Interactions verbales d'élèves allophones en retard scolaire lors de résolutions collaboratives de problèmes orthographiques
This article explores the verbal interactions among learners who are schooled in French as a second language in Canada during activities of collaborative writing. Once a week for nine weeks, we met with our participants (n=8) for workshops on spelling, and the activities all gravitated around pieces...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
ACEDLE
2016-09-01
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| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | http://journals.openedition.org/rdlc/881 |
| _version_ | 1818772500947927040 |
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| author | Carole Fleuret Joël Thibeault |
| author_facet | Carole Fleuret Joël Thibeault |
| author_sort | Carole Fleuret |
| collection | DOAJ |
| description | This article explores the verbal interactions among learners who are schooled in French as a second language in Canada during activities of collaborative writing. Once a week for nine weeks, we met with our participants (n=8) for workshops on spelling, and the activities all gravitated around pieces of children's literature. We present here the evolution of their metagraphic comments (Jaffré, 1995) over the course of our nine-week study. The results show that at the beginning of the research, participants focus on the phonogrammic dimension of written French. As the study goes on, they learn to distance themselves from the alphabetic code and, for example, show more cases of lexical evocation. The data which we present here show that verbal interaction can be a strong help for learners during writing activities, that it is important to let them verbalize their representations of the writing system, and that children's literature can be used as a pedagogical tool to improve student spelling. |
| first_indexed | 2024-12-18T10:10:21Z |
| format | Article |
| id | doaj.art-1f9e413fccb442feb3dc6e935dade58d |
| institution | Directory Open Access Journal |
| issn | 1958-5772 |
| language | English |
| last_indexed | 2024-12-18T10:10:21Z |
| publishDate | 2016-09-01 |
| publisher | ACEDLE |
| record_format | Article |
| series | Recherches en didactique des langues et des cultures |
| spelling | doaj.art-1f9e413fccb442feb3dc6e935dade58d2022-12-21T21:11:27ZengACEDLERecherches en didactique des langues et des cultures1958-57722016-09-0113210.4000/rdlc.881Interactions verbales d'élèves allophones en retard scolaire lors de résolutions collaboratives de problèmes orthographiquesCarole FleuretJoël ThibeaultThis article explores the verbal interactions among learners who are schooled in French as a second language in Canada during activities of collaborative writing. Once a week for nine weeks, we met with our participants (n=8) for workshops on spelling, and the activities all gravitated around pieces of children's literature. We present here the evolution of their metagraphic comments (Jaffré, 1995) over the course of our nine-week study. The results show that at the beginning of the research, participants focus on the phonogrammic dimension of written French. As the study goes on, they learn to distance themselves from the alphabetic code and, for example, show more cases of lexical evocation. The data which we present here show that verbal interaction can be a strong help for learners during writing activities, that it is important to let them verbalize their representations of the writing system, and that children's literature can be used as a pedagogical tool to improve student spelling.http://journals.openedition.org/rdlc/881interactionsmetagraphic commentsspellingchildren's literatureapproximate spelling |
| spellingShingle | Carole Fleuret Joël Thibeault Interactions verbales d'élèves allophones en retard scolaire lors de résolutions collaboratives de problèmes orthographiques Recherches en didactique des langues et des cultures interactions metagraphic comments spelling children's literature approximate spelling |
| title | Interactions verbales d'élèves allophones en retard scolaire lors de résolutions collaboratives de problèmes orthographiques |
| title_full | Interactions verbales d'élèves allophones en retard scolaire lors de résolutions collaboratives de problèmes orthographiques |
| title_fullStr | Interactions verbales d'élèves allophones en retard scolaire lors de résolutions collaboratives de problèmes orthographiques |
| title_full_unstemmed | Interactions verbales d'élèves allophones en retard scolaire lors de résolutions collaboratives de problèmes orthographiques |
| title_short | Interactions verbales d'élèves allophones en retard scolaire lors de résolutions collaboratives de problèmes orthographiques |
| title_sort | interactions verbales d eleves allophones en retard scolaire lors de resolutions collaboratives de problemes orthographiques |
| topic | interactions metagraphic comments spelling children's literature approximate spelling |
| url | http://journals.openedition.org/rdlc/881 |
| work_keys_str_mv | AT carolefleuret interactionsverbalesdelevesallophonesenretardscolairelorsderesolutionscollaborativesdeproblemesorthographiques AT joelthibeault interactionsverbalesdelevesallophonesenretardscolairelorsderesolutionscollaborativesdeproblemesorthographiques |