Browsing by Author "Bourgoin, Renée"

Now showing 1 - 6 of 6
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    Aider les auteurs des programmes d’immersion française à améliorer leurs textes
    (Association canadienne des professionnels de l'immersion, 2022) Le Bouthillier, Josée; Bourgoin, Renée
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    Communication orale et évaluation formative pour l’apprentissage dans les centres de littératie en immersion française
    (University of Ottawa, 2022-12-22) Le Bouthillier, Josée; Bourgoin, Renée
    Dans cette étude, de devis de recherche-développement, nous avonsexaminé la dimension formative de l’évaluation lors de la participationd’élèves de l’élémentaire à des tâches orales dans des centres de littératieen immersion française (IF). Le programme d’IFvisant l’acquisitionde la langue seconde, fournir aux élèves des occasions de produirede façon étendue est important. Nous avons observé la façon dont lesenseignantes recueillaient des traces d’apprentissage auprès de leursélèves, alors que ceux-ci travaillaient de façon autonome à des tâchesorales. Les données ont été recueillies auprès des enseignantes (n = 5)d’IFet de leurs élèves. Ces données consistaient d’observations en classe,d’enregistrements vidéo, de preuves d’apprentissage et d’entrevues avecles enseignantes (n = 15). Les données ont révélé l’importance d’étab-lir des résultats d’apprentissage précis, de recueillir des preuvesd’apprentissage tangibles et de se servir de ces évidences d’apprentissagepour maximiser les apprentissages de l’oral dans les centres de littératie.Mots-clés : immersion française, communication orale, évaluation forma-tive, langue seconde, centres de littératie Using a Design-Based Research methodology, we examined the roleand the use of assessment practices during the implementation of orallanguage tasks in literacy centers with elementary French immersionstudents. Since these French Immersion programs are designed to supportsecond language acquisition, providing students with opportunitiesto produce extended output is important. We studied the ways bywhich teachers collected evidence of learning when students workedindependently on oral language tasks during literacy centers. Five (n = 5) immersion teachers participated in the study, along with their students.Data collected included classroom observations, video recordings ofstudents working on oral communication tasks, learning artifacts andteacher interviews (n = 15). Findings suggest that specific dimensions offormative assessments including the pedagogical applications of specificlearning outcomes, the collection of tangible evidence of learning, and thesubsequent reinvestment of students’ learning yielded important benefitsis supporting oral language acquisition in literacy centers for Frenchimmersion students.Key words: French immersion, oral communication, formative assess-ment, second language, literacy centers
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    Le rôle du jeu symbolique dans la motivation intrinsèque à s’exprimer à l’oral dans une langue seconde au primaire
    (Association québécoise des enseignants de français langue seconde, 2022-12-15) Le Bouthillier, Josée; Bourgoin, Renée; Garrett, Melissa
    Résumé Cette étude adoptant un devis de recherche orienté par la conception (design-based research) examine les possibilités offertes par le jeu symbolique avancé auprès de jeunes élèves débutant dans le programme d’immersion française (5 et 6 ans) pour l’acquisition de la langue seconde. Des élèves de la première année (n = 36) de deux classes intactes et leurs enseignantes ont participé à cette recherche. Ils ont été observés en classe et filmés pendant des périodes de jeu symbolique autonomes. De l’analyse des transcriptions, des notes de recherche, des entrevues avec les enseignantes et des artéfacts pédagogiques, les sentiments de compétence, d’autonomie et d’appartenance des élèves sont ressortis lors des périodes de jeux symboliques. Mots-clés: jeu symbolique avancé; motivation; autodétermination; interaction orale en langue seconde; jeunes élèves du primaire; immersion française Abstract Adopting a design-based research design, this study examines the potential of advanced symbolic play with young students entering the French immersion program (ages 5 and 6) for second language acquisition. First grade students (n = 36) from two intact classes and their teachers participated in this research. They were observed in class and videotaped during periods of independent symbolic play. From the analysis of transcripts, research notes, teacher interviews, and instructional artifacts, students' feelings of competence, autonomy, and belonging emerged during the symbolic play periods. Keywords: advanced symbolic play; motivation; self-determination; second language oral interaction; young elementary students; French immersion
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    Speech variations in First Nations kindergarten children across Canada
    (University of New Brunswick, 2016) Laurie, Anne; Tramonte, Lucia; Bourgoin, Renée
    The purpose of the study was to investigate the extent to which speech errors made by First Nations children compared with those of a non-Aboriginal population, and how the errors were related to a common heritage language background, age, gender, and English as a second language. Speech errors were determined by administering the Diagnostic Evaluation for Articulation and Phonology’s Diagnostic Screen in 374 kindergarten children on Cree, Dene, Ojibway, Maliseet, Mi’kmaq, and Innu reservations across Canada. The data were analyzed using statistical techniques, and in particular logistic and Ordinary Least Squares (OLS) regressions. Results of the regression models revealed that the types of speech errors differed by gender, significantly favouring boys in four speech error occurrences. English as a second language was a significant factor and more prevalent in one speech error for both Cree L1 children and Innu L1 children, relative to their respective heritage language background. This study makes an important contribution to the limited but critical research examining speech variations for First Nations. Its conclusions call for further research to explore speech variations at the community level in order to validate speech variations that can drive culturally-relevant and fair speech assessments. This will also provide language documentation for Speech-Language Pathologists and educators who work with First Nations children.
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    Transitioning from L1 to L2 reading: patterns, at risk profiles, and success indicators of students in French Immersion
    (University of New Brunswick, 2014) Bourgoin, Renée; Dicks, Joseph
    This article style dissertation focuses on gaining a better understanding of individual reading differences amongst second language students in order to help identify immersion readers at risk for reading difficulties. Set within the political context of controversial changes to the delivery of early French immersion in the province of New Brunswick in 2008, this study explores key second language issues, particularly with respect to accessibility to French immersion for various types of learners, the identification of and support for students at risk in French immersion, and first and second language reading development. More specifically, teachers' assessment of students' first language reading abilities as it relates to the suitability of French immersion for a wide range of students is explored as are students' first and second language reading experiences as they transitioned into French immersion. Findings shed light on the ability to identify students who may be at risk for reading difficulties in their second language using first and second language early literacy indicators and profiles, the role of cross-linguistic transfer, and students' knowledge of and use of strategies. This study contributes to the field of second language education by adding academic knowledge to the French immersion debate. This study may also be influential in changing perceptions of French immersion as an elitist program by outlining the potential for greater inclusivity in the program.