Vol. 21 No. 1 (2019)

Articles

• Les pratiques déclarées de l’enseignement de l’oral au primaire. Qu’en est-il en Belgique francophone ?

  Stéphane Colognesi, Catherine Deschepper

  1-18

  • pdf (Français (Canada))

• Un regard qualitatif sur la motivation en grammaire d’élèves de la fin de l’ordre élémentaire scolarisés en contexte francophone minoritaire

  Joël Thibeault, Carole Fleuret

  19-38

  • pdf (Français (Canada))

• Identifying Patterns in and Relationships Between Rural Canadian Indigenous and Non-Indigenous Children’s Graphic Representations and Their Talk

  Nicola Friedrich, Christine Portier, Shelley Stagg Peterson

  39-56

  • pdf

• “The term “all genders” would be more appropriate”: Reflections on teaching trauma literature to a gender fluid youth

  Amber Moore

  57-74

  • pdf

• An Inquiry into Adolescents’ Experiences with Cognitively Demanding Writing: Time Investment and the Importance of Authenticity’

  Jennifer Mitton-Kukner, Heather Michael

  75-97

  • pdf

• Hidden Children: Using Children's Literature to Develop Understanding and Empathy Toward Children of Incarcerated Parents

  Val Plett Reimer

  98-121

  • pdf

• Engaging minds and hearts: Social and emotional learning in English Language Arts

  Meaghan Storey

  122-139

  • pdf