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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 The Prism of Children's Plurilingualism: A Multi-site Inquiry with Children as Co-researchers across English and French Schools in Toronto and Montpellier Prasad, Gail Lori. - 2016 BASE Show details 2 Accueillir l'enfant et ses langues : rencontres pluridisciplinaires sur le terrain de l'école Gericke, Diana-Lee (Herausgeber); Fijalkow, Jacques; Göi, Cécile. - Paris : Riveneuve éditions, 2015 BLLDB UB Frankfurt Linguistik Show details 3 La langue seconde de l'école à l'université : état des lieux De Carlo, Maddalena; Elhadji Yawale, Maman Lawan; Howard, Martin. - [Paris] : l'Harmattan, 2015 BLLDB UB Frankfurt Linguistik Show details 4 Portraits of Plurilingualism in a French International School in Toronto: Exploring the Role of Visual Methods to Access Students’ Representations of their Linguistically Diverse Identities Prasad, Gail Lori In: Canadian Journal of Applied Linguistics; Vol. 17 No. 1 (2014); 51-77 ; Revue canadienne de linguistique appliquée; Vol. 17 No. 1 (2014); 51-77 ; 1920-1818 ; 1481-868X (2014) BASE Show details 5 Multiple Minorities or Culturally and Linguistically Diverse (CLD) Plurilingual Learners? Re-envisioning Allophone Immigrant Children and Their Inclusion in French-Language Schools in Ontario Prasad, Gail In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 68 (2012) 2, 190-215 OLC Linguistik Show details 6 Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario Prasad, Gail. - 2009 Abstract: This case study was conducted in one elementary French-language school in Ontario with 1 administrator, 4 teachers and their culturally and linguistically diverse (CLD) students. Through the integration of bhabha’s (1994) notion of Third space, multiple literacies theory (Cummins, 2001; Masny 2009) and by drawing on interviews, observations, and students’ work samples, I conceptualise an alter(n)ative literacies framework to address growing diversity in French-language schools. The term alter(n)ative is developed to express the intertwined benefit of expanding traditional notions of literacy to include alternative language practices and the potential alter-ative effect of re-envisioning the resources children bring to their literacy and language development at school. This thesis argues that teachers can critically (re)interprete official policies concerning Frenchlanguage schools in order to effectively foster students’ alter(n)ative literacies development. In doing so, teachers affirm the plurality of students’ multiple identities as a foundation for their participation within evolving cosmopolitan franco-ontarian communities. Keyword: 0279; 0282; 0524; 0727; arts-informed research; bilingualism/multilingualism; french-language schooling; minority education; multiliteracies; multiple literacies; second language education URL: http://hdl.handle.net/1807/18108 BASE Hide details 7 Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario Prasad, Gail. - NO_RESTRICTION BASE Show details

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