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  1. Home /
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  3. Vol. 21 No. 1 (2019)

Vol. 21 No. 1 (2019)

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Published: 2019-02-03

Full Issue

  • pdf

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

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Information

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Language

  • English
  • Français (Canada)

University of Alberta LibraryLanguage & Literacy | ISSN 1496-0974

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