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Le role de lidentite ethnique dans lacquisition et la retention de competences culturelles et de communication en milieu minoritaire francophone du Nord de lOntario (The Role of Ethnic Identity in Acquisition and Retention of Cultural and Communicative Competence in a Francophone Minority Context in
Le role de lidentite ethnique dans lacquisition et la retention de competences culturelles et de communication en milieu minoritaire francophone du Nord de lOntario (The Role of Ethnic Identity in Acquisition and Retention of Cultural and Communicative Competence in a Francophone Minority Context in
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - French
- 청구기호
- 서명/저자
- Le role de lidentite ethnique dans lacquisition et la retention de competences culturelles et de communication en milieu minoritaire francophone du Nord de lOntario (The Role of Ethnic Identity in Acquisition and Retention of Cultural and Communicative Competence in a Francophone Minority Context in Northern Ontario). : Duquette, Georges - [microform]
- 발행사항
- 형태사항
- 464; 5
- 총서명
- ERIC Reports
- 주기사항
- 464p.
- 초록/해제
- 요약A two-and-a-half-year study in northern Ontario (Canada) investigated the relationship between characteristics of the minority French-speaking community, home environment, and the school and classroom environments. Focus was on factors affecting the development and maintenance of cultural awareness, ethnic identity, and communicative competence in French. Four cohorts of students were studied: from kindergarten to second grade, third to fifth grade, sixth to eight grade, and ninth to eleventh grade. Data presented here are based on descriptive statistics, structured ethnographic observations, and normative tests. Data and analyses are summarized in substantial statistical tables within and appended to the report. Findings resulted in the recommendation of 20 instructional strategies and actions for French-language schools in Ontario, based on five basic principles: (1) input before output, life experiences before competence, and comprehension before production; (2) competencies must be developed in accord with the environment; (3) accentuation and validation of Ontario youth and their cultural identity as French Canadians; (4) while ad dition of a second language does not require loss of the first language, lack of experiences in the first language can have that effect; and (5) support for French Canadian management of their own institutions. (MSE)
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 기금정보
- Ontario Ministry of Education and Training, Toronto.E
- 일반주제명
- 키워드
- 기타저자
MARC
008980930s1996 us b 000 0 eng d■0010000443913
■001PCUL00378248
■002ED392273
■00520020803143134
■007heuumu---buua
■008980930s1996 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aFrench
■090 ▼a370.78▼bE68
■24500▼aLe role de lidentite ethnique dans lacquisition et la retention de competences culturelles et de communication en milieu minoritaire francophone du Nord de lOntario (The Role of Ethnic Identity in Acquisition and Retention of Cultural and Communicative Competence in a Francophone Minority Context in Northern Ontario).▼cDuquette, Georges▼h[microform]
■260 ▼c[96]
■300 ▼a464; 5
■440 0▼aERIC Reports
■500 ▼a464p.
■520 ▼aA two-and-a-half-year study in northern Ontario (Canada) investigated the relationship between characteristics of the minority French-speaking community, home environment, and the school and classroom environments. Focus was on factors affecting the development and maintenance of cultural awareness, ethnic identity, and communicative competence in French. Four cohorts of students were studied: from kindergarten to second grade, third to fifth grade, sixth to eight grade, and ninth to eleventh grade. Data presented here are based on descriptive statistics, structured ethnographic observations, and normative tests. Data and analyses are summarized in substantial statistical tables within and appended to the report. Findings resulted in the recommendation of 20 instructional strategies and actions for French-language schools in Ontario, based on five basic principles: (1) input before output, life experiences before competence, and comprehension before production; (2) competencies must be developed in accord with the environment; (3) accentuation and validation of Ontario youth and their cultural identity as French Canadians; (4) while ad dition of a second language does not require loss of the first language, lack of experiences in the first language can have that effect; and (5) support for French Canadian management of their own institutions. (MSE)
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■536 ▼aOntario Ministry of Education and Training, Toronto.E
■650 4▼xEducation
■653 ▼aBilingualism▼aClassroom Environment▼aClassroom Techniques▼aCommunicative Competence (Languages)▼aCultural Awareness▼aElementary Secondary Education▼aEthnicity▼aEthnography▼aFamily Environment▼aFamily Influence▼aForeign Countries▼aFrench▼aFrench Canadians▼aLanguage Acquisition▼aLanguage Maintenance▼aLanguage of Instruction▼aLanguage Research▼aMinority Groups▼aNative Language Instruction▼aPreschool Education▼aCanada▼aNon European Francophone Areas▼aOntario
■7001 ▼aDuquette, Georges
■999 ▼a143
