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19 - Experiential and Research Journey

Questioning Linguistic and Cultural Otherness

Published online by Cambridge University Press:  02 June 2022

By
Cécile Goï
Edited by
Gail Prasad ,
Nathalie Auger  and
Emmanuelle Le Pichon Vorstman
Gail Prasad
Affiliation:
York University, Toronto
Nathalie Auger
Affiliation:
University of Montpellier
Emmanuelle Le Pichon Vorstman
Affiliation:
University of Toronto
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Summary

As for Maureen Kendrick, her Ukrainian family experiences in Canada inspired her to develop reciprocal teaching with migrant students. Through her work, she mobilizes not only languages but also multimodal semiotic resources to create access to new knowledge and opportunities for students.

Keywords

migrationlanguage learningidentitynew English language learnerspowermultimodality as semiotic resourcescommunicative repertoiremulticultural educationtransculturalismmultiliteracies pedagogies
Type
Chapter
Information
Multilingualism and Education
Researchers' Pathways and Perspectives
 , pp. 160 - 167
Publisher: Cambridge University Press
Print publication year: 2022

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References

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Auger, , (2010). Élèves nouvellement arrivés en France. Paris: Éditions des Archives contemporaines.Google Scholar
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Goï, C. (2005). Autorisation à réussir et transculturalité en éducation: Contribution à la conceptualisation de l’entre-trois au travers du cas de trois personnes dites de ‘double-culture‘, doctoral thesis, Université de Pau et des Pays de l’Adour.Google Scholar
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Goï, C. (2015). Des élèves venus d’ailleurs. CANOPÉ, Futuroscope. www.reseau-canope.fr/notice/des-eleves-venus-dailleurs_7383.htmGoogle Scholar
Goï, C. and Huver, E. (2013). Accueil des élèves migrants à l’école française, des pratiques et des postures ségrégatives et/ou inclusives ? In Bertucci, M.M., ed., Glottopol. Rouen: Université de Rouen, Laboratoire Dylis, Lieux de ségrégation sociale et urbaine: tensions linguistiques et didactiques? pp. 117–137. www.univ-rouen.fr/dyalang/glottopol/telecharger/numero_21/gpl21_08goi_huver.pdfGoogle Scholar
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