Second Language Research Institute of Canada Works

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Now showing 1 - 20 of 38
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    The ÉCRI Model - Ressources pédagoqiues pour l'élémentaire
    (Second Language Research Institute of Canada, 2009) Second Languge Research Institute of Canada
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    The ÉCRI Model - Développement professionnel élémentaire
    (Second Language Research Institute of Canada, 2009) Second Languge Research Institute of Canada
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    The ÉCRI Model - Ressources pédagoqiues pour l'intermédiaire
    (Second Language Research Institute of Canada, 2010) Second Languge Research Institute of Canada
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    The ÉCRI Model - Middle school professional development
    (Second Language Research Institute of Canada, 2010) Second Languge Research Institute of Canada
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    The ÉCRI Model - Développement professionnel intermédiaire
    (Second Language Research Institute of Canada, 2010) Second Languge Research Institute of Canada
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    The ÉCRI Model - Middle School Teaching Resources
    (Second Language Research Institute of Canada, 2010) Kelly, Tina; Dunderdale, Jill
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    The ÉCRI Model - Ressources pédagoqiues pour le secondaire
    (Second Language Research Institute of Canada, 2011) Olsen, Sarah
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    The ÉCRI Model - Développement professionnel pour les formateurs
    (Second Language Research Institute of Canada, 2011) Second Languge Research Institute of Canada
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    The ÉCRI Model - High School Teaching Resources
    (Second Language Research Institute of Canada, 2011) Second Languge Research Institute of Canada
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    The relationship between language and thought: Exploring Vygotsky and sociocultural approaches to second language research.
    (University of New Brunswick, 2013) Culligan, Karla
    This 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.
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    The Role of School Administration in Promoting a Strength-Based School Culture
    (Association canadienne des professionnels de l'immersion, 2022) Garrett, Melissa Dockrill
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    Promoting Oral Language Production: Pretend Play in Bilingual and Multilingual Classrooms
    (Canadian Association of Second Language Teachers, 2022) Garrett, Melissa
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    Systemic Barriers to French Immersion in New Brunswick
    (2022-06-28) Gerbrandt, Julianne
    Abstract: French Immersion is a popular program in New Brunswick; however, a growing body of research warns that it might contribute to inequities in public education. My experiences as an elementary French immersion teacher have prompted me to question the barriers to accessing and succeeding in the second language program. I begin by describing the history of FI in Canadian schools before identifying the systemic barriers that limit participation in the program. I will then explain how Bourdieu and Passeron’s theory of social reproduction might help us to recognize the underlying social forces that predetermine one’s likelihood of access and success in the popular program. Meaningful change requires a paradigm shift in thinking about what constitutes a good candidate for FI. Keywords: French Immersion, Bourdieu, Equity
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    Systemic Barriers to French Immersion: The Impact of COVID-19
    (University of New Brunswick, 2022-10-14) Gerbrandt, Julianne
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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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    Communication orale et évaluation formative pour l’apprentissage dans les centres de littératie en immersion française
    (University of Ottawa, 2022-12-22) LeBouthillier, 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