How can Building Bridges Between ELA and FSL Deepen Student Engagement and Learning? Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche (MEESR) Animateurs : Diane Alain et Michael Pellegrin Responsables des programmes : Diane Alain et Michele Luchs Collaboratrices : France Paquin et Claude Quevillon Lacasse Présentation des animateurs

Intentions Se familiariser avec le concept de transfert des apprentissages langagiers S’approprier les éléments clés pour faire des ponts entre les classes Throughout, align with the values and mission of AMSFA (This is when Ivana talks) Donner des exemples oralement?

Intentions Become familiar with the transfer of language learning concept Explore the key components for the building of bridges between classes We will not: discuss this sheet but rather draw attention to the sheet so that anglos can follow along

Transfer / transfert What is transfer of learning? Qu’est-ce que le transfert des apprentissages? Rationale for the journal Journal moment: Quickwrite Mention brief history of the project + nos projets Camper la raison d’être du projet (le pourquoi et le quoi)

FLS ELA Transfer The student transfers learning from one language to another Teachers collaborate to build bridges between both languages Students transfer their knowledge from one language to the other and vice-versa Teachers bridge content from one language class to the other and vice-versa In order to do so, teachers must… COLLABORATE! Diapo qui devrait arriver à la fin du moment théorique, selon moi. Suggestion: Rather than words, our image And then say: In order to do so, teachers must…COLLABORATE! Our natural inclination is to go from theory to practice. Current PD science talks about the potent method of the cycles of investigation and enactment. We must see practice for the theory to make any real sense. Wr must have this slide and then talk about collaboration because it is the teacher’s way in. We give direction, and then talk about something that they know. We show video and unpack it so that they see practice and then we draw out theory and complete with Cummins.

Transfert FLS ELA Les élèves transfèrent les apprentissages d’une langue à l’autre Les enseignants collaborent pour faire des ponts entre les langues Students transfer their knowledge from one language to the other and vice-versa Teachers bridge content from one language class to the other and vice-versa In order to do so, teachers must… COLLABORATE! Diapo qui devrait arriver à la fin du moment théorique, selon moi. Suggestion: Rather than words, our image And then say: In order to do so, teachers must…COLLABORATE! Our natural inclination is to go from theory to practice. Current PD science talks about the potent method of the cycles of investigation and enactment. We must see practice for the theory to make any real sense. Wr must have this slide and then talk about collaboration because it is the teacher’s way in. We give direction, and then talk about something that they know. We show video and unpack it so that they see practice and then we draw out theory and complete with Cummins.

Quatre clés pour favoriser le transfert des apprentissages langagiers Collaborer Activer les connaissances antérieures Réfléchir sur les langues Modéliser des stratégies d’apprentissage langagier

Four Keys to Foster Transfer Collaborating with partner Activating background knowledge Reflecting on language Modelling language learning strategies

How can we collaborate? Comment peut-on collaborer? Collaborating How can we collaborate? Comment peut-on collaborer? Hamayan, Genesee et Cloud, 2013, p. 113-114 : Super! How about: Including How? It is our focus later, so this would set the table. Collaboration can enhance: + What can teachers share? peer support and a spirit of collegiality a sense of shared mission and purpose understanding of shared goals and objectives strategies for working together to achive shared objectives, including language, content, general strategies, and cross-linguistic learning objectives planning broad themes to frame and connect instruction in all subjects planning how and when to switch languages within and across subjects during the school year best use of available curricular resources planning for program assessment, including scheduling assessment and identifying individual teacher responsibilities

Collaborer pour faire des ponts Quels sont les avantages à collaborer? Quels sont les objets de partage?

Collaborer entre enseignants pour faire des ponts Réflexions sur les observations Partager pour planifier Pratiques enseignantes Source de l’image de la clé : http://cdn.mysitemyway.com/etc-mysitemyway/icons/legacy-previews/icons-256/magic-marker-icons-business/115045-magic-marker-icon-business-key11-sc48.png Ressources Contenu

Collaborating to Build Bridges Collaborating with partner Reflections on observations Sharing and planning Teaching practices to foster transfer Resources Content

Moment théorique : L’iceberg de Cummins Compétence commune sous-jacente From Hamayan, Genesee and Cloud (2013): Language Skills and Knowledge That Transfer Cross-Linguistically (p. 111) You inspired me: I put in some animation print awareness letter-sound phonological awareness vocabulary decoding skills Knowledge of narrative structure and narrative skills: ability to understand and tell stories

Vous avez dit « similarités »? Comparaison des programmes FLS et ELA Associez les extraits similaires entre les programmes Associez les paires d’extraits aux trois grandes compétences Discutez entre vous des pratiques que vous avez en commun Discussion en groupe : observations Mentionner que pour l’atelier 1, on se concentre sur les similarités, mais qu’on poussera vers la complémentarité dans les ateliers subséquents How about: Categorize the matches with the three QEP comptencies: Reading, Writing and Talk

Did you say “similarities”? Comparing FLS and ELA programmes Match-up similar extracts Categorize the matches with the three QEP comptencies: Reading, Writing and Talk Talk together about the similiaries in programs Whole group discussion: What have we noticed? Mentionner que pour l’atelier 1, on se concentre sur les similarités, mais qu’on poussera vers la complémentarité dans les ateliers subséquents

Into the Classroom Teaching practices to foster transfer Activating background knowledge Teaching practices to foster transfer Modelling language learning strategies Reflecting on language

Encourager le transfert dans la salle de classe Activer les connaissances antérieures Pratiques enseignantes Modéliser des stratégies d’apprentissage langagier Réfléchir sur les langues

Modéliser les stratégies d’apprentissage langagier Extrait vidéo de Sue et Diane Quelles stratégies de lecture ont-elles modélisées? À quels moments utilisent-elles un vocabulaire similaire? Was: Extrait vidéo de Sue et Diane Quelles stratégies de lecture ont-elles modélisées? Comment les ont-elles modélisées? Ont-elles utilisé un vocabulaire similaire? Situez-les sur le continuum.

Activating Background Knowledge What activating can sound like: When you were with Mrs. T, you read the book (name ) and she asked you to ( )… What was that called? How does that work? Material: sheet on Activating Backgroud Knowledge + Activités pour activer le transfert

Encourager le transfert dans la salle de classe Activer les connaissances antérieures Pratiques enseignantes Modéliser des stratégies d’apprentissage langagier Réfléchir sur les langues

Modelling Reading Strategies Can you see yourself and your partner modelling reading strategies in similar ways? What common vocabulary could you use? What if : They don’t know what modeling is? Have we really taught them anything about modeling?

Theoretical Moment Successful readers in L2: Use the same strategies to read in L1 and in L2. Use skills related to their L1 to understand text in L2. In contrast, less successful readers: View the use of the L1 as a hindrance in learning to read in L2. Study by Jimenez, Garcia & Pearson (1996) Research Note from Hamayan, Genesee and Cloud (2013) : In a study of Spanish-speaking ELLs, researchers found the following with regard to students who were successful in learning to read in English: They used the same strategies to read in Spanish and in English. The strategies they used differed from those of successful English-L1 readers; and, in particular, they used skills related to their L1 – such as translation, knowledge of cognate vocabulary, and transfer of comprehension strategies – to understand text in English. In contrast, less successful ELL readers viewed the use of the L1 as a hindrance in learning to read in English. (Jimenéz, Garcia & Pearson, 1996)

Into the Classroom Teaching practices to foster transfer Activating background knowledge Teaching practices to foster transfer Modelling language learning strategies Reflecting on language

Reflecting on Language Did you know that… There are about 25 000 English words are cognates with French? e.g., gratitude / gratitude beauty / beauté celebrate / célébrer Activity based on an idea in Barbeau (2011)’s master thesis on cognates in English and French One of the strategies mentioned in the Jimenez, Garcia & Pearson (1996) study was knowledge of cognate vocabulary Let’s see an example of this type of strategy, but related to writing (spelling)

Quatre clés pour favoriser le transfert des apprentissages langagiers Collaborer entre enseignants Dans la salle de classe Collaborer Activer les connaissances antérieures Réflexions sur les observations Pratiques enseignantes Partager pour planifier Pratiques enseignantes Modéliser des stratégies d’apprentissage langagier Ressources Réfléchir sur les langues Contenu

Four Keys to Foster Transfer Collaborating to Build Bridges Into the Classroom Collaborating with partner Activating background knowledge Reflections on observations Teaching practices to foster transfer Sharing and planning Teaching practices to foster transfer Modelling language learning strategies Resources Reflecting on language Content

when they can already walk? Moment théorique Tout bagage linguistique peut servir de base pour faire des transferts positifs ou éviter des transferts négatifs entre les langues apprises  Why make them crawl when they can already walk?  Adapté de Butzkamm (2011)

Intentions Se familiariser avec le concept de transfert des apprentissages langagiers S’approprier les éléments clés pour faire des ponts entre les classes

Merci! Thank you!