Linking Languages through a Bilingual Read-Aloud Project

Autor/inn/en	Lyster, Roy; Collins, Laura; Ballinger, Susan
Titel	Linking Languages through a Bilingual Read-Aloud Project
Quelle	In: Language Awareness, 18 (2009) 3-4, S.366-383 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
Schlagwörter	Bilingual Students; Metalinguistics; Cooperation; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; French; Immersion Programs; Focus Groups; Language Teachers; Video Technology; Reading Aloud to Others; Interviews; Recall (Psychology); Questionnaires; Elementary School Students; Teaching Methods; Classroom Communication; Canada + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Co-operation; Kooperation; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Immersionsprogramm; Language teacher; Sprachunterricht; Interviewing; Interviewtechnik; Abberufung; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Kanada
Abstract	The present study was carried out in French immersion classrooms in an urban Quebec school board that is increasingly characterised by the heterogeneity of its French-dominant, English-dominant, and French/English bilingual student population. The study explored the extent to which a bilingual read-aloud project would (1) raise teachers' awareness of the bilingual resources of their students, (2) encourage students' cross-linguistic collaboration, and (3) promote teachers' cross-curricular and cross-linguistic collaboration. The participants were three English and three French teachers of three classes of six- to eight-year-old children. The French and English teachers of each class read aloud to their students from the same storybooks over four months, alternating the reading of one chapter in the French class and another in the English class. The data consist of (1) video recordings of the read-aloud sessions and discussion about the stories, (2) interviews and stimulated-recall sessions with the teachers, and (3) student focus-group interviews as well as a student questionnaire administered at the end of the project. Results are reported in terms of the enthusiasm of both students and teachers for the project, the opportunities it created for teachers and students to focus on both language and content, and the extent to which teachers collaborated to do so. (Contains 2 notes and 10 extracts.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10