L’analyse du développement des processus de l’écrit de quatre élèves à risques de la 7e année dans un programme d’immersion française
This ethnographic study reports on the progress made by four at-risk French immersion students in their writing processes during one school year. By comparing the data collected while using think-alouds in November/December 2012 and May 2013, we examined the progress made in regards to planning, translating and revising processes as well as in aspects related to affect. We used Hayes’ (1996) writing model as a coding scheme. Our results revealed that the at-risk students made progress in areas related to translating, revising and affect, but little progress was noted in planning.
How to Cite
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).