Second Language Research Institute of Canada
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The Second Language Research Institute of Canada (L₂RIC) is a leader in the field of second language education and is recognized nationally and internationally. Whether you are a prospective student, teacher or researcher, L₂RIC can respond to your needs and interests.
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Item Manuel pour la formation des enseignants et enseignantes : L'enseignement d'après une approche communicative/expérientielle(2000) Edwards, Viviane, M; Kristmanson, Paula, L; Rehorick, Sally, EItem The Case for Early French Immersion: A Response to J. Douglas Willms(2008) Dicks, JosephItem The ÉCRI Model - Ressources pédagoqiues pour l'élémentaire(Second Language Research Institute of Canada, 2009) Second Languge Research Institute of CanadaItem The ÉCRI Model - Développement professionnel élémentaire(Second Language Research Institute of Canada, 2009) Second Languge Research Institute of CanadaItem The ÉCRI Model - Middle school professional development(Second Language Research Institute of Canada, 2010) Second Languge Research Institute of CanadaItem The ÉCRI Model - Ressources pédagoqiues pour l'intermédiaire(Second Language Research Institute of Canada, 2010) Second Languge Research Institute of CanadaItem The ÉCRI Model - Développement professionnel intermédiaire(Second Language Research Institute of Canada, 2010) Second Languge Research Institute of CanadaItem The ÉCRI Model - Middle School Teaching Resources(Second Language Research Institute of Canada, 2010) Kelly, Tina; Dunderdale, JillItem The ÉCRI Model - Développement professionnel pour les formateurs(Second Language Research Institute of Canada, 2011) Second Languge Research Institute of CanadaItem The ÉCRI Model - Ressources pédagoqiues pour le secondaire(Second Language Research Institute of Canada, 2011) Olsen, SarahItem The ÉCRI Model - High School Teaching Resources(Second Language Research Institute of Canada, 2011) Second Languge Research Institute of CanadaItem The relationship between language and thought: Exploring Vygotsky and sociocultural approaches to second language research.(University of New Brunswick, 2013) Culligan, KarlaThis article introduces Vygotsky’s sociocultural approach to mind by reviewing two key interrelated themes taken from his work, namely, the social nature and origins of individual higher mental functions and the role of cultural tools as mediational means. Particular attention is given to language throughout the discussion, as language was of primary concern to Vygotsky and it also provides the link to second language research. Ways of viewing second language learning through a sociocultural lens are considered, with emphasis on a broadened view of the zone of proximal development and the notion of collaborative dialogue. The article points toward ways in which sociocultural approaches offer new and expanded methods of conducting and interpreting research in second language education.Item Enseigner la langue seconde et la littératie: Les principes directeurs et la façon de les mettre en pratique(2019) Le Bouthillier, Josée; Bourgoin, RenéeItem Pistes pédagogiques et activités favorisant une construction identitaire bilingue ou multilingue(Association canadienne des professionnels de l'immersion, 2021) Roy, Sylvie; Le Bouthillier, JoséeItem Supporting beginning FSL teachers: considerations for administrators(Association canadienne des professionnels de l'immersion, 2021) Culligan, Karla; Kristmanson, PaulaThis article is based on preliminary data collected from focus groups with beginning FSL teachers as part of a larger pan-Canadian teacher education project entitled Identifying Requirements and Gaps in French as a Second Language (FSL) Teacher Education: Recommendations and Guidelines. We felt that the insights and reflections of these beginning teachers from the Atlantic region highlight important issues that may be of interest to administrators whose work it is to support beginning FSL teachers. The insights shared in this article revolve around three project themes: language proficiency, pedagogical knowledge, and mentorship. The experiences, both positive and otherwise, shared by these beginning teachers form the basis of the discussion, which includes considerations for administrators. These beginning FSL teacher experiences, although not generalizable, may resonate with many people working in this field and may be an excellent springboard for initiatives, formal and informal, that administrators could implement to support FSL teachers working in their schools.Item La place de l’anglais dans les classes d’immersion française(Association canadienne des professionnels de l'immersion, 2021) Le Bouthillier, JoséeItem Students’ oral communication in the high school French immersion mathematics classroom(Association canadienne des professionnels de l'immersion, 2021) Culligan, KaylaItem The Role of School Administration in Promoting a Strength-Based School Culture(Association canadienne des professionnels de l'immersion, 2022) Garrett, Melissa DockrillItem Les séances franco : Améliorer les compétences linguistiques et la confiance des futurs enseignants(Association canadienne des professionnels de l'immersion, 2022) LeBouthillier, Josée; Michaud, Lisa
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