Seventh International Conference on Immersion and Dual Language Education

Strand I: Pedagogy & Assessment

not language specific, but examples in French

Elementary (K-5)

This presentation is based on a study that aimed to develop and to test oral activities for L2 literacy stations.  Students work in small groups to expand their learning (Ford & Opitz, 2012).

Stations often include listening, reading, and  writing centres. However, there is a theoretical and pedagogical void regarding oral centres in L2. In this multi-year educational design research (Brown, 1990), characteristics of efficient oral activities for L2 oral literacy stations were developed and tested.  Oral activities were created collaboratively with teachers and researchers for the L2 context and tested in the classroom.  The results indicated that students are able to work independently in their L2, without the teacher, in oral stations.  They were able to engage in extended oral output in their L2  and engaged in negotiation of meaning (Swain, 1995) and of form (Lyster, 1997).

Characteristics of efficient oral activties for the L2 context and examples of activities will be presented.