This qualitative exploratory study examined the language/literacy tasks performed by elementary students from six elementary French Immersion (FI) classrooms. Various literacy tasks were performed as students rotated through different literacy centres/stations which had been pre-planned by their teachers. Specifically, researchers investigated students’ oral production and opportunities for extended oral output when working at independent learning centres/stations in order to identify key principles for creating literacy-enhancing tasks suitable for developing language literacy skills within second language (L2) contexts. Data were collected through classroom observations ( n = 23) to identify the types of literacy/language tasks proposed to L2 students, the nature of communicative functions, the targeted learning outcomes, and principles of effective L2 learning tasks. Results demonstrate the importance of adapting pedagogical practices, such as literacy centres/stations, borrowed from the first language teaching contexts to maximize L2 literacy/language learning and meet the specific needs of FI students. Results also highlighted the importance of ongoing professional learning opportunities for FI teachers specific to their L2 teaching contexts. Researchers propose principles for creating literacy/language tasks that promote oral language learning in FI contexts.

This article describes an action research project conducted at two public schools in an urban center in the province of New Brunswick in eastern Canada. The project involved the development of and experimentation with a model for the instruction of writing (ÉCRI – écriture cohérente et raisonnée en immersion) at both the elementary and middle-school levels. Research questions focused on gaining insight into best practices for teaching writing through practitioner dialogue in professional learning communities (PLCs), classroom observation and videotaping, teacher reflections, and stimulated recall. The data gathered were analyzed to determine similarities and differences between the implementation of the model in elementary and middle school settings as well as second-language and first-language learning contexts. Results of the study demonstrate the applicability of this multi-phase model at both levels and in both learning environments and the adaptations necessary to meet the needs of learners in these contexts.

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health sciences, history THE CANADIAN HISTORICAL REVIEW utpjournals.press/chr Offering a comprehensive analysis on the events that have shaped Canada, CHR publishes articles that examine Canadian history from both a multicultural and multidisciplinary perspective.

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