Awakening to Languages

Publications

Aeby, S., & De Pietro, JF. (2003). When teacher and students interact. Towards an analysis model for the construction of knowledge in the classroom. In Tupin, F. (Coord.) On the effectiveness of teaching practices? The files of educational sciences, n ° 10-2003, Toulouse, PUM., Pp. 93-108.

Andrade, AI, Araújo e Sá, MH & Moreira, G. (coord), 2007, Imagens das línguas e do plurilinguismo: princípios e sugestões de intervenção educativa, Cadernos do LALE (Laboratório Aberto para a Aprendizagem de Línguas Estrangeiras). Propostas series, Aveiro: Universidade de Aveiro.

Armand, F. Dagenais, D. & Nicollin, L. (2008). The linguistic dimension of intercultural issues: from Awakening to languages to plurilingual education. In Mc Andrew, M. (dir.), “Ethnic relations and education: national and international perspectives”, Revue Éducation et Francophonie, XXXVI (1), pp. 44-64. (Available online at http://www.acelf.ca/c/revue/pdf/XXXVI_1_044.pdf )

Armand, F., Sirois, F. and Ababou, S. (March 2008). Awakening to writing in multi-ethnic environments. Ministry of Education, Recreation and Sport: Pedagogical life, 146 http://www.mels.gouv.qc.ca/sections/viepedagogique/146/index.asp?page=elodil

Armand, F. and Lory, MP (2008), Cities on the track - crossed surveys, Creole, 15, didactic insert.

Armand, F., Sirois, F. and Ababou, S. (2008). Entry into writing in a plurilingual and disadvantaged context: developing metaphonological capacities and raising awareness of linguistic diversity. Canadian Modern Language Review, 65 (1), pp. 61-87.

Armand, F., Sirois, F., & Ababou, S. (2007). Enter the written word and awaken to linguistic diversity in preschool (in a multiethnic and disadvantaged environment). In S. Lucchini and A. Maravelaki (eds.), School language, linguistic diversity and interculturality (p 13-25). Brussels: Editions Modulaires Européennes.

Armand, F. and Maraillet, E. (2006). Linguistic diversity: taking it into account in schools. Le Jumelé (summer 2006), no1, p. 6.

Armand, F. and Dagenais, D. (2005). Languages in the context of immigration: awakening to language and linguistic diversity in schools. Canadian themes. Journal of the Association for Canadian Studies, special spring issue, 110-113. Immigration and the intersections of diversity, sponsored by the Métropolis et Patrimoine Canadien project.

Armand, F., Sirois, F., Ababou, S. in collaboration with the preschool team at Simonne Monnet school (2005). Awaken to linguistic diversity and promote awareness of writing in disadvantaged multiethnic environments. Journal of the Quebec Preschool Education Association, 43 (2), 8-1.

Armand, F. (2004), Promoting entry into writing and awakening linguistic diversity in preschool, Scientia Paedagogica Experimentalis, XLI, 2, 285-300.

Armand, F., Maraillet, E., Beck, I.-A. et al. (2004). To awaken to linguistic diversity: the Elodil project. Revue Québec Français, winter, 132, 54-57.

Blondin, C. & Mattar, C. (2004). Five educational teams are involved in awakening languages. A pilot project in basic education in the French Community. Liège: University of Liège, Experimental Pedagogy Service. [Available at http://www.mag.ulg.ac.be/eveilauxlangues/ ].

Candelier, M. & de Pietro, J.-F. (2008). Awakening to languages and curricular arguments: European choices and empirical foundations. In: F. Audigier & N. Tutiaux-Guillon (dir.), Skills and content - The curriculums in question, 147-162. Brussels: De Boeck University.

Candelier, M. (2007). All languages at school! Awakening to languages, an approach for Guyana? In: Isabelle Léglise & Bettina Migge (Dir.), Linguistic practices and attitudes in Guyana: views crossed, pp. 283-299. PUF, Paris.

Candelier, M. (2007). Awakening to languages and Language policy. In: Cenoz, J. & Hornberger, N. Encyclopedia of Language and Education, 2nd edition, Vol 6. Knowledge about Language, 219-232. Heidelberg: Springer-Verlag.

Candelier, M. (2006c). Awakening to languages, plurilingual training and teaching of French. Synergy World 1, 67-76.

Candelier, M. (2006). Awakening to languages - an original proposal for the management of plurilingualism in schools - Contribution to the UNESCO World Report Building Knowledge Societies. In: D. Cunningham, R. Freudenstein & C. Odé (eds), Language Teaching: A Worldwide Perspective - Celebrating 75 Years of FIPLV, 145-180. Belgrave: FIPLV.

Candelier, M. (2005a). "Attitudes yes, aptitudes perhaps?" - What teachers think of the effects of awakening to languages. In: M.-A. Mochet, M.-J. Barbot, V. Castellotti, J.-L. Chiss, Ch. Develotte & D. Moore (eds.), Plurilingualism and learning - Mixtures Daniel Coste, 195-213. Lyon: Ecole Normale Supérieure.

Candelier, M. (2005), “Awakening to languages: a plural approach to languages and cultures serving the extension of linguistic skills”, Prudent, L-.F., Tupin, F. and Wharton S. (editors), From plurilingualism to school - Towards a coordinated management of languages in sensitive educational contexts, pp. 417-436, Bern, Peter Lang.

Candelier, M. (2005). Awakening to languages: an innovation in the service of plurilingualism. [Conference published on the website of the European Assises on Plurilingualism: http://assisesplurilinguisme.affinitiz.com/ ]

Candelier, M. (2005). Awakening to languages: a European innovation. Fremdsprachen Lehren und Lernen (FLuL), 34, 27-44.

Candelier, M. (2005). Talensensibilisering - in Europese innovatie. In: L. Top & H. De Smedt (dir.), Zin voor Talen - Talensensibilisering en de taalportfolio in een meer talig onderwijs, 21-41. Antwerpen: Guarantor.

Candelier, M. (ed.) (2003), Evlang - awakening to languages in primary school - Assessment of a European innovation, Brussels, De Boek - Duculot.

Candelier, M. (ed.) (2003), Janua Linguarum - La Porte des Langues - The introduction of awakening to languages in the curriculum, Strasbourg ,: European Center for Modern Languages / Council of Europe. [ http://www.ecml.at/ ]

Candelier, M. (2003). Sprachen-und Kulturenvielfalt in der Grundschule - Evlang: ein Beitrag zur Verwirklichung von Zielen der europäischen Sprachenpolitik. In: Rüdiger Ahrens (ed.), Europäische Sprachenpolitik - European Language Policy, 347-357, Heidelberg, Universitätsverlag Winter.

Caporale & Moore, D. (1990). “Awakening to languages: a new way for early language learning”. Lidil, 2, 128-141.

Castellotti, V., & Moore, D. (in press). Children's drawings and multilingual constructions. From pictorial languages to imagined paths. In M. Molinié & M. Blancard (eds.). Drawings and destinies: from the route to the traces. Mobility, francophonies and multilingualism. (Pp.). CRTF-Encrages, Belles Lettres, Paris.

Castellotti, V., & Moore, D. (2005). Plural directories, metalinguistic culture and uses of appropriation. In JC Beacco; V. Cicurel; J.-L Chiss & D. Véronique (eds). Educational and Linguistic Cultures in Language Teaching (Pp. 107-132). Paris: Presses Universitaires de France.

Castellotti, V., Coste, D., & Moore, D. (2001). The near and the far. In D. Moore (ed.) Representations of languages and their learning (Pp. 101-131). Crédif-Essais Collection, Didier

Castellotti, V., & Moore, D. (1999). Cross-sectional diagrams of plurilingualism, Bulletin de la VALS / ASLA, 70, Swiss Association of Applied Linguistics, October 1999, pp. 27-49.

Dagenais, D., Moore, D., Lamarre, S., Sabatier, C. & Armand, F. (2009) Linguistic landscape and language awareness. In E. Shohamy and D. and D. Gorter (eds.), Linguistic Lansdcape: Expanding the Scenary (pp. 253-269). New York and London: Routledge.

Dagenais, D., Walsch, N., Armand, F., and Maraillet, E. (2008). Collaboration and co-construction ok knowledge during language awareness activities in Canadian elementary school. Language Awareness, 17 (2), pp. 139-155.

Dagenais, D., Armand, F., Maraillet, E., & Walsh, N. (2007). Awakening to languages and the co-construction of knowledge on linguistic diversity. Canadian Journal of Applied Linguistics. 10 (2), 197-219.

De Pietro, J.-F. (2003). Diversity at the basis of reflective activities. Repères, 28. [Reflective observation of language "at school]

From Pietro, JF. (2002). What if, at school, we also learned? Language acquisition in the classroom. Foreign Language Acquisition and Interaction - AILE 16-2002. [ http://aile.revues.org/document1382.html ]

De Pietro, J.-F., (Dir.) (1999). Openness to languages: concepts, experiences, didactic ideas. Babylonia, number 2 [babylonia@iaa.ti-edu.ch].

From Pietro, JF. (1995). Living and learning languages differently at school - a language awakening experience in primary school. Babylonia, (2), 32-36.

Dabene, L. (1995). Awakening to language, route and problematic, in D. Moore (ed.), Awakening to language. Didier Erudition, Paris.

Donmall, BG (Dir.) (1985). Language awareness. Center for Information on Language Teaching and Research, London.

Fidler, S. (2006). Awakening to languages in primary school. ELT Journal, 60 (4), 346-354.

Genelot, S. & Tupin, F., (2003). Classroom dynamics and school efficiency. In Tupin, F. (Coord.) On the effectiveness of teaching practices? The files of educational sciences, n ° 10-2003, Toulouse, PUM., Pp. 109-130.

Haenisch, H. and Thürmann, E. (1994). Begegnung mit Sprachen in der Grundschule. Eine empirische Untersuchung. Zum Entwicklungsstand, zur Akzeptanz und zu den Realisierungsformen von Begegnung mit Sprachen in den Grundschulen Nordrhein-Westfalens. Landesinstitut für Schule und Weiterbildung, Soest.

Hawkins, E. (2005). Out of this nettle, drop-out, we pluck this flower, opportunity: re-thinking the school foreign language apprenticeship. Language Learning Journal 32, 4-17.

Hawkins, E. (1984). Awareness of Language. An Introduction. Cambridge, Cambridge University Press.

Huber, J. and Huber-Kriegler, M., (1994). Sprach- und Kulturerziehung: Der Versuch einer Verbindung von Sprachunterricht, sprachunabhängiger kommunikativer Fertigkeiten und Inter- / Kulturellem Lernen, Zentrum für Schulentwicklung, Graz.

James, C. (1995). The rise and fall of awakening to language, in D. Moore (ed.), Awakening to language, Didier Erudition, Paris.

James, C. and Garrett, P. (1992). The scope of language awareness, in James, C., and Garrett, P., (eds.), Language awareness in the classroom, Longman, London.

Kervran, M. (2003). Language learning and / or language education: what should pupils do with languages in primary school? Modern Languages, 2- 2003.

Maraillet, E. and Armand, F. (2006). Awakening to languages: primary school children speak languages and linguistic diversity, Diversité Urbaine, 6 (2), 16-34.

Matthey, M. (2005). Plurilingualism, partial skills and awareness of languages. From sociolinguistics to language teaching. In

 

Bronckart JP., Bulea E., & Pouliot M. (Eds.) Rethinking language teaching: how to identify and use skills, Presses Universitaires du Septentrion, Villeneuve d'Ascq, pp. 139-157.

Mba, Gabriel & Messina Ethe, Julia. (2003). The oral use of national languages in the Cameroonian education system, African Journal of Applied Linguistics, N ° 4.

Moore (2004). “Awakening to languages; Language awareness ”(pp. 92-94 and 220). In J.-P. Cuq (ed.) Dictionary of Didactics of French as a Foreign and Second Language, ASDIFLE - DGLFLF, Clé International, Paris.

Moore, D., & Castellotti, V. (2001). How multilingualism comes to children. In V. Castellotti (ed.) From One Language to Others (Pp. 151-190). Dyalang Collection, Presses Universitaires de Rouen.

Moore, D. (1998). It's all Chinese, it feels like Quentin. Approaches to distance and proximity to children awakened to languages. In J. Billiez (ed.) From the didactics of languages to the didactics of plurilingualism, Hommage à Louise Dabène (pp. 309-322). CDL-LIDILEM, Grenoble.

Moore, D. (1997). School and representations of bilingualism and language learning in children. In C. Allemann-Ghionda (ed.) Multikultur und Bildung in Europa / Multiculture et education en Europe, (1st Edition 1994), (pp. 123-135). Peter Lang, Bern.

Moore, D., (ed.) (1995). Awakening to languages. Notions en Questions, 1, Paris, Didier Érudition.

Moore, D. (1995). Language education to better learn languages. Babylonia, 2/95, Fondazione Lingue e Culture, Comano, pp. 26-31.

Moore, D. (1995) Awakening to language, notions in question, n ° 1 Paris, ENS Editions.

Moore, D. (1993). Between foreign languages and languages of origin: transforming diversity into an asset in learning. Applied Linguistics Studies, pp. 89, 97-106.

Oomen-Welke, I. (2003). Entstehung von sprachlichem Wissen und Bewusstsein im mehrsprachigen Kontext, in Bredel, U. et al, (eds), Didaktik der deutschen Sprache - ein Handbuch., Schöningh, Paderborn.

Oomen-Welke, I. (1998). Sprachen entdecken, in H. Giese and J. Ossner, Sprache thematisieren - Fachdidaktische und Unterrichtswissenschatliche Aspekte, Fillibach, Freiburg.

Perregaux, C. (1995). The school, plurilingual space, Lidil 11, 125-139.

Saudan, Victor & Sauer, Esther (forthcoming): “JALING Switzerland: ein Schweizer Pilotprojekt im Bereich der Förderung von Sprachbewusstheit in der Schule“ in Hug, Michael & Siebert-Ott, Gesa (Hg.): Sprachbewustheit und Mehrsprachigkeit, Baltmannsweiler: Schneider Verlag Hohengehren.

Saudan, Victor (et alii) (2005). Lernen durch die Sprachenvielfalt. Studien und Berichte der Schweizerischen Konferenz der kantonalen Erziehungsdirektoren n ° 22, Bern, 2005.

Saudan, Victor (2004). Sprachförderung dank Sprachvergleich und Sprachreflexion, in Babylonia 1/04.

Top, L., & De Smedt, H., (red.) (2005). Zin voor talen. Talensensibilisering en de taalportfolio in een meer talig onderwijs. Antwerpen, Garant

Young, A. and Hélot, C. (2003). Language Awareness and / or Language Learning in French Primary Schools today, Journal of Language Awareness, 12, 236-246.