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

• Author / Creator

  Rawlings, Leah M

• 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.

• Subjects / Keywords

  • Boys
  • Reading
  • French Immersion
  • Second Language
  • Reading Workshop
  • Action Research

• Graduation date

  Fall 2015

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R3NP1WS41

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.