Author: Owens, Susan
This study explores the development of literacy practices, through an interdisciplinary nature-based context, in Grade 6 Late French Immersion. It examines how multiple literacies are constructed in a second language setting through the interactions of Grade 6 students and their teacher using a nature-based approach to learning. It provides a literature review on content-based language teaching, literacy and multiliteracies, and the interdisciplinary approach to learning in nature. Through narrative inquiry, it allows for reflections on a teaching practice in a Grade 6 Late French Immersion class and on the development of emerging multiple literacies in language, science, art and social responsibility, through various nature-based activities, during the first term of class. Each skill set or competency constitutes a way to navigate in a particular discipline and therefore represents a form of literacy that illustrates how a rich interdisciplinary context of nature-based learning in Late French Immersion fosters multiple literacies.
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Thesis advisor: Sabatier, Cecile
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