Author:
Early Margaret,Yeung Cindy
Abstract
In a Grade 9 core French class, the teacher designed a multi-stage project in which students composed original children's stories in French; illustrated their stories to produce picture books; then, in groups, adapted one group member's story into a play script; and, finally, dramatized the scripts for children from the local French immersion school. The teacher's assertion was that by investing in multiple literacy tasks for authentic and interesting purposes, students would increase their French language awareness and proficiency, including their literacy skills. This article is an exploratory study of that claim: it reports on the context of the classroom project; the tasks designed; the data-collection and analysis procedures; and the themes and implications that emerged with respect to written, visual, and dramatic modes, and with respect to student investment in learning.
Publisher
University of Toronto Press Inc. (UTPress)
Subject
Linguistics and Language,Education
Reference27 articles.
1. British Columbia Ministry of Education (2001).Core French 5–12 Integrated Resource Package.Retrieved March 7, 2007, from http://www.bced.gov.bc.ca/irp/cfrench512/cftoc.htm
2. Canadian Parents for French – Newfoundland and Labrador (2005).Canadian Parents for French recommends alternate Core French delivery models to achieve 50% bilingualism target.CPF – Newfoundland & Labrador Newsletter.Spring. Retrieved March 7, 2008, from http://www.cpf.nfld.net/PDF%20Files/Winter%202005.pdf
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