L’analyse du développement des processus de l’écrit de quatre élèves à risques de la 7e année dans un programme d’immersion française

Authors

  • Josée Le Bouthillier University of New Brunswick
  • Paula Kristmanson University of New Brunswick

DOI:

https://doi.org/10.20360/langandlit29467

Abstract

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.

Author Biographies

Josée Le Bouthillier, University of New Brunswick

Josée Le Bouthillier travaille à l’Institut de recherches en langues secondes du Canada au sein de la faculté d’éducation de l’University of New Brunswick. En plus de s’occuper de la formation des futur.e.s enseignant.e.s, elle mène des recherches liées à la littératie en langue seconde, surtout dans les contextes d’immersion française.

Paula Kristmanson, University of New Brunswick

Paula Kristmanson est professeure à la Faculté de l’éducation à l'Université du Nouveau-Brunswick à Fredericton. Elle est aussi membre de l'équipe de recherche à l'institut de recherche en langues secondes du Canada (IRL2C). Ses intérêts de recherche sont reliés aux contextes de l’apprentissage et de l’enseignement de l’anglais langue seconde et du français langue seconde ainsi que la formation des maitres. Avec Joseph Dicks, elle est actuellement co-rédacteur de la Revue canadienne de linguistique appliquée.

Downloads

Published

2019-07-03

How to Cite

Le Bouthillier, J., & Kristmanson, P. (2019). L’analyse du développement des processus de l’écrit de quatre élèves à risques de la 7e année dans un programme d’immersion française. Language and Literacy, 21(2), 29–51. https://doi.org/10.20360/langandlit29467

Issue

Vol. 21 No. 2 (2019): Bridging (Two) Solitudes: Integrating Literacy Research across linguistic, cultural and disciplinary boundaries

Section

Articles

License

Authors who publish with this journal agree to the following terms:
    1. 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.
    2. 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.
    3. 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).