Latisha Marie Mary

University of Strasbourg | UNISTRA · INSPE

Empowering Students and Raising Critical Language Awareness Through a Collaborative Multidisciplinary Project Sonia Cadi, Latisha Mary, Maria Siemushyna & Andrea S. Young Chapter First Online: 26 April 2023 53 Accesses Part of the Multilingual Education book series (MULT,volume 43) Abstract This chapter presents the implementation and finding...

In this study, we draw data from a tripartite telecollaborative project that involved 112 teacher candidates (TCs) from university-based teacher education programmes in France, Turkey, and the USA. Theoretically, we rely on Pantić’s (2015. A model for study of teacher agency for social justice. Teachers and Teaching 21, no. 6: 759–778) model of tea...

This study draws data from an asynchronous discussion to which teacher candidates (TCs) from France, Turkey, and USA contributed as part of their participation in a semester-long telecollaboration in 2017. The analysis focused on the contributions of TCs (n=34) from Turkey and explored how they represented Syrian refugees in their responses to a qu...

Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural...

This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migra...

This paper presents data collected within the context of a teacher education course designed to raise student teachers’ critical language awareness. Firstly, we describe the process of selecting, editing and constructing a bank of thematic extracts of filmed classroom interactions and interviews for use in teacher education. Secondly, we explore th...

This chapter details a qualitative study conducted with pre-service elementary school student teachers enrolled in a Masters course on cultural and linguistic diversity at one university teacher education institute in France. The study aimed to evaluate the impact of the course on the student teachers' understanding of culturally and linguistically...

Les dispositifs immersifs sont des initiatives éducatives qui relèvent de décisions institutionnelles. Ils sont favorisés dans le cadre du droit à l’expérimentation (Art. L 401-1, Code de l’éducation, Légifrance). Cet article porte sur un dispositif d’immersion anglais créé dans une académie française suite à la participation d’un enseignant au tou...

In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policie...

Ce chapitre décrira et analysera les pratiques professionnelles observées dans une classe multilingue de petite section de maternelle à Mulhouse pendant une année scolaire. L’étude ethnographique menée dans cette classe s’est déroulée dans un cadre épistémologique et méthodologique qui privilégie la complémentarité et la collaboration entre tous le...

We consider a child whose home language differs from the language of the school to be an emergent bilingual from the very first day s/he sets foot in the school. From this perspective the bilingual competences developed by the child are influenced by the contexts in which s/he evolves, the amount of comprehensible input provided, the level of engag...

This article presents data from a longitudinal study undertaken in a pre-primary classroom of 3–4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher’s intercultural competence facilitated the emergent bilingual children’s transition from home to school and fostered positiv...

296 Copyright © 2016, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. This chapter details a qualitative study conducted with pre-service elementary school student teachers enrolled in a Masters course on cultural and linguistic diversity at one university teacher education...

According to many researchers and education professionals in Europe, our school populations are now characterized by multilingualism and multiculturalism for which educators are only slightly or not at all prepared. Ten years ago, a bi-national French-Scottish team endeavoured to respond to this question through the European project TESSLA (Teacher...

Résumé : Dans cet article, nous présentons un dispositif inclusif mis en place dans une classe de petite section depuis une dizaine d’années par la titulaire, également directrice de l’école maternelle, classée Rep+ (Réseaux d’éducation prioritaire+) et suivi par une équipe de deux enseignants chercheurs pendant l’année scolaire 2014-15. Cette appr...

Open access: https://www.atilf.fr/wp-content/uploads/publications/MelangesCrapel/file-37-2-1.pdf Résumé: L'étude porte sur des élèves bilingues émergents en Petite Section de maternelle en France. Dans l'enseignement, existent, en règle générale, des types de pédagogie monolingue qui ne tiennent compte ni des besoins ni des capacités des enfants bi...

The aim of this study was to investigate the role of co-operative games and circle time activities in fostering positive peer relations in two French Primary classrooms (N = 40). It presents French teachers' and pupils' perceptions of a set of co-operative games and circle time activities implemented within a year long study on personal, social and...

À l’heure actuelle, les futurs enseignants du primaire en formation à l’IUFM d’Alsace suivent un cursus de 76 heures en didactique du français et 24 heures en didactique d’une langue étrangère, les deux modules étant traditionnellement conçus séparément, mais l’un comme l’autre basé sur un présupposé non explicité : tous les élèves seraient francop...

The aim of this study was to investigate the role of personal, social and citizenship education (PSCE) in fostering positive self-esteem in two instrumental case studies which took place in two classrooms of 7-10 year old children (N=40) in France during the 2007-2008 school year. The study used a mixture of quantitative and qualitative methodologi...