Reading for pleasure in three french immersion schools: the perspectives of teachers, librarians, and school principals
| dc.contributor.author | Deblois, Sarah | |
| dc.contributor.supervisor | Pantaleo, Sylvia Joyce | |
| dc.date.accessioned | 2008-12-02T18:02:21Z | |
| dc.date.available | 2008-12-02T18:02:21Z | |
| dc.date.copyright | 2008 | en_US |
| dc.date.issued | 2008-12-02T18:02:21Z | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Master of Arts M.A. | en_US |
| dc.description.abstract | This qualitative research, conducted as a collective case study, investigated the strategies used by French immersion teachers, librarians and school principals to motivate students to read in French in school and at home. A total of 12 educators from three French immersion elementary schools participated in the study and each school was considered as a separate case study. Collected data included semi-structured interview transcripts, classroom observations and artifacts. The three schools were examined individually and a subsequent cross-case analysis identified the commonalities and the unique aspects among the schools. The findings of the study revealed that all of the participants believe that it is very important for French immersion students to read in French; that each individual in the study uses a variety of reading strategies to promote student reading in French; and that the classroom libraries and school libraries are organized in ways to motivate students to read in French. Analysis of the data also identified many of the challenges that French immersion staff experience teaching reading in British Columbia. Finally, suggestions are made of the possible changes that could occur in schools to improve the promotion of reading in French. Further case study research should explore the reading practices of a greater number of teaching professionals in French immersion schools and examine the attitudes, beliefs and reading habits of French immersion students in order to develop a broader understanding about how to effectively motivate students to read in French. In addition, research needs to evaluate students’ reading performances in different French immersion classrooms to determine if, and how, the strategies used by teachers and librarians affects students’ reading achievement scores in French immersion schools. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/1269 | |
| dc.language | English | eng |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | reading | en_US |
| dc.subject | French immersion | en_US |
| dc.subject | teachers | en_US |
| dc.subject | librarians | en_US |
| dc.subject | school principals | en_US |
| dc.subject.lcsh | UVic Subject Index::Humanities and Social Sciences::Education::Reading | en_US |
| dc.title | Reading for pleasure in three french immersion schools: the perspectives of teachers, librarians, and school principals | en_US |
| dc.type | Thesis | en_US |