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Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire Open Access


Other title
French Immersion
Reading Workshop
Second Language
Action Research
Type of item
Degree grantor
University of Alberta
Author or creator
Rawlings, Leah M
Supervisor and department
Mandin, Lucille (Campus Saint-Jean)
Examining committee member and department
Bilash, Olenka (Secondary Education)
Cavanagh, Martine (Campus Saint-Jean)
Roy, Sylvie (Faculty of Education, University of Calgary)
Faculté Saint-Jean
Études en langue et culture
Date accepted
Graduation date
Master of Education
Degree level
This action research explores the factors that inspire reading in a second language for a group of grade 5 boys in a French Immersion classroom. During this research, a grade 5 classroom participated in a reading workshop. This approach gave me insights on the multiple layers teachers must consider when reflecting on the phenomenon of education for boys, more specifically the children’s experience when reading in a second language and what is needed in a classroom to inspire them to do so. The reading workshop was followed by interviews to gain a better understanding of the boys’ thoughts on their reading journeys, described in their own words. This research led me to discover the challenges faced by young boys when reading in a second language. Interestingly, the boys’ genre preferences for books when reading in a second language were similar to the choices described in the research on what boys will choose when reading in their native tongue. The participants identified a lack of vocabulary in French as one of the main reasons reading in their second language is so difficult. They therefore rely heavily on the use of visuals to make sense of what they are reading. The research also highlighted the importance of the role of the teacher in inspiring the boys by understanding their reading interests, dialoguing with them, and providing books they would not have discovered without my commitment to them as bilingual citizens.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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