Abstracts
Résumé
Cet article professionnel décrit le développement et la mise en oeuvre de deux projets éducatifs novateurs et inclusifs visant à soutenir le développement de deux habiletés langagières sous-jacentes aux apprentissages en littératie, la connaissance du vocabulaire et la compréhension inférentielle. Ces projets ont été réalisés en collaboration au coeur de deux milieux scolaires au Canada, un en milieu francophone majoritaire et un en milieu francophone minoritaire. Les aspects des deux projets ayant contribué à leur mise en oeuvre et à leur pérennité dans leur organisation scolaire respective sont présentés, de même que les différences dénotant des adaptations sensibles à chacun des milieux.
Mots-clés :
- lecture interactive,
- pédagogie universelle,
- collaboration interdisciplinaire,
- langage oral,
- prérequis aux apprentissages en littératie
Appendices
Bibliographie
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