Dream it, believe it, build it

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Learner Considerations 

Image: pinterest.com

Reality Check

The more that I thought about the strategies used to teach students how to pick a good fit book in French, the more I realized that I was on the wrong path. In grades 5 to 8, they can pick a good fit book, they just don’t want to.

Image: learningtech.com

Observations

When normal access to the library is happening, students can borrow up to 4 books, but one must be in French.

Here is what I typically see when students are picking a French book.

About a third of a classroom will pick a French book right away. Their love for reading is obvious and do not face any challenges.

For those without that burning love of reading in French, they will:

  • Choose a book that is way too simple
  • Gravitate to a book that they’ve already read
  • Grab the closest French book and head for the door
  • Try to sneak out without a French book

Literature

Kathleen McClellan's Master thesis exactly confirmed my observations. The literature on voluntary reading in French immersion has shown that students are reluctant to read in their second language, unless instructed to do so. Students believe that reading in French would be beneficial to their language development, but do not find this motivation enough to read more often in French. Several reasons were given for the negative view of French literature, including difficulty with vocabulary, cultural differences and idiomatic expressions and slang that render the comprehension more difficult. (MCCLELLAN, 2009)

Beliefs

So how can I motivate them?

I believe that it needs to be visual. I decided to create a Piktochart that can be posted in all the classrooms.

I believe that it needs to use simple, easy to read language that is free of jargon. This is for the students after all.

I believe that it needs to include links to something that is living and that will be added to over time and once the COVID rules are over, that students can add to as well. This is a very important part of the vision of the future for me.  

Literature conclusions

Kathleen McClellan offers some thoughts on pedagogical implications of her study. This confirmed that I was on the right track.

Pedagogical Implications

1. Identifying appropriately leveled French language reading materials. When identifying appropriate French language reading materials, teachers should consider: whether the language/vocabulary is at an appropriate level for their students; what kind of support/strategies they need to provide to French immersion students so that students have strategies to tackle new vocabulary in their reading; and, identifying French books with high interest, low/controlled vocabulary.

2. French language book selection: Teachers can develop booklists of French titles enjoyed by their students; this list can then be used by both classroom teachers and teacher-librarians to create their classroom and library French materials collections.

3. Motivation to read French books: Using what has been learned about the reading preferences of French immersion students, have students involved in the selection of books for the school library (particularly, if the teacher-librarian is non-French speaking). Such choices might include French language manga and comics. Additionally, book clubs where students recommend French titles they have enjoyed. (MCCLELLAN, 2009)

Big Take Away

My big take away from Kathleen McClellan’s study is that students need to be involved to be motivated. My hope is that the Piktochart that I have created will be a first step for students to be inspired to read in French and view it as an opportunity and not a burden.  

Bibliography

Animoto. (2020). Retrieved 20 November 2020, from https://animoto.com/projects

How to Create a QR Code | QR Code Generator. (2020). Retrieved 13 November 2020, from https://www.qr-code-generator.com/guides/how-to-create-a-qr-code/

Create Infographics, Presentations & Reports | Piktochart. (2020). Retrieved 20 November 2020, from https://piktochart.com/

MCCLELLAN, K. (2009). FRENCH IMMERSION STUDENTS’ PERCEPTIONS TOWARDS READING IN FRENCH (Master of Education). University of British Columbia.

Tiny URL | Free Short URL Redirects with Tinycc. (2020). Retrieved 20 November 2020, from https://tiny.cc/

Comments

  1. Alison MackleyNovember 24, 2020 at 3:46 PM

    Jennifer, your observations about students choosing books made me smile. I see those exact same actions in my library every single day, no matter the first language of the students.

    Will you be creating the charts solely in French or also in English? This seems like it will end up being a great resource for reading no matter the situation, though I do understand that your primary concern is for your FI students.

    You also mention that this will link to a living document and that kids will eventually able to participate in the creation of the content. Do you envision creating a website in the future?

    Alison.

    ReplyDelete
  2. CaaityNovember 26, 2020 at 5:12 PM

    Jennifer,

    This sounds like it will be a great resource for your students. I can see it being useful in any language as well. I was wondering about the links you were going to add, since this will be posted in classrooms. Are you printing the document, or are students able to access it online?
    I saw that you had a QR code how to in your references, which is a great way to make links easily accessible on a printed document.
    I am excited to see what you create, your background research seems really thorough so I am sure that the final artifact will be very beneficial for your school.

    ReplyDelete
  3. D.McNeeNovember 26, 2020 at 9:05 PM

    This post outlines some strong considerations for your target audience. It is thoughtful and well researched. I can relate to your observations about student book sign out. I feel like these strategies are used universally by students who haven’t yet found a love for reading. Looking forward to seeing your final vision.

    ReplyDelete

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