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ERIC Number: EJ868533
Record Type: Journal
Publication Date: 2009-Dec
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0008-4506
Producing Multimodal Picture Books and Dramatic Performances in a Core French Classroom: An Exploratory Case Study
Early, Margaret; Yeung, Cindy
Canadian Modern Language Review, v66 n2 p299-322 Dec 2009
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.
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A