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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