Wordless Picturebooks: Potential for Use in a Late French Immersion Middle School Classroom

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dc.contributor.authorWiigs, Christianne
dc.contributor.supervisorTobin, Ruthanne
dc.contributor.supervisorPantaleo, Sylvia
dc.date.accessioned2015-12-22T04:26:25Z
dc.date.available2015-12-22T04:26:25Z
dc.date.copyright2015en_US
dc.date.issued2015-12-21
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThis project explores the potential of wordless picturebooks for use in a Late French Immersion middle school classroom. In Chapter 1 I discuss my motivation for my project and the connections to the curriculum. In Chapter 2 I examine the theoretical and conceptual foundations of Vygotsky, Barnes and Mercer, highlighting the importance of talk and discussion in classrooms. In this chapter I also examine the role of interactive read-alouds and dialogic talk, as well as contextualizing the motivation and challenges of the Late French Immersion adolescent student. In Chapter 3 I describe the design of a unit plan which includes the use of wordless picturebooks and is based on the knowledge gained through the research literature. This plan highlights collaborative group situations that encourage exploratory talk. Wordless picturebooks can provide opportunities for Late French Immersion students to successfully engage in conversation.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/6974
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/*
dc.subjectLate French Immersion
dc.subjectWordless Picturebooks
dc.subjectMiddle School
dc.titleWordless Picturebooks: Potential for Use in a Late French Immersion Middle School Classroomen_US
dc.typeprojecten_US

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