{"id":43,"date":"2015-07-16T10:50:19","date_gmt":"2015-07-16T17:50:19","guid":{"rendered":"https:\/\/blogs.ubc.ca\/charlotta\/?page_id=43"},"modified":"2015-07-20T21:42:12","modified_gmt":"2015-07-21T04:42:12","slug":"inquiry","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/charlotta\/inquiry\/","title":{"rendered":"Inquiry"},"content":{"rendered":"<p><strong>\u00a0<\/strong>During our teacher education program we were asked to complete an inquiry project to inform our practise. I decided to complete my inquiry in French, as we were in the French Immersion cohort. More particularly, I looked into the importance of oral language use, and what strategies may be used to increase oral language use in the classroom. What I found is that although this inquiry helped deepen my knowledge of the theoretical groundwork completed about oral language, I am still far from where I would like to be in terms of bridging the gap between theory and action, a continual tension in my practice!<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><strong>Here, mostly in French, is the main outline and the findings from my inquiry &#8211;\u00a0<\/strong><strong>\u00a0<em>Quelles sont les fondements et les strat\u00e9gies pour promouvoir l\u2019utilisation de la langue orale dans la salle de classe\u00a0?\u00a0<\/em><\/strong><\/p>\n<p><em><strong>\u201cOral language is the <\/strong><strong>f<\/strong><strong>oundation o<\/strong><strong>f<\/strong><strong> literacy learning. Talk is the bridge that helps students make connections between what they know and they are coming to know\u201d (Booth, 1994, p. 254)<\/strong><\/em><\/p>\n<p><em><strong>\u201cAccording to James Britton, professor of education, University of London, \u201cliteracy floats on a sea of talk,\u201d so the conditions that encourage students to develop oral communication skills (listening, oral interaction, and production) also assist them in developing or transferring reading and writing skills.\u201d (Ontario Education) <\/strong><\/em><\/p>\n<p><em><strong>Nouvelles Compr\u00e9hensions<\/strong><\/em><\/p>\n<p><em><strong>1. La langue est un moyen de communication et donc un v\u00e9hicule pour les transactions sociales.<\/strong><\/em><\/p>\n<ul>\n<li><em><strong>Goodman, Halliday &amp; Atwell<\/strong> constate que la langue doit \u00eatre remplie de sens pour l\u2019enfant pour que l\u2019enfant puisse et veule apprendre (cit\u00e9 dans Robichaud, 1998, p. 57)<\/em><\/li>\n<\/ul>\n<ul>\n<li><em><strong>La th\u00e9orie communicative du langage, <\/strong>qu\u2019<strong>Enright <\/strong>utilise stresse l\u2019importance de la comp\u00e9tence de communication comme \u00e9tant une facette importante de la comp\u00e9tence langagi\u00e8re . Le langage utilis\u00e9 en classe doit donc \u00eatre li\u00e9s au monde de l\u2019enfant, et doit prendre en consid\u00e9ration ses exp\u00e9riences linguistiques ant\u00e9rieurs, donc ce dont ils sont capables de communiquer dans leur premi\u00e8re langue aussi bien que la langue d\u2019instruction en classe (Enright, 1985).<\/em><\/li>\n<\/ul>\n<ul>\n<li><em>Germain &amp; Netten, dans Strat\u00e9gies d\u2019enseignement de la communication \u00e0 l\u2019oral en L2, explique la diff\u00e9rence entre la connaissance implicite et explicite. La connaissance implicite requiert une habilet\u00e9, et c\u2019est cela qu\u2019il faut d\u00e9velopper chez les \u00e9l\u00e8ves. \u00ab\u00a0L\u2019accent est nettement mis sur l\u2019utilisation de la L2 afin de la faire acqu\u00e9rir, \u00e0 partir de cette conception qu\u2019une langue est d\u2019abord et avant tout une habilet\u00e9 et qu\u2019une habilet\u00e9 se d\u00e9veloppe notamment par son utilisation\u00a0\u00bb(Germain &amp; Netten 2006, p.5).<\/em><\/li>\n<\/ul>\n<ul>\n<li><em><strong>Crevola <\/strong>rends explicite le fait que la langue est ce qui rend l\u2019apprentissage possible, et qu\u2019il faut l\u2019utiliser pour la d\u00e9velopper (Cr\u00e9vola, 2011).<\/em><\/li>\n<\/ul>\n<p><em><strong>2. La lecture et l\u2019\u00e9criture sont \u00e9troitement li\u00e9es et d\u00e9pendantes des comp\u00e9tences langagi\u00e8res acquises tout d\u2019abord \u00e0 l\u2019oral.<\/strong><\/em><\/p>\n<ul>\n<li><em>D\u2019apr\u00e8s <strong>James Britton<\/strong>, professeur d\u2019\u00e9ducation \u00e0 l\u2019universit\u00e9 de Londres, \u201cliteracy floats on a sea of talk\u201d (Britton cit\u00e9 dans Curriculum Services Canada 2012). Les conditions qui encourage l\u2019\u00e9l\u00e8ve \u00e0 d\u00e9velopper la communication orale (l\u2019\u00e9coute, l\u2019interaction oral et la production) assiste au d\u00e9veloppement de l\u2019\u00e9criture et la lecture. Il est important d\u2019apr\u00e8s lui de developer le raisonnement, l\u2019observation les pr\u00e9dictions et d\u2019autre capacit\u00e9 li\u00e9s avec la lecture et l\u2019\u00e9criture (Curriculum Services Canada, 2012).<\/em><\/li>\n<\/ul>\n<ul>\n<li><em>L\u2019utilisation de la langue \u00e0 l\u2019orale favorise le d\u00e9veloppement de la <strong>conscience phonologique<\/strong> ainsi que la <strong>conscience syntaxique<\/strong> n\u00e9cessaire pour que les \u00e9l\u00e8ves comprenne, communique, lisent et \u00e9crivent en fran\u00e7ais (Minist\u00e8re de l\u2019\u00e9ducation de l\u2019Ontario, 2006).<\/em><\/li>\n<\/ul>\n<p><em><strong>3. L\u2019apprentissage de la langue doit se faire par l\u2019int\u00e9gration de celle-ci dans des activit\u00e9s qui cr\u00e9ent chez l\u2019\u00e9l\u00e8ve un d\u00e9sir de participation pour inciter les \u00e9l\u00e8ves \u00e0 \u00eatre des apprenants actifs.<\/strong><\/em><\/p>\n<ul>\n<li><em>Ceci est illustr\u00e9 de mani\u00e8re fort pertinente dans la th\u00e8se de Jacinthe Robichaud qui encourage et d\u00e9crit les principes du <strong>Whole Language Learning<\/strong><\/em>\n<ul>\n<li><em>L\u2019introduction \u00e0 la litt\u00e9ratie doit \u00eatre remplie de sens pour l\u2019\u00e9l\u00e8ve.<\/em><\/li>\n<li><em>L\u2019apprentissage de la langue orale et \u00e9crite est plus facile lorsque les \u00e9l\u00e8ves en prennent conscience naturellement.<\/em><\/li>\n<li><em>La connection \u00e9motionelle joue un r\u00f4le important dans l\u2019\u00e9criture et la lecture (Jacinthe Robichaud, 1998).<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><em>Ce n\u2019est pas seulement la quantit\u00e9 mais surtout la qualit\u00e9 de la langue qui compte pour son acquisition (Curriculum Services Canada, 2012).<\/em><\/li>\n<\/ul>\n<ul>\n<li><em><strong>Carmel Cr\u00e9vola <\/strong>d\u00e9montre dans son travail l\u2019importance de la notion constructiviste du langage, qui pr\u00f4ne son apprentissage \u00e0 travers l\u2019enqu\u00eate et les jeux. Ces m\u00e9thodes requi\u00e8rent tout de m\u00eame\u00a0de faire le lien entre le vocabulaire r\u00e9ceptif et expressif avec des interventions p\u00e9dagogiques explicites, focalis\u00e9es, et r\u00e9fl\u00e9chies (Cr\u00e9vola, 2011).<\/em><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Moving forward\u00a0<\/strong><\/p>\n<p>This brief inquiry was difficult as there were so many new factors when approaching the classroom. I managed to observe the willingness that students had to engage with the language if there was sufficient scaffolding to encouraged their use of new vocabulary. Hesitant students were more willing to express themselves if they were engaged in a game,\u00a0or reading a book whose contents was more relevant to their experience. I discovered a few interesting authors and researchers, some of which had websites such as\u00a0<a href=\"http:\/\/www.carmelcrevola.com\/\">Carmel Crevola<\/a>, which allowed for quick access to resources.<\/p>\n<p>As a beginner, I constantly feel like\u00a0I would like to know more about everything. Right now, I am focusing on getting acquainted with twitter and other methods for meaningfully using technology both for myself as a learner, but also to become a more effective instructor. \u00a0I am slowly getting acquainted with the educator community on twitter, and know that through this, other inquiries will follow-\u00a0Follow me on twitter!<\/p>\n<blockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n<p lang=\"en\" dir=\"ltr\">Turns out blogging isn&#39;t that easy!<\/p>\n<p>&mdash; charlotta prigent (@charlottaprigen) <a href=\"https:\/\/twitter.com\/charlottaprigen\/status\/623350558947016705?ref_src=twsrc%5Etfw\">July 21, 2015<\/a><\/p><\/blockquote>\n<p><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0During our teacher education program we were asked to complete an inquiry project to inform our practise. I decided to complete my inquiry in French, as we were in the French Immersion cohort. More particularly, I looked into the importance of oral language use, and what strategies may be used to increase oral language use [&hellip;]<\/p>\n","protected":false},"author":27555,"featured_media":0,"parent":0,"menu_order":4,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-43","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/charlotta\/wp-json\/wp\/v2\/pages\/43","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/charlotta\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/charlotta\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/charlotta\/wp-json\/wp\/v2\/users\/27555"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/charlotta\/wp-json\/wp\/v2\/comments?post=43"}],"version-history":[{"count":14,"href":"https:\/\/blogs.ubc.ca\/charlotta\/wp-json\/wp\/v2\/pages\/43\/revisions"}],"predecessor-version":[{"id":96,"href":"https:\/\/blogs.ubc.ca\/charlotta\/wp-json\/wp\/v2\/pages\/43\/revisions\/96"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/charlotta\/wp-json\/wp\/v2\/media?parent=43"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}