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Item Conflict, hope, and mathematics education storylines: Pivoting away from a pathology-based orientation.(North American Study Group on Ethnomathematics, 2023-06) Gerbrandt, Julianne; Wagner, DavidIn this paper, we play with the ideas of conflict and hope in reported storylines from subaltern contexts of mathematics learning. The concept of storyline comes from positioning theory, which suggests that people make choices about communication acts according to known or familiar storylines. By drawing attention to aspects of conflict and hope within storylines, we identify pivot points that permit reorientation. By deconstructing several storylines from the Mathematics Education in Indigenous and Migrational contexts project, we noticed how storylines that feature conflict offer more opportunities to pivot than do storylines that feature appeals to hope. This process of reorientation resists the dominance of pathology-based storylines about mathematics education for students from minoritized groups and draws attention to the impact of orientation on storylines.Item Challenges, opportunities, and key questions in research for Mathematics in Indigenous and Migrational (MIM) contexts through a language-focused lens.(North American Study Group on Ethnomathematics, 2023) Culligan, Karla; DeWolfe, Sacha; Simensen, Anita MovikThis paper presents some challenges, opportunities, key questions, and ways forward for research in mathematics in Indigenous and Migrational (MIM) contexts as discussed by the two featured panelists and mediated by the moderator in the closing symposium of the MIM Conference in Alta, Norway in November 2022. Punctuated with quotations, photos and images, the paper begins by introducing the three researchers, their contexts, and their respective research interests. Next, the paper unfolds as a discussion organized around the four main points (challenges, opportunities, key questions, ways forward). The moderator invited the panelists to examine these discussion points with a view towards the role of language in their respective contexts and research, therefore the theme of language features throughout. The paper concludes with a synthesis of common threads that emerged through the discussion and a focus on action moving forward.Item Wading Into Murky Territory: Hunting for Storylines at an Academic Conference(North American Study Group on Ethnomathematics, 2023) Gerbrandt, Julianne; Foyn, TrineIn this paper we share a process for identifying storylines from the Mathematics Education in Indigenous and Migrational contexts (MIM) conference in November 2022. Drawing from the scheduled presentations and the informal discussions that took place, we identified three connecting storylines: ‘We need more space’, ‘There will be tensions’ and ‘Perhaps it is okay to be uncomfortable’. By examining these three threads, we suggest there is an underlying storyline that connects them: ‘The need for change in the ways we approach teaching, learning, and researching school mathematics’. This process surfaced questions about the relationship between positionality, personal identity and the identification of storylines.Item La lecture dans un contexte d’acquisition du français langue seconde en immersion au primaire(Association canadienne des professionnels de l'immersion, 2023) LeBouthillier, JoséeItem Les séances franco : Améliorer les compétences linguistiques et la confiance des futurs enseignants(Association canadienne des professionnels de l'immersion, 2022) LeBouthillier, Josée; Michaud, LisaItem Aider les auteurs des programmes d’immersion française à améliorer leurs textes(Association canadienne des professionnels de l'immersion, 2022) Le Bouthillier, Josée; Bourgoin, RenéeItem La place de l’anglais dans les classes d’immersion française(Association canadienne des professionnels de l'immersion, 2021) Le Bouthillier, JoséeItem Le développement du vocabulaire et les questions ouvertes pour favoriser la communication orale en mathématiques(Association canadienne des professionnels de l'immersion, 2023) Culligan, KarlaLes enseignants de mathématiques en immersion française ont un double intérêt à soutenir la communication orale des élèves en classe, car elle est importante non seulement pour approfondir la compréhension des concepts mathématiques, mais aussi pour un apprentissage efficace de la langue seconde. C’est pourquoi nous examinerons deux stratégies gagnantes pour la favoriser dans la classe de mathématiques en immersion : le développement du vocabulaire et l’utilisation de questions ouvertes. Ces stratégies s’appliquent à différents niveaux d’enseignement, mais nous porterons une attention particulière à la manière dont ils pourraient fonctionner au niveau secondaire, où la communication orale (en particulier l’interaction) est souvent plus difficile à encourager dans la classe de mathématiques.Item L’étayage et les forces inhérentes : Une expérience d’apprentissage du français en immersion réussie(Association canadienne des professionnels de l'immersion, 2023) Garrett, Melissa Dockrill; Le Bouthillier , JoséeItem 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, MeikeItem Comment soutenir l’acquisition de la langue orale auprès des élèves débutants : une séquence d’enseignement(Association canadienne des professionnels de l'immersion, 2023) Garrett, Melissa Dockrill; Rogers, Jennifer; Bélanger-Turcotte, Nikki; Le Bouthillier, JoséeItem 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 Students’ oral communication in the high school French immersion mathematics classroom(Association canadienne des professionnels de l'immersion, 2021) Culligan, KaylaItem Teacher Candidates of French as a Second Language and the Construction of a Professional Identity(Bright Ideas Consulting, 2023) Le Bouthillier, Josée; Kristmanson, Paula LeeThis article focuses on a qualitative case study of linguistic support sessions for French second language teacher candidates in an initial teacher education programme in Eastern Canada. The overall purpose of the study was to explore the impact of these sessions on the participants’ linguistic competence and confidence. In particular, this article examines one such impact: the construction of a linguistic and professional identity. Through the analysis of focus group transcriptions, findings related to the concept of identity are shared in order to shed light on the potential of these sessions beyond simply language improvement. The article concludes with a discussion of the possible implications of this study for FSL teacher recruitment and retention.Item Differentiated Instructional Practices for High School French as an Additional Language Classes(Canadian Association of Second Language Teachers, 2024) Garrett, Melissa Dockrill; Le Bouthillier, JoséeItem The Role of School Administration in Promoting a Strength-Based School Culture(Association canadienne des professionnels de l'immersion, 2022) Garrett, Melissa DockrillItem Promoting Oral Language Production: Pretend Play in Bilingual and Multilingual Classrooms(Canadian Association of Second Language Teachers, 2022) Garrett, MelissaItem The ÉCRI Model - Ressources pédagoqiues pour l'intermédiaire(Second Language Research Institute of Canada, 2010) Second Languge Research Institute of CanadaItem 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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