Capstone/Dissertation Title

Making input comprehensible to primary students in a French immersion school

Term

2009

Capstone

Thesis

Degree Name

MAEd

Abstract

The research question addressed was, what strategies do primary teachers in a French immersion elementary school use to make input comprehensible to students? In any immersion program, a language barrier exists between teachers and students, especially in grades K-2 where students have such limited language skills. The author interviews teachers who work in a French immersion school about the strategies they use to help their students understand what they are saying. These teachers describe the ways they use predictability and routines, simplified language, read-aloud, gestures, visual aids, movement, prefabricated language patterns and familiar stories to help students make meaning of the French they hear at school. The author also describes five read-aloud lessons she taught to build language skills with her kindergarten students.

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