Browsing by Author "Dicks, Joseph"

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    A qualitative analysis of early French immersion students' communicative competence on the New Brunswick oral proficiency interview: where pedagogy meets assessment
    (University of New Brunswick, 2021) Michaud, Lisa Sylvie; Bouthillier, Josée Le; Dicks, Joseph
    The Oral Proficiency Interview (OPI) is an assessment of second language oral proficiency administered by the New Brunswick Department of Education and Early Childhood Development (NB-EECD) for students enrolled in French second language (FSL) programs, including French immersion (FI). OPI results for 2018-2019 indicate that approximately one-half of Grade 12 early French immersion (EFI) students reached the provincially-set target of Advanced oral proficiency. Another large percentage - 33.5% - reached the Intermediate Plus level, meaning that they possessed many characteristics of Advanced speakers but could not sustain this kind of oral competence throughout the interview. Similar results have been consistently reported over many years of testing using the OPI (NB-EECD, 2019b). This qualitative research of Grade-1-entry-point EFI students' performance on the OPI, through detailed discourse analysis of OPI interviews retrieved from the NB-EECD, illustrates the discursive strengths and limitations of student performance on interviews rated at the Intermediate Plus (N=3) and Advanced (N=3) levels of oral proficiency. Following Celce-Murcia's theory of communicative competence (2007a), these findings can inform teaching practices favouring a holistic approach to teaching (Celce-Murcia, 2007a; Goh & Burns, 2012; Le Bouthillier, 2018b), narrow the divide between practical and theoretical aspects of language learning and assessment (Council of Europe, 2001), and help deconstruct the assessment criteria to guide student discourse toward a higher student achievement at the Advanced level.
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    An exploration of French Immersion students' communication during collaborative mathematics problem-solving tasks
    (University of New Brunswick, 2017) Culligan, Karla; Dicks, Joseph
    The relationship between language and mathematics is complex, and arguably more so when students are learning mathematics through the medium of a second language. This study aims to describe, interpret, and understand how secondary French immersion mathematics students communicate, that is, how they use and attend to language and mathematics as they work collaboratively on problem-solving tasks in their second language. This study in grounded in sociocultural theory (e.g., Lantolf, 2000; Swain, 2000, 2008; Vygotsky, 1962, 1978) and the concept of the mathematics education register (e.g., Halliday, 1978, Pimm, 1987, 2007; Moschkovich, 2007) as the theoretical frameworks in order to highlight the social nature of learning and the key role of language in learning. With the theoretical frameworks guiding the remainder of the study, literature was reviewed that related to French immersion student achievement in mathematics, tensions inherent in bilingual mathematics classrooms, codeswitching or the use of the first language in second language mathematics, and what it means to “do” mathematics in a second language. This classroom-based study involved multiple site visits and working with 22 Grade 9 French immersion mathematics students in two different classes, along with their classroom teacher. Materials included a mathematics problem-solving task that required students to engage in reading, writing, oral interaction, hands-on modelling, and graphic representations. Data were collected via classroom based audio recordings that were then transcribed verbatim; these data were triangulated with researcher fieldnotes, students’ written texts, and post-hoc stimulated recall interviews. Data were analyzed using coding frameworks for language-related episodes (LREs), mathematics-related episodes (MREs), and instances of first language use using a priori codes as well as emergent codes (Barwell, 2009a, 2009c; Halliday, 1985; Moschkovich, 2002, 2007; Swain & Lapkin, 1998, 2000, 2013). The discourse analysis was extended using Gee’s (2014) theory and method, as well as the associated tools of inquiry (Gee, 2011). Several task-related findings suggested that student talk (rather than teacher talk) dominated the activity, that students mainly talked about the mathematics at hand, and that they used most of the anticipated problem-solving strategies to work through the task, although to varying degrees of thoroughness and success. Results showed that students engaged in various kinds of LREs and MREs, especially related to lexis and lexicogrammar, and also, although to a much lesser extent, other language forms. The LREs involved non-mathematical items, non-academic-mathematical items, and academic-mathematical items. The MREs mainly involved students’ describing mathematical situations and expanding in order to provide explanations. Instances of first language use emerged with the LREs (especially lexical) and the MREs (especially expanding with repeat/restate). The first language was also used to move the task along and for interpersonal interactions (especially vernacular and to express feelings). Theoretical and practical implications for educators and policymakers are given based on the salient findings of the study. Suggestions for future research are also explored.
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    Identifying requirements and gaps in French as a second language (FSL) Teacher Education: Recommendations and guidelines
    (Canadian Association of Second Language Teachers (CASLT), 2023) Arnott, Stephanie; Smith, Cameron W; Battistuzzi, Amanda; Culligan, Karla; Dicks, Joseph; Kristmanson, Paula; Masson, Mimi; Spiliotopoulos, Valia; Wernicke, Meike
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    L'exploration des actions pédagogiques universelles en immersion française
    (University of New Brunswick, 2017) Hennessey, Kathy; Dicks, Joseph
    Cette recherche qualitative de base a pour but d’explorer comment rendre l’apprentissage plus accessible à tous les apprenants en immersion française (IF). Effectuée en empruntant le cadre théorique de la conception universelle de l’apprentissage, l’inclusion de tous les apprenants en immersion française est au coeur de cette recherche. Malgré les intentions de la province du N.-B. de promouvoir l’inclusion de tous en milieu scolaire et le fait que l’IF fait partie des programmes offerts à tous les apprenants, certains gens perçoivent l’IF comme étant non-inclusif. Il importe de transformer cette perception et de travailler à ce que les enseignants d’IF aient les outils nécessaires afin de pouvoir soutenir tous les apprenants dans leur salle de classe. De ce fait, l’institut de recherche en langue seconde du Canada (L2RIC) a mis au point une liste d’actions (gestes, démarches, opérations) pédagogiques universelles (APU) qui servent à créer un environnement le plus propice et accessible à l’apprentissage en langue seconde. Cette recherche examine la mise en pratique de ces APU dans des salles de classe d’IF au N.-B. à divers niveaux scolaires et dans divers programmes. Cette thèse contribue à la recherche dans le domaine de l’IF, de l’inclusion scolaire et des accommodations.
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    Le modèle ÉCRI à l’élémentaire : Écriture cohérente et raisonnée en immersion
    Dicks, Joseph; Kristmanson, Paula
    Le modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante.
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    Le modèle ÉCRI à l’intermédiaire (Part 2) : Écriture cohérente et raisonnée en immersion
    Dicks, Joseph; Kristmanson, Paula
    Le modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante.
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    Le modèle ÉCRI à l’intermédiaire (Part 3) : Écriture cohérente et raisonnée en immersion
    Dicks, Joseph; Kristmanson, Paula
    Le modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante.
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    Le modèle ÉCRI à l’intermédiaire (Part 4) : Écriture cohérente et raisonnée en immersion
    Dicks, Joseph; Kristmanson, Paula
    Le modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante.
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    Students' Language Repertoires for Prediction
    (University of Montana, 2015) Wagner, David; Dicks, Joseph; Kristmanson, Paula
    Communication about prediction is complex in a number of ways. First, language is by nature recursive — language is an indicator of meaning as well as a force that shapes meaning. Second, the same language used to communicate prediction in uncertain environments is used for other purposes. In this article, we describe how the recursive nature of language impacted the choices we made in a cross-sectional longitudinal study aimed at gaining insight into children’s language repertoires relating to conjecture. We then explore some Grade 6 students’ communication about prediction to develop insight into their meaning and meaning-making with prediction language. From this we raise questions about interpreting data from such contexts. Finally, we discuss implications for educators.
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    The ÉCRI model at Middle School (Writers' Workshop, Grade 8): Reasoned and coherent writing in a second language classroom
    Dicks, Joseph; Kristmanson, Paula
    The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.
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    The ÉCRI model in High School EAL (Connectors): Reasoned and coherent writing in a second language classroom
    Dicks, Joseph; Kristmanson, Paula
    French: Le modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante. English: The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.
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    The ÉCRI model in High School EAL (Ideas): Reasoned and coherent writing in a second language classroom
    Dicks, Joseph; Kristmanson, Paula
    French: Le modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante. English: The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.
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    The ÉCRI model in High School EAL (Phase 1): Reasoned and coherent writing in a second language classroom
    Dicks, Joseph; Kristmanson, Paula
    French: Le modèle ÉCRI (écriture cohérente et raisonnée en immersion) a été développé lors d'un projet de recherche sur les pratiques exemplaires d'enseignement de l'écriture en immersion française. Ce modèle s'appuie donc sur les résultats de la recherche actuelle sur les meilleurs pratiques d'enseignement de l'écriture en salle de classe. Le modèle ÉCRI comprend cinq phases d'enseignement ainsi que des activités d'appui qui s'effectuent tout au long du processus. Le modèle est basé sur les principes de la pédagogie par projet et de la littératie équilibrée, permettant ainsi des liens entre la lecture, l'écriture et l'expression orale. Le modèle ÉCRI offre les échafaudages nécessaires aux élèves lors de l'écriture tout en favorisant une autonomie grandissante. English: The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.
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    The ÉCRI model in High School EAL (Phase 2): Reasoned and coherent writing in a second language classroom
    Dicks, Joseph; Kristmanson, Paula
    The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.
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    The ÉCRI model in High School EAL (Phase 3): Reasoned and coherent writing in a second language classroom
    Dicks, Joseph; Kristmanson, Paula
    The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.
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    The ÉCRI model in High School EAL (Phase 4): Reasoned and coherent writing in a second language classroom
    Dicks, Joseph; Kristmanson, Paula
    The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.
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    The ÉCRI model in High School EAL (Phase 5): Reasoned and coherent writing in a second language classroom
    Dicks, Joseph; Kristmanson, Paula
    The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.
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    The ÉCRI model in High School EAL (Reading Comprehension): Reasoned and coherent writing in a second language classroom
    Dicks, Joseph; Kristmanson, Paula
    The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.