The Didactic Conditions of Emergent Literacy: A Comparative Study of Curricula and Teaching Tools in France and Quebec

This study compares the conditions of emergent literacy in French & Quebecois settings. We first consider the curricula & the objectives set in both countries from the last year of kindergarten to the end of the second year of primary school. Then, we present a didactic tool widely used in t...

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Published inL1-educational studies in language and literature Vol. 2; no. 3; pp. 271 - 296
Main Authors Pasa, Laurence, Armand, Francoise, Montesinos Gelet, Isabelle
Format Journal Article
LanguageEnglish
Published 01.10.2002
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Summary:This study compares the conditions of emergent literacy in French & Quebecois settings. We first consider the curricula & the objectives set in both countries from the last year of kindergarten to the end of the second year of primary school. Then, we present a didactic tool widely used in the two countries. A common grid used to compare these teaching supports analyses the linguistic structures & the semantic & cultural properties of the texts used in reading classes. Finally, we present a comparison of the reading & writing activities proposed in different sets of pedagogical tools. These comparisons allow us to identify some common & divergent points in the teaching of the written language within French & Quebecois institutional frameworks. 5 Appendixes, 21 References. Adapted from the source document
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ISSN:1567-6617
DOI:10.1023/a:1021322016916