Ministère de l’Éducation, du Loisir et du Sport Responsables des programmes FLS et ELA: Diane Alain et Michele Luchs Animateurs: Diane Alain et Michael Pellegrin

Réfléchir à l’importance du transfert des apprentissages entre les classes de langues Réfléchir à l’importance du transfert des apprentissages entre les classes de langues Modèles de pratiques d’enseignement Des concepts Des concepts Des réflexions Des réflexions Des stratégies d’enseignement Les intentions 2

 Formation  Observation  Planification  Expérimentation  Tournage en vue de productions vidéos Déroulement du projet

Pourquoi faut-il collaborer? Why do we need to collaborate? Pourquoi faut-il collaborer? Why do we need to collaborate? Question 4

Premier visionnement Notez vos observations sur la collaboration vécue par les deux enseignantes.

Transfer of learning is what happens when a student extends what has been learned in one context to a new context. Adapted from Darling-Hammond and Austin, Stanford University, 2003 Defining transfer of learning

L1L2 The student transfers learning from one language to another Teachers collaborate to build bridges between both languages

Common underlying competency Interdependence model L1/L2 (Cummins)

Examples of transfer of learning Transfer and the Talk Competency Questioning: Students who have learned about asking questions in small group discussions can transfer that learning from one context/language to another.

How does transfer occur?

Examples of transfer of learning (con’t) Transfer and the Reading Competency Inference ( reading between the lines) : Students who have learned about a reading strategy such as inference in one language class can apply that learning in another language class.

To activate transfer, teachers must explicitly encourage students to open their drawer of learning, and to use what they have learned. How do we activate transfer? 14

Deuxième visionnement Groupe 1: Comment l’enseignante de français, langue seconde a-t-elle créé des liens entre les deux classes? Groupe 2: Comment les élèves tirent profit des liens créés par les enseignantes?

Modélisation de stratégies Modélisation de stratégies Utilisation d’un langage similaire Utilisation d’un langage similaire Planification du transfert Planification du transfert Collaboration entre les enseignants ELA-FLS Collaboration entre les enseignants ELA-FLS Activation de la réflexion Activation de la réflexion 5 clés pour faire des ponts et activer le transfert chez l’élève 16

Modeling strategies Modeling strategies Using similar language Planning for transfer Planning for transfer Collaborating Activating the students’ reflexion 5 keys for building bridges and activating student transfer 5 keys for building bridges and activating student transfer 17

Types of transfer (Cummins) 18

19 Example 1: Understanding and using graphic organizers

20 Example: Deepening understanding of the reading- writing connection by discussing authors’ craft

21 Example 2 : Writing about a favorite book (reading- writing connection)

Example : Exploring the concept of friendship through Think-Pair-Share 22

Using paralinguistic features such as gestures to aid communication 23

Using the meaning of two parts of a word to understand the whole word talking = (talk)ing lentement = (lent)ement 24

Understanding that words are composed of distinct sounds TABLE teIb’l/teIb’l/ /tabl//tabl/ Gâteau /gato/ 25

Quelle est la place de l’écriture dans votre classe? Quelle est la place de l’écriture dans votre classe? Où? Quoi? Comment? 26

Dans votre pratique de classe, identifier des connaissances et des stratégies qui pourrait créer des liens entre ELA et FLS. 27

L1L2 The student transfers learning from one language to another Teachers collaborate to build bridges between both languages