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ERIC Number: EJ937201
Record Type: Journal
Publication Date: 2011-Jan
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0008-4506
Three Francophone Teachers' Use of Language-Based Activities in Science Classrooms
Rivard, Leonard P.; Levesque, Annabel
Canadian Modern Language Review, v67 n3 p323-350 Jan 2011
Research suggests that language-based activities should be an integral part of science teaching and learning and that these are even more important in minority-language contexts. The present cross-case study investigates how literacy is enacted in francophone science classrooms. Three francophone teachers were observed while they taught Grade 9 science classes. An observation protocol was used to record instructional events. Most reading was guided by questions while students scanned the textbook for answers. Writing involved few words, short phrases, or copying notes and never included any extended writing. Talking was predominantly used to engage in conversations with the teacher and rarely with peers for knowledge construction. Using more language-based activities has the potential to enhance science learning for minority-language students. Teachers seem willing to use these if provided with support, both through specially developed support materials and through professional development opportunities for enhancing instructional effectiveness. (Contains 3 figures and 1 table.)
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 - Evaluative
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada