Leader: L. Collins
Linked Researchers: Abrami, Philip C. ; Ammar, Ahlem ; Brodeur, Monique ; Bures, Eva ; Cardoso, Walcir ; Cobb, Thomas Michael ; Daigle, Daniel ; De Almeida, Roberto ; Edwards, Roderick ; Evans, Mary-Ann ; Fichten, Catherine ; Flanagan, Tara ; French, Leif ; Gatbonton, Elizabeth ; Horst, Mary Elizabeth ; Hummel, Kirsten Marlène ; Jonas- Cedergren, Henrietta ; Kehayia, Eva ; Kennedy, Sara ; King, Laura ; Laurier, Michel D. ; Lea, Tess ; London, Joanna ; Martin, Patsy ; Mcdonough, Kim ; Muis, Krista ; Piquette-Tomei, Noella ; Savage, Robert ; Savard, Annie ; Schmid, Richard ; Segalowitz, Norman S. ; Siegel, Linda S. ; Trofimovich, Pavel ; Turner, Carolyn ; White, Beverley Joy ; Wood, Eileen ; von Grünau, Michael
LANGUAGE AND LITERACY addresses the teaching and learning of first and second languages, early reading and writing skills, mathematics and scientific skills and reasoning, and information literacy. This multi-specialty team explores language and literacy development from the earliest stages in children's acquisition through to the fluent use of language and literacy skills in adult professionals, across languages and in multi-literacy and multi-lingual contexts. Our large team includes researchers from all four English and French universities in Montreal, as well as many other sites. Our team is marked by the quality of academic scholarly publication as well as its outreach, dissemination and consulting activities within communities where language and literacy issues are important.
Some Theme Areas:
Second language proficiency: The main objective of this theme is to understand the factors that may enhance or inhibit successful language learning and performance, with a view to identifying best practices for promoting second language proficiency. The theme group focuses on facilitating second language learning at both the micro-level of teaching and learning practices, as well as the macro-level of institutional policy related to second language instruction. Additionally, researchers develop supportive instructional materials and testing instruments for use in a variety of learning contexts. The scope of inquiry includes the impact on second language performance of a range of factors such as: dyslexia and deafness; language identity and language status; knowledge of previously learned languages; individual differences such as aptitude and age; and the quantity and quality of instructional input. Particularly noteworthy is the range of settings in which the research issues are investigated.
Early reading literacy: This theme has brought together expertise in child development, reading and intervention, and technology integration. The early literacy theme members conduct research in the development of emerging French and English written and oral language including the development of reading and writing proficiency among beginning readers, especially struggling readers and those at risk of school failure. A special focus of the theme is the design of evidence-based tools for assisting educators and parents promote linguistic development and also to provide scaffolded support for children learning to read and write. Implementation fidelity, scalability, and sustainability are several impacts the theme members are trying to address. In addition, theme members explore basic reading processes by manipulating aspects of reading instruction and by using trace data, observations, interviews, and standardized test results to understand and diagnose student successes and errors.
