Communication orale et évaluation formative pour l’apprentissage dans les centres de littératie en immersion française

Abstract

Using a Design-Based Research methodology, we examined the role and the use of assessment practices during the implementation of oral language tasks in literacy centers with elementary French immersion students. Since these French Immersion programs are designed to support second language acquisition, providing students with opportunities to produce extended output is important. We studied the ways by which teachers collected evidence of learning when students worked independently on oral language tasks during literacy centers. Five (n = 5) immersion teachers participated in the study, along with their students. Data collected included classroom observations, video recordings of students working on oral communication tasks, learning artifacts and teacher interviews (n = 15). Findings suggest that specific dimensions of formative assessments including the pedagogical applications of specific learning outcomes, the collection of tangible evidence of learning, and the subsequent reinvestment of students’ learning yielded important benefits is supporting oral language acquisition in literacy centers for French immersion students.