The didactic conditions of emergent literacy: A comparative study of curricula and teaching tools in France and Quebec.

dc.creator	Pasa, L.
dc.creator	Armand, F.
dc.creator	Montesinos-Gelet, I.
dc.date	2002-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:31Z
dc.date.available	2015-07-20T22:11:31Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/dfc5bdff9b1a45caaf8975946fb4928b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14460
dc.description	This study compares the conditions of emergent literacy in French and Québécois settings. We first consider the curricula and the objectives set in both countries from the last year of kindergarten to the end of the second year of primary school. Then we present a didactic tool widely used in the two countries. A common grid used to compare these teaching supports analyses the linguistic structures and the semantic and cultural properties of the texts used in reading classes. Finally, we present a comparison of the reading and writing activities proposed in different sets of pedagogical tools. These comparisons allow us to identify some common and divergent points in the teaching of the written language within French and Québécois institutional frameworks.
dc.language	English
dc.publisher	Springer
dc.relation	http://l1.publication-archive.com/next?cont=+wEZHXijjgs=
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 2, Iss 3, Pp 271-296 (2002)
dc.subject	curricula
dc.subject	didactic tools
dc.subject	mother-tongue education
dc.subject	reading and writing
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The didactic conditions of emergent literacy: A comparative study of curricula and teaching tools in France and Quebec.
dc.type	article