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Language and Literacy: A Canadian Educational e-journal
ISSN 1496-0974 · Language and Literacy Researchers of Canada · 470 articles in the index
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Journal Article
Reimagining Language and Literacy Education in the Digital Age
The 21st Annual Language and Literacy Researchers of Canada (LLRC) pre-conference invited scholars, educators, and researchers to explore the evolving landscape of language and literacy education in the increasingly digital world. The lines between traditional and new literacies are blurring…
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Défis associés à l’élaboration d’une autoformation numérique pour apprendre à enseigner la syntaxe et la ponctuation
L’accès à des formations de qualité en éducation est parfois restreint pour des raisons financières ou logistiques. La multiplication des outils numériques facilite toutefois l’accès à de meilleures formations à distance. Dans le cadre d’une recherche-action-développement, notre équipe a co-élaboré…
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Becoming Writers
This manuscript draws on data from a collaborative action research project focused on inclusive literacy practices and children’s multimodal meaning making in three primary classrooms. I employ posthumanist conceptual tools of intra-activity and enacted agency to explore how digital technologies…
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Journal Article
Through Green’s Three-Dimensional Model
Many Canadian children use digital devices at home. Parents’ perspectives on their children’s digital use influence how those children engage with digital practices and how parents manage them. This article draws on interview data from a larger qualitative study examining first-generation newcomer…
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Journal Article
Attuning to the Digital
This article reports on a collaborative S-STEP where the authors, in response to the LLRC 2024 Preconference Call, attuned to digital media within their instructional practices in elementary English Language Arts (ELA) methods courses. This inquiry engaged with posthumanist theories of agential…
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Journal Article
Early written literacy at the end of Grade 2
This inquiry investigates the relationship of the foundational skills of handwriting and spelling as they influence quality writing outcomes at the end of Grade 2 for students of diverse learner profiles. Using trait-based rubrics, expository writing samples for 15 classes (N=298) were scored…
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Broadening the Conversation
Framing the Manitoba Association of School Psychologists position statement as an illustrative case of recent debates on classroom literacy instruction, the authors respond to recent calls for universal structured literacy approaches heard from sponsors of the Science of Reading movement. In hope…
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Journal Article
Pratiques enseignantes en émergence de l’écrit à l’éducation préscolaire 4 ans en milieu défavorisé plurilingue
Cet article vise à étudier les pratiques d’émergence de l’écrit (indirectes et directes) de sept enseignantes soutenant le développement langagier des enfants à l’éducation préscolaire 4 ans à temps plein en milieu défavorisé plurilingue au Québec (Canada). Les résultats sont tirés d’un entretien…
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Journal Article
"It feels like a mini researcher"
Informed by the ethnographically grounded insights drawing on discourse analytic perspectives, the study captures the voices of empowered student identities, illustrating how functional pedagogy may construct, challenge, and affirm identities of “vulnerable English language learners” (Ou & Gu…
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Journal Article
“Maybe that's the landscape that's coming?”
The rise of generative artificial intelligence (genAI) has provoked critical questions about what it means to write and how to teach it. Research exploring writing pedagogy post-genAI reflects tensions between deep concerns and hopeful visions. This qualitative study explored the experiences of…
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Journal Article
Loud Silence
Older adults’ literacy is of increasing concern based on the most recent International Adult Literacy Survey (OECD, 2024). In this paper, the authors apply critical policy analysis (Ball, 1993) and critical gerontology (Schmidt-Hertha et al., 2022) frameworks to examine two national Canadian policy…
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Journal Article
Soutenir le langage oral des enfants de 4 ans
Cette étude a pour objectif de décrire et de comparer les pratiques de soutien au langage oral mises en œuvre par huit éducatrices en centres de la petite enfance et huit enseignantes d’éducation préscolaire 4 ans, dans deux contextes d’apprentissage distincts : la lecture d’histoires et les jeux…
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Journal Article
Supporting Adolescent Newcomers in Literacy
School-aged newcomers have a pressing need for additional support to achieve their academic success. This article reports on the results of an after-school literacy program in Alberta, Canada, that aimed to support adolescent newcomers’ literacy. The primary data used include two high school…
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Journal Article Full text
Building a Pedagogy of Writing Transfer Through an Undergraduate Journal Publication
Despite effective knowledge transfer being a primary goal among post-secondary instructors, scholars, and administrators, students still have difficulty adapting their skills to novel contexts. This challenge is especially salient in writing pedagogy, where the transfer of writing-related knowledge…
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Exploring the Orton-Gillingham Approach to Teaching Reading from the Perspective of Tutors at the Scottish Rite Learning Centre for Children - Halifax
Research indicates that individuals with poor reading skills are more at risk of dropping out of school and having fewer career options than their peers who are proficient readers (Castles at al., 2018; Jamieson, 2009). The Scottish Rite Learning Centre for Children - Halifax (SRLCC-H) in Nova…
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L'observation des pratiques enseignantes lors de causeries à l'éducation préscolaire 4 ans
La causerie est un contexte d'apprentissage fréquemment proposé à l’éducation préscolaire. Cette étude décrit les pratiques de 11 enseignantes à l’éducation préscolaire 4 ans durant la causerie. Trente causeries ont été filmées et analysées. Les résultats ont montré que l’enseignante et les enfants…
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Journal Article Full text
Teaching About and For Social Justice
Teaching for social justice is an explicit goal of most teacher education programs. However, this mandate has been criticized by scholars who claim that social justice is an undertheorized and vague concept that is often disconnected from methods courses that focus on content-specific pedagogies…
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Réflexion autour des pratiques de littératie familiales d’élèves inscrits au programme d’actualisation linguistique en français au sein d’écoles élémentaires de l’Ontario
Cet article présente les résultats d’une étude qui avait pour objectif de décrire les pratiques langagières et de littératie familiale de parents d’élèves inscrits au programme d’actualisation linguistique en français au sein d’écoles élémentaires de langue française de l’Ontario. Nous avons reçu…
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Journal Article Full text
“It Makes Me Feel Like a Real Author”
This study explored multimodal literacies as it pertained to the use of digital technologies to create multimodal, digital texts within the scope of writer’s workshop in a fifth-grade classroom. The research was conducted from the viewpoint of sociocultural theory, multiliteracies, and New…
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Journal Article Full text
High School English Language Learners’ Experiences and Perceptions of Independent Online Content-Based Instruction
Although technology-enhanced learning has exploded, limited research has examined English language learners’ (ELLs) experiences and perceptions of independent online content-based second language learning. To fill this gap, an innovative web application was designed to improve ELLs’ grade 10…