Abstracts
Abstract
This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on several influential theoretical notions and data collected through interviews and classroom observations. All of these sources point to a multi-leveled approach to teaching for transfer that includes considerations of learning, teaching and contextual features. Study data suggest that CF teachers plan for transfer and use a range of strategies likely to promote its use with students. This paper connects theory, research and practice with the aim of strengthening dialogue among researchers and educators.
Résumé
Cet article dresse un portrait de l’enseignement ayant pour but un transfert langagier. Pour ce faire, il effectue la synthèse des idées-clés émanant de la théorie et de recherches déjà publiées, avec les données de notre étude de cas réalisée auprès d’enseignants au primaire dans des classes de français langue seconde (programme de base de français ou CF), en Ontario, au Canada. S’inspirant de recherches qui redéfinissent le transfert langagier comme une ressource, ce projet de recherche se base sur plusieurs notions théoriques influentes et sur des données recueillies au cours d’entrevues et de séances d’observation en classe. Toutes ces sources d’informations favorisent une approche multi-niveaux de l’enseignement en vue d’un transfert, enseignement devant tenir compte des particularités d’apprentissage et d’enseignement ainsi que du contexte. Les données émanant de la recherche révèlent que les enseignants du programme de base de français (CF) planifient en fonction d’un transfert langagier et font appel à un éventail de stratégies pour promouvoir son utilisation auprès des étudiants. Cet article établit des liens entre la théorie, la recherche et la pratique dans le but d’améliorer le dialogue entre les chercheurs et les enseignants.
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Appendices
Acknowledgements
We acknowledge the grant from the Ontario Ministry of Education that made this research possible. Also, we express our thanks to the other members of the research team: Michael Salvatori, Sharon Lapkin, Stephanie Arnott and Ibtissem Knouzi.
Biographical notes
REED THOMAS is a PhD Candidate at the Ontario Institute for Studies in Education at the University of Toronto as well as an experienced teacher and teacher educator. She has conducted studies in multilingual settings in North America and Africa as well as contributed to research projects on the subject.
CALLIE MADY is an associate professor at Nipissing University, North Bay, Ontario. She holds a PhD from the Ontario Institute for Studies in Education at the University of Toronto with a focus on second language education. Callie is past president of the Canadian Association of Applied Linguistics.
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Appendices
Notes biographiques
REED THOMAS est doctorante à l’Institut des études pédagogiques de l’Ontario à l’Université de Toronto et aussi enseignante et formatrice des enseignants expérimentée. Elle a mené ou contribué à des projets de recherche dans des contextes multilingues nord-américains et africains.
CALLIE MADY est professeure adjointe de la didactique du français langue seconde à l’Université Nipissing, North Bay, Ontario. Elle a obtenu son PhD en didactique des langues secondes d’OISE de l’Université de Toronto. Callie est la présidente sortante de l’Association canadienne de linguistique appliquée.