TITLE

Obstacles and Opportunities for Literacy Teaching: A Case Study of Primary Core French in Ontario

AUTHOR(S)
ARNOTT, STEPHANIE; MADY, CALLIE
PUB. DATE
May 2013
SOURCE
Language & Literacy: A Canadian Educational E-Journal;2013, Vol. 15 Issue 2, p101
SOURCE TYPE
Academic Journal
DOC. TYPE
Case Study
ABSTRACT
Increasingly, Canadian educators are being told that literacy development can occur across subject areas of the curriculum. Few studies have focused on whether this applies to core French as a second language (CF). This article reports on a mixed method case study investigating the literacy teaching practices and accompanying influential factors of one Ontario primary core French teacher whose activities, strategies and perspectives demonstrate the potential for CF instruction to echo literacy principles taught in homeroom English (L1) classrooms, and for both languages to benefit. Context-specific factors that can encourage and/or hinder literacy teaching in the CF context will also be discussed.
ACCESSION #
91566403

 

Related Articles

  • Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada. Faez, Farahnaz // Canadian Journal of Applied Linguistics;2011, Vol. 14 Issue 1, p29 

    In this paper, I examine the contextual factors that impact the development of knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Ontario. Using a sociocultural orientation to second...

  • GRAMMAR AND GROWTH: A 'FRENCH CONNECTION' Swenson, Gay // Education;Winter74, Vol. 95 Issue 2, p115 

    Granting freedom to another person to choose his goals and learn in his own way is a difficult and risky process. Here a teacher of French gives an honest and personal account of several years of struggle on her own part toward taking that risk. From the doubts and the fears that bubbled up in...

  • Students and Teachers' Reasons for Using the First Language Within the Foreign Language Classroom (French and English) in Central Mexico. Pablo, Irasema Mora; Lengeling, M. Martha; Zenil, Buenaventura Rubio; Crawford, Troy; Goodwin, Douglas // Profile: Issues in Teachers' Professional Development;Oct2011, Vol. 13 Issue 2, p113 

    The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the...

  • An exploratory study on the role of L1 Chinese and L2 English in the cross-linguistic influence in L3 French. Hansong CAI; Luna Jing CAI // International Journal of Language Studies;Jul2015, Vol. 9 Issue 3, p1 

    This research investigates cross-linguistic influence in the comprehension of L3 French past tense. A close examination was made on the L1 (Chinese) and L2 (English) transfer patterns among 20 English majors in their early acquisition of L3 French passé compose (PC). Data were collected...

  • Foreign Language Anxiety on the Learner of French as a Third Language in Turkey. Gulmez, Recep // Theory & Practice in Language Studies;May2012, Vol. 2 Issue 5, p887 

    The aim of this study is to reveal how anxious Turkish learners of French as a third language become when they study French and the effect of anxiety on learning French. The study was conducted on 84 students (54 male and 30 female) that study in the department of French as a second language....

  • Teaching and learning French for professional life. Christ, Herbert // European Education;Summer97, Vol. 29 Issue 2, p76 

    Focuses on the method for teaching professional French. Difference between vocational and general education; Difference between learning for private life and learning for one's occupation; Contradictions in the didactics of teaching French for professional life; Need for more cooperation in...

  • Teachers of French and the France of Today. Freyss, Jean - Paul // Education;May1945, Vol. 65 Issue 9, p534 

    Presents insights on teaching French and educating students about France in schools in the U.S. Tendency for teachers to narrow students' knowledge of a foreign country; Failure to recognize the aims of social teaching in foreign language classes; Suggestions for teachers in educating students...

  • New York Hamilton.  // Language Magazine;Jan2010, Vol. 9 Issue 5, p40 

    The article reports that the Department of Romance Languages and Literature of Hamilton, New York is accepting applications for a one-year Visiting Assistant Professor of French.

  • Democratizing didactic transposition: Negotiations between learners and their teacher in a secondary school. BANEGAS, Darío Luis // Latin American Journal of Content & Language Integrated Learning;2014, Vol. 7 Issue 2, p1 

    Didactic transposition is a concept not usually found in TESOL but common to the teaching of subjects and languages such as French or Spanish. This term refers to the pedagogic transformations that occur between knowledge of reference and school knowledge. This article examines how such a...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics