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ERIC Number: EJ1048892
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0024-9033
Teaching for Transfer: Insights from Theory and Practices in Primary-Level French-Second-Language Classrooms
Thomas, Reed; Mady, Callie
McGill Journal of Education, v49 n2 p399-416 2014
This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on several influential theoretical notions and data collected through interviews and classroom observations. All of these sources point to a multi-leveled approach to teaching for transfer that includes considerations of learning, teaching and contextual features. Study data suggest that CF teachers plan for transfer and use a range of strategies likely to promote its use with students. This paper connects theory, research and practice with the aim of strengthening dialogue among researchers and educators.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A