A Literacy-Based Approach: Learning Sciences and Language in Late Immersion

Integrating content & language in French immersion (FI) continues to be a topic of concern & great discussion. Classroom observations suggest that FI teachers tend to focus on teaching content & negotiating meaning in the content-based classroom but often neglect language integration. Th...

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Bibliographic Details
Published in:Canadian modern language review 2009-08, Vol.65 (5), p.817-840
Main Authors: Cormier, Marianne, Turnbull, Miles
Format: Article
Language:fre
Online Access:Get full text
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Summary:Integrating content & language in French immersion (FI) continues to be a topic of concern & great discussion. Classroom observations suggest that FI teachers tend to focus on teaching content & negotiating meaning in the content-based classroom but often neglect language integration. This article presents the results of a quasi-experimental study that assessed the impact of a literacy-based approach to teaching science in late immersion. This approach includes explicit integration of language & science & draws on literacy-based teaching strategies. Results are encouraging, as the experimental group made gains in science & in writing skills. Adapted from the source document
ISSN:0008-4506