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Producing Multimodal Picture Books and Dramatic Performances in a Core French Classroom: An Exploratory Case Study

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Publisher:  The Canadian Modern Language Review

Author:  Early, Margaret; Yeung, Cindy

Hosted by:  eric.ed.gov

Submitted by:  yorkfsl

Date Submitted:  April 12, 2021


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This content within this resource may be sensitive to some viewers.

Language of Resource: English

Media Format: Website

Prep time: N/A

Teaching duration: N/A

“In a Grade 9 core French class, the teacher designed a multi-stage project in which students composed original children’s stories in French; illustrated their stories to produce picture books; then, in groups, adapted one group member’s story into a play script; and, finally, dramatized the scripts for children from the local French immersion school. The teacher’s assertion was that by investing in multiple literacy tasks for authentic and interesting purposes, students would increase their French language awareness and proficiency, including their literacy skills. This article is an exploratory study of that claim: it reports on the context of the classroom project; the tasks designed; the data-collection and analysis procedures; and the themes and implications that emerged with respect to written, visual, and dramatic modes, and with respect to student investment in learning.”

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Program(s): Core French

Education Level: 9

Subject(s): French Language, Graphic arts & decorative arts, Interdisciplinary/Transdisciplinary

License: No license

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