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Permanent link (DOI): https://doi.org/10.7939/R3TT4G22R

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L’enseignement explicite du vocabulaire chez les élèves francophones en milieu minoritaire Open Access

Descriptions

Other title
Teaching Academic Vocabulary in a Francophone Minority Setting
Subject/Keyword
concept
explicite
reading
rôle du vocabulaire
lecture
compréhension
apprentissage
différentiation
contenu
approfondir
immersion
matières de base
enrichissement
langue
intelligences multiples
milieu minoritaire
concept universel de l'apprentissage
manque de vocabulaire
core subject
francophone
langue seconde
littératie
styles d'apprentissage
vocabulary
vocabulaire
minorité linguistique
échafaudage
importance du vocabulaire
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Lemire, Josée N
Supervisor and department
Dre Martine Pellerin
Examining committee member and department
Dre Olenka Bilash, Secondary Education, U of A
Dre Yvette d'Entremont, Faculté St-Jeau
Dre Martine Cavanah, Faculté St-Jean
Dre Martine Pellerin, Faculté St-Jean
Dre Lucille Mandin, Faculté St-Jean
Department
Faculté Saint-Jean
Specialization
Études en langue et culture
Date accepted
2013-08-26T13:54:43Z
Graduation date
2013-11
Degree
Master of Education
Degree level
Master's
Abstract
Vocabulary plays an important role in students’ ability to understand academic content. For Francophone students in a minority setting, a poor vocabulary not only results in their difficulty at grasping the content, but it also impedes their ability to understand reading materials in core subjects. This collaborative action research puts into practice an explicit academic vocabulary instruction process with Francophone students in grade four in a minority language setting. Analysis of the effects of this process focussed on the students’ ability to acquire vocabulary and learn the academic content, as well as on their reading comprehension. This research confirms that the approach is effective in building students’ academic vocabulary and in helping them better understand the course content of their Social Studies class. Positive effects on student engagement were also noted. Although the reading comprehension of students improved, this gain cannot be attributed directly to the explicit teaching of vocabulary.
Language
French
DOI
doi:10.7939/R3TT4G22R
Rights
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. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. 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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