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ERIC Number: EJ1088559
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0965-8416
Raising Learners' Awareness through L1-L2 Teacher Collaboration
Gunning, Pamela; White, Joanna; Busque, Christine
Language Awareness, v25 n1-2 p72-88 2016
There is considerable interest in teacher collaboration across mother tongue and second language curricula. However, cross-curricular collaboration in reading strategy instruction has seldom been investigated. We report a two-year study involving collaboration between the French first language (L1) and English second language (L2) teachers in an intensive English as a second language (ESL) programme in Quebec, Canada, as they raised their own and their students' awareness of reading strategies. Findings from Year 1 revealed that while teachers broke some of the barriers of isolated teaching, cross-curricular connections were difficult to make as they were unfamiliar with each other's curriculum, and the L1-L2 strategy terminology was not uniform. In Year 2, we provided the teachers with tables showing equivalent terminology for strategies from both the L1 and L2 curricula and documented the process by which their awareness of both curricula facilitated collaboration, reading strategy instruction, and the development of a transferable pedagogical approach to teaching strategies. We found that the consistency of instruction strengthened learner awareness and autonomous use of reading strategies. We conclude that reading strategies provided a structure for mirroring instruction across languages. However, in order for teachers to collaborate, they need time, materials, and administrative support.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A