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  1. Home /
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  3. Vol. 23 No. 3 (2021): Regular Issue

Vol. 23 No. 3 (2021): Regular Issue

Published: 2021-10-26

Full Issue

  • PDF

Articles

  • Faire la lecture aux élèves du préscolaire et du primaire: Point de vue d’enseignantes sur la planification de cette activité d’enseignement dans des écoles francophones de l’Ontario

    Anne-Marie Dionne
    1-18
    • PDF
  • Les effets d’une approche littératiée sur la communication orale en classe de mathématiques de 7e /8e année dans un programme d’immersion française

    Marie-Josée Morneau, Daniel Bérubé
    19-44
    • PDF
  • The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners

    Theodora Kapoyannis
    45-65
    • PDF
  • "I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms

    Jen McConnel, Pamela Beach
    66-84
    • PDF
  • Literary Scholars’ Disciplinary Literacy Orientations

    Eric Rackley
    85-105
    • PDF
  • Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media

    Laura Teichert, Jim Anderson, Ann Anderson, Jan Hare, Marianne McTavish
    106-128
    • PDF
  • Exploring Literacy Coach Research in Canada: A Review

    Peng Liu, Xuyang Li, Zhuoma Ciren
    129-145
    • PDF
  • Silly Putty: Mobilization of the Known Across Technology-Enhanced Learning Spaces

    Melanie Wong
    146-164
    • PDF
  • K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies

    Subrata Bhowmik, Marcia Kim
    165-202
    • PDF

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Language

  • English
  • Français (Canada)

University of Alberta LibraryLanguage & Literacy | ISSN 1496-0974

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