Support and Promote Oral Language Production

2014 ◽  
Vol 4 (4) ◽  
pp. 14-28 ◽  
Author(s):  
Martine Pellerin
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Oral Language ◽  
Primary Schools ◽  
Language Production ◽  
Collaborative Action Research ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
French Immersion ◽  
Action Research Project

The paper examines how the use of mobile technologies such as tablets and handheld MP3 players can support and promote oral language production among young language learners. It explores how the use of these mobile technologies in the language classroom supports pedagogical practices anchored in socioconstructivist theories of SLA that emphasize the role of dialogue and social interaction among young language learners. The paper is based on a collaborative action research project involving French Immersion teachers and their students in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies contribute to the creation of innovative learning environments and authentic language learning experiences that support and promote the production of oral language among young language learners. The inquiry demonstrates the adoption of second language pedagogical approaches anchored in socioconstructivist theories of SLA that promote autonomy and a sense of agency among language learners.

scholarly journals Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion

2021 ◽  
Vol 24 (2) ◽  
pp. 70-98
Author(s):  
Renée Bourgoin ◽  
Josée Le Bouthillier
Keyword(s):  
Language Learning ◽  
Small Group ◽  
Language Learners ◽  
Corrective Feedback ◽  
Oral Communication ◽  
Literacy Skills ◽  
Independent Learning ◽  
French Immersion ◽  
Teacher Interviews ◽  
Form And Function

Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans.  Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported. 

scholarly journals Lessons learned from immersion in western Canada’s multilingual and multicultural post-secondary context across the disciplines

2018 ◽  
Vol 9 ◽  
pp. 1-25
Author(s):  
Valia Spiliotopoulos
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Literacy Skills ◽  
Lessons Learned ◽  
French Immersion ◽  
Widening Participation ◽  
Educational Context ◽  
Post Secondary ◽  
Support Students

The current educational context in post-secondary institutions world-wide is characterized by a widening participation agenda, and is greatly impacted by trends in globalization and internationalization (Burbules & Torres, 2000, Ilieva, Beck, & Waterstone, 2014).  This multilingual and multicultural educational context brings about many opportunities and challenges for students, faculty, and other internal and external stakeholders (Arkoudis et al, 2012; Hafernick & Wiant, 2012; Murray, 2016). Given Canada’s increasing involvement in offering programs predominantly in English to international, transnational, and bi/plurlilingal domestic students, it is important to examine the lessons learned from Canada’s history with immersion (Cummins, 1998).   and consider the implications for the post-secondary context (Knoerr, et al. 2016). To that end, it is perhaps time to reconsider language education policies, re-examine how language is used as a medium of instruction, redesign curriculum and instruction, as well as understand how students’ bi/plurlingualism can serve as an additional resource for learning across the disciplines (Camarata, 2016; Coste, Moore & Zarate, 2009;  Cummins, 2007; Marshall and Moore, 2013).   This article describes the educational development and scholarly activities of a Centre for English Language Learning Teaching, and Research at a comprehensive university in British Columbia, and shares emergent findings of a case study and pilot projects in which faculty in applied linguistics/language education collaborate with faculty across the disciplines to support students’ English language development alongside their disciplinary knowledge and literacy skills at the curricular, instructional, and assessment levels. Key practices and approaches in university French immersion education will be compared and contrasted with Content-based/‘CLIL’ and plurilingual approaches used by language education faculty working alongside disciplinary faculty in order to support students at the curricular core within programs where English is the language of instruction. 

Digital Documentation: Using digital technologies to promote language assessment for the 21st century

2012 ◽  
Vol 4 ◽  
Author(s):  
Martine Pellerin
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
21St Century ◽  
Oral Language ◽  
Teaching And Learning ◽  
Video Recording ◽  
Digital Technologies ◽  
Assessment Process ◽  
French Immersion ◽  
Digital Documentation

The article describes how the use of digital technologies such as iPod and iPad contributes to the gathering of tangible evidence of students’ learning, and promotes the emergence of a new means of formative assessment that supports language teaching and learning for the 21st century. In particular, the use of such technologies by Early French Immersion learners promotes digital documentation (audio and video recording) of language learning across the curriculum, to help make the learning and thinking process more visible to teachers and students. The process of revisiting the digital documentation constitutes a new means of formative assessment that informs both the teaching and the learning. Moreover, the use of digital technologies allows students to become active participants in their own learning and assessment process. Finally, the article examines the role of oral language in the digital documentation and revision process and how this enhances the assessment of students’ learning in the 21st century language classroom.

Predicting risk for oral and written language learning difficulties in students educated in a second language

2013 ◽  
Vol 35 (2) ◽  
pp. 371-398 ◽  
Author(s):  
CAROLINE ERDOS ◽  
FRED GENESEE ◽  
ROBERT SAVAGE ◽  
CORINNE HAIGH
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Language Learning ◽  
Oral Language ◽  
Learning Difficulties ◽  
French Immersion ◽  
L2 Reading ◽  
Learning Impairment ◽  
Letter Sound ◽  
L1 And L2

ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Further analyses revealed that phonological awareness, phonological access, and letter-sound knowledge in L1 were significant predictors of risk for reading difficulties in L2 while performance on L1 sentence repetition, phonological awareness, and tense marking tests in kindergarten were the best predictors of risk for L1 and L2 oral language difficulties. Both fall- and spring-kindergarten predictors predicted Grade 1 outcomes to a significant extent, with the spring-kindergarten predictors being more accurate. These results provide support for distinctive risk profiles for L2 oral language and reading difficulty and, furthermore, argue that assessment of L1 abilities can be used to make reasonably accurate predictions of later reading and/or oral language learning difficulties in L2 students.

Using Mobile Technologies With Young Language Learners to Support and Promote Oral Language Production

2019 ◽  
pp. 730-746
Author(s):  
Martine Pellerin
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Oral Language ◽  
Language Production ◽  
Collaborative Action Research ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Action Research Project ◽  
Mp3 Players ◽  
Innovative Learning

The paper examines how the use of mobile technologies such as tablets and handheld MP3 players can support and promote oral language production among young language learners. It explores how the use of these mobile technologies in the language classroom supports pedagogical practices anchored in socioconstructivist theories of SLA that emphasize the role of dialogue and social interaction among young language learners. The paper is based on a collaborative action research project involving French Immersion teachers and their students in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies contribute to the creation of innovative learning environments and authentic language learning experiences that support and promote the production of oral language among young language learners. The inquiry demonstrates the adoption of second language pedagogical approaches anchored in socioconstructivist theories of SLA that promote autonomy and a sense of agency among language learners.

Refocusing on Oral Language and Rich Representations to Develop the Early Mathematical Understandings of Indigenous Students

2011 ◽  
Vol 40 ◽  
pp. 9-17 ◽  
Author(s):  
Susan McDonald ◽  
Elizabeth Warren ◽  
Eva DeVries
Keyword(s):  
Professional Learning ◽  
Oral Language ◽  
Mathematical Understanding ◽  
Pedagogical Practices ◽  
Formal Schooling ◽  
Cultural Backgrounds ◽  
Indigenous Australian ◽  
Mathematical Representations ◽  
Telephone Interviews ◽  
Australian English

This article examines the nature of oral language and representations used by teachers as they instruct young Indigenous Australian students at the beginning of formal schooling during play-based activities in mathematics. In particular, the use of Standard Australian English (SAE), the mathematical register used, and the interplay with mathematical representations during classroom instruction are analysed based upon the teachers' selfreported practices. The data are drawn from structured telephone interviews with 40 teachers in 15 schools from rural and remote or multicultural settings in Queensland at the initial stage of a large, longitudinal study. The specific aim of the study was the identification of effective pedagogical practices that may assist young Australian students from diverse ethnic and cultural backgrounds to negotiate western mathematical understanding. The findings indicate that despite experience in these settings and focused professional learning sessions, the majority of these teachers report practices which reflect a strong emphasis on literacy acquisition rather than mathematical understanding. It is the contention of the researchers that the use of oral language with a rich selection of mathematical representations strongly supports mathematical understanding.

scholarly journals Building a writing community through learning of French

2015 ◽  
Vol 12 (2) ◽  
pp. 85-107
Author(s):  
Anu. Bissoonauth-Bedford ◽  
◽  
Ray Stace ◽  
Keyword(s):  
Language Learning ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Educational Practice ◽  
Literacy Skills ◽  
Target Language ◽  
Independent Learning ◽  
Face To Face ◽  
Learning Platform ◽  
Writing Community

This paper reports on a pilot study designed to develop writing proficiency in French via collaborative writing activities at intermediate level at the University of Wollongong in Australia. Twenty four students in the final year of French studies program took part in this innovative approach which integrates multimodal functionality of the e-learning platform combined with face to face interaction and discussions. Methodology draws on educational practice influenced by a socio-constructivist approach, and particularly on the importance of relevant meaningful tasks in the target language as well as ‘constructively aligned’ (Biggs, 1999: 11) assessment in language learning. The results show that groups used the online functionality to scaffold their writing skills and that collaborative tasks were perceived as an effective way of consolidating grammar knowledge and enhancing individual literacy skills in the foreign language. Qualitative analysis of students’ evaluation of their writing skills at the beginning and the end of the semester shows that group work acts as activator in the meta-learning that was occurring online as well as in the face -to -face discussions resulting in critical reflection in the independent learning process.

Language and Literacy Predictors of Dialect Density Among School-Age African American Children From Two Geographic Regions

2020 ◽  
Vol 51 (3) ◽  
pp. 807-820
Author(s):  
Lena G. Caesar ◽  
Marie Kerins
Keyword(s):  
African American ◽  
Multiple Regression ◽  
Oral Language ◽  
East Coast ◽  
Geographic Region ◽  
Literacy Skills ◽  
School Age ◽  
Regression Analyses ◽  
Geographic Regions ◽  
American Children

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.

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