L'enseignement explicite du vocabulaire chez les eleves francophones en milieu minoritaire.

摘要

Vocabulary plays an important role in students' ability to understand academic content. For Francophone students in a minority setting, a poor vocabulary not only results in their difficulty at grasping the content, but it also impedes their ability to understand reading materials in core subjects. This collaborative action research puts into practice an explicit academic vocabulary instruction process with Francophone students in grade four in a minority language setting. Analysis of the effects of this process focussed on the students' ability to acquire vocabulary and learn the academic content, as well as on their reading comprehension. This research confirms that the approach is effective in building students' academic vocabulary and in helping them better understand the course content of their Social Studies class. Positive effects on student engagement were also noted. Although the reading comprehension of students improved, this gain cannot be attributed directly to the explicit teaching of vocabulary.