The Cross-Linguistic Reading Strategies Used by Elementary Students in French Immersion as They Engage with Dual-Language Children's Books

Autor/inn/en	Thibeault, Joël; Matheson, Ian A.
Titel	The Cross-Linguistic Reading Strategies Used by Elementary Students in French Immersion as They Engage with Dual-Language Children's Books
Quelle	In: Canadian Modern Language Review, 76 (2020) 4, S.375-394 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Childrens Literature; Transfer of Training; Reading Strategies; Grade 3; Immersion Programs; Bilingual Instructional Materials; Foreign Countries; Teaching Methods; French; Second Language Learning; Second Language Instruction; Native Language; Student Attitudes; Grade 4; Elementary School Students; English; Translation; Reading Comprehension; Canada + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Training; Transfer; Ausbildung; Reading strategy; Leselernstufe; Lesetechnik; School year 03; 3. Schuljahr; Schuljahr 03; Immersionsprogramm; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; English language; Englisch; Leseverstehen; Kanada
Abstract	This study explores the cross-linguistic reading strategies that 16 Grade 3-4 French immersion pupils schooled in Saskatchewan used while reading two types of dual-language children's books: translated and integrated. In the first type, the same text appears in both French and English, whereas in the second one, English and French are integrated in such a way that passages in one language are not a translation of passages in the other. Participants read parts of both books and were asked to report on how they read and made sense of each page; they also took part in a retrospective interview that focused on how they engaged with both languages in each book type. Using a moderate inductive approach, the interviews were analysed and four cross-linguistic reading strategies were identified: the use of equivalent passages in the other language, the use of cognates, the use of context in the other language, and the recognition of the book's structural features. The use of these strategies differed according to the type of dual-language book. Findings are discussed in terms of the differences between the two books' structure and the pedagogical considerations related to dual-language children's books in French immersion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01