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A School-Based Professional Learning Community Improving Equity and Inclusion for At-Risk Readers in French Immersion

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Title: A School-Based Professional Learning Community Improving Equity and Inclusion for At-Risk Readers in French Immersion
Language: English
Authors: Krystina Raymond, Robert George, Ron Cadez, Michelle Follows, Nicole Neveux, Kathleen Hipfner-Boucher, Fred Genesee, Xi Chen
Source: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée. 2024 27(1):1-23.
Availability: Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: https://journals.lib.unb.ca/index.php/CJAL
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Descriptors: English, French, Second Language Learning, Immersion Programs, Phonological Awareness, Intervention, Kindergarten, Grade 1, Prediction, Language Skills, Reading Skills, Communities of Practice, Foreign Countries, Bilingualism, Elementary School Students, At Risk Students, Reading Difficulties
Geographic Terms: Canada
Assessment and Survey Identifiers: Phonological Awareness Literacy Screening
ISSN: 1481-868X
1920-1818
Abstract: This longitudinal, mixed-methods study reports on the development and implementation of an early phonological awareness screening and intervention program for struggling emergent readers in a French immersion school in Manitoba. The program was created by a professional learning community made up of the school administrator, teachers, and clinical support staff. This paper describes the process of developing the phonological awareness program and the intervention itself. Forty-two children participated in the phonological awareness intervention that lasted 10 weeks. The intervention was given in English in kindergarten. Significant gains were found in the phonological awareness skills of the children who participated in the intervention. Results also indicated that children's phonological awareness skills in English predicted their French reading levels in Grade 1. In addition, we provide insight into the roles played by key members of the school's PLC through qualitative analysis of a series of semi-structured interviews. The work of the school's professional learning community offers a model that may be implemented by other school teams to promote equity and accessibility for all learners in FI programs.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1438106
Database: ERIC
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  Data: A School-Based Professional Learning Community Improving Equity and Inclusion for At-Risk Readers in French Immersion
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  Data: <searchLink fieldCode="AR" term="%22Krystina+Raymond%22">Krystina Raymond</searchLink><br /><searchLink fieldCode="AR" term="%22Robert+George%22">Robert George</searchLink><br /><searchLink fieldCode="AR" term="%22Ron+Cadez%22">Ron Cadez</searchLink><br /><searchLink fieldCode="AR" term="%22Michelle+Follows%22">Michelle Follows</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+Neveux%22">Nicole Neveux</searchLink><br /><searchLink fieldCode="AR" term="%22Kathleen+Hipfner-Boucher%22">Kathleen Hipfner-Boucher</searchLink><br /><searchLink fieldCode="AR" term="%22Fred+Genesee%22">Fred Genesee</searchLink><br /><searchLink fieldCode="AR" term="%22Xi+Chen%22">Xi Chen</searchLink>
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  Data: Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: https://journals.lib.unb.ca/index.php/CJAL
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– Name: Abstract
  Label: Abstract
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  Data: This longitudinal, mixed-methods study reports on the development and implementation of an early phonological awareness screening and intervention program for struggling emergent readers in a French immersion school in Manitoba. The program was created by a professional learning community made up of the school administrator, teachers, and clinical support staff. This paper describes the process of developing the phonological awareness program and the intervention itself. Forty-two children participated in the phonological awareness intervention that lasted 10 weeks. The intervention was given in English in kindergarten. Significant gains were found in the phonological awareness skills of the children who participated in the intervention. Results also indicated that children's phonological awareness skills in English predicted their French reading levels in Grade 1. In addition, we provide insight into the roles played by key members of the school's PLC through qualitative analysis of a series of semi-structured interviews. The work of the school's professional learning community offers a model that may be implemented by other school teams to promote equity and accessibility for all learners in FI programs.
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  Data: 2024
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  Data: EJ1438106
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 1
    Subjects:
      – SubjectFull: English
        Type: general
      – SubjectFull: French
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Immersion Programs
        Type: general
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Canada
        Type: general
      – SubjectFull: Phonological Awareness Literacy Screening
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      – TitleFull: A School-Based Professional Learning Community Improving Equity and Inclusion for At-Risk Readers in French Immersion
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