FR:

Cet article présente les résultats d’une étude qui avait pour objectif de décrire les pratiques langagières et de littératie familiale de parents d’élèves inscrits au programme d’actualisation linguistique en français au sein d’écoles élémentaires de langue française de l’Ontario. Nous avons reçu les données de 38 familles à l’aide d’un questionnaire qui a été distribué aux parents d’élèves inscrits à ce programme dans trois conseils scolaires francophones des régions d’Ottawa et de Toronto. L’essentiel des pratiques déclarées de littératie familiale était conforme à ce que préconise la recherche dans le domaine. Des pistes de réflexion et d’intervention seront amorcées concernant l’implication des familles dans le développement des pratiques de littératie des élèves inscrits au programme retenu.

FR:

La causerie est un contexte d'apprentissage fréquemment proposé à l’éducation préscolaire. Cette étude décrit les pratiques de 11 enseignantes à l’éducation préscolaire 4 ans durant la causerie. Trente causeries ont été filmées et analysées. Les résultats ont montré que l’enseignante et les enfants s'assoyaient en cercle et la causerie était principalement gérée par l'enseignante. Le sujet est choisi par l'enseignante et portait généralement sur des expériences personnelles des enfants. Les rétroactions se rapportaient beaucoup aux idées énoncées par les enfants et peu concernaient la phonologie, la syntaxe ou le vocabulaire.

EN:

Group conversation, also known as circle time, is frequently used in preschool education. This study describes practices during group conversation in prekindergarten. 30 filmed group conversations led by 11 full-time female prekindergarten teachers were analyzed. Results showed that teacher and children are seating in a circle and the management is mostly done by the teacher. The main theme is chosen by the teacher and is usually about personal experiences. In terms of feedback practices, most of them are related to the ideas expressed by children and few are about phonology, syntax, or vocabulary.

EN:

Although technology-enhanced learning has exploded, limited research has examined English language learners’ (ELLs) experiences and perceptions of independent online content-based second language learning. To fill this gap, an innovative web application was designed to improve ELLs’ grade 10 science content and English language learning. Fifty-six high school ELLs independently completed 30 online modules and then responded to a 12-item questionnaire about the web application, the module content, and their learning. An applied thematic analysis of their responses revealed several benefits and a few challenges that provide insights for the development and improvement of independent online content-based learning for high school ELLs.

EN:

Teaching for social justice is an explicit goal of most teacher education programs. However, this mandate has been criticized by scholars who claim that social justice is an undertheorized and vague concept that is often disconnected from methods courses that focus on content-specific pedagogies. This study seeks to address this disconnect by exploring how an Equity Literature Circles (ELC) framework within a literacy methods course can enhance teacher candidates’ (TCs’) understanding of the relationship between literacy instruction, diversity, and social justice. Drawing on the perceptions of ten TCs enrolled in a teacher education program in western Canada, data for the study was generated from classroom artifacts, an individual survey, and a focus group interview. Upon analysis of the data, the findings suggest that an ELC framework is an effective instructional strategy for enhancing TCs’ understanding of intersecting aspects of diversity, equity-focused literacy instruction, and teaching about and for social justice.

FR:

L’enseignement de la justice sociale est un objectif explicite de la plupart programmes de formation des enseignant.e.s.. Cependant, plusieurs chercheurs affirment que la justice sociale est un concept sous-théorisé et vague qui est souvent déconnecté des cours de méthodologie qui se concentrent sur les pédagogies disciplinaires. Cette étude vise à remédier à cette déconnexion en explorant comment les cercles littéraires axés sur l'équité dans un cours de littératie peuvent aider les enseignant.e.s en formation à mieux comprendre les liens entre l'enseignement de la littératie, la diversité, et la justice sociale. S'appuyant sur les perceptions de dix enseignantes en formation dans l'Ouest du Canada, les données ont été générées à partir d'artefacts de classe, d'un sondage individuel, et d'une entrevue avec un groupe de discussion. A la suite d’une analyse des données, les résultats suggèrent que les cercles littéraires axés sur l'équité représentent un cadre pédagogique efficace pour améliorer la compréhension des enseignant.e.s en formation par rapport aux aspects interconnectés de la diversité, aux pédagogies en littératie centrées sur l'équité, et à l’enseignement de la justice sociale.

EN:

Research indicates that individuals with poor reading skills are more at risk of dropping out of school and having fewer career options than their peers who are proficient readers (Castles at al., 2018; Jamieson, 2009). The Scottish Rite Learning Centre for Children - Halifax (SRLCC-H) in Nova Scotia offers tuition-free tutoring services based on the Orton-Gillingham approach, to students with reading-based learning disabilities, such as dyslexia. Through individual interviews, this study explores the perspectives and experiences of the volunteer tutors and tutors-in-training at the SRLCC-H. The findings indicate that OG tutoring improved their students’ reading abilities and increased their levels of confidence.

EN:

This study explored multimodal literacies as it pertained to the use of digital technologies to create multimodal, digital texts within the scope of writer’s workshop in a fifth-grade classroom. The research was conducted from the viewpoint of sociocultural theory, multiliteracies, and New Literacies as writing is a social practice and communication is multimodal. Analysis of six classroom observations, student interviews, a student focus group, and a teacher interview indicate using multimodal literacies: (a) fosters high levels of engagement, (b) enhances meaning-making, (c) fosters opportunities for collaboration, (d) provides opportunities for publishing of professional-looking books for an authentic audience, and (e) fosters writing skills and writer identity.

EN:

Despite effective knowledge transfer being a primary goal among post-secondary instructors, scholars, and administrators, students still have difficulty adapting their skills to novel contexts. This challenge is especially salient in writing pedagogy, where the transfer of writing-related knowledge is not guaranteed (Driscoll, 2011; Perkins & Salomon, 2012). To investigate possibilities for catalyzing writing transfer, this paper reports on a collaborative autoethnography project (Chang et al., 2013) carried out by two undergraduate students and a faculty member based at a large Ontario university. Their experiences on the editorial team of a first-year writing journal provide insight into how mentorship within journal environments can contribute to post-secondary students’ literacy development, and, concurrently, help them to transfer what they know to new contexts. We consider how similar learning opportunities may contribute to undergraduate skill development outside traditional classroom contexts.

EN:

This study examines how the amount of teacher talk supports elementary-aged readers’ use of metacognitive strategies to comprehend text. One fourth-grade teacher’s small group reading sessions (n=5 sessions; 2 with advanced readers, 3 with striving readers) were observed and analyzed for metacognitive reading strategy implementation, some with a think-aloud protocol and some with curriculum materials. Results indicate that more teacher talk during small group lessons led to fewer metacognitive behaviors from striving readers. Small-group lesson talk focused on lower-level questions and problem-solving/support strategies initiated and scaffolded by the teacher, resulting in minimal opportunities for students to independently engage with text.