fiche sommaire de la chercheure

FICHE SOMMAIRE DE LA CHERCHEURE
Dans l’enseignement d’une langue seconde (L2),
comment une approche constructiviste
contribue-t-elle au développement des
compétences linguistiques et cognitives des
étudiants?
Comment favoriser un transfert entre les langues,
chez des étudiants en L2, qui contribuera au
développement de leurs compétences
linguistiques et cognitives?
Sunny Man Chu Lau
Professeure à la School of Education de l’Université Bishop’s
Cibles de recherche
Apprentissage
Enseignement
Préscolaire
X
X
Primaire
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X
Secondaire
X
X
Collégial
X
X
Universitaire
X
X
Spécialisations
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Apprentissage de l’anglais, langue seconde
Littératie critique et pensée critique
Multilittératies
Formation des enseignants d’anglais, langue seconde, et identité
enseignante
La recherche qualitative en classe
Recherche en cours
Titre: Language connections: French and English teachers’ collaboration for
critical bi-literacy learning (SSHRC – Insight Development Grant, 2014-2016)
Résumé
This university-school collaborative research project looks into the collaboration
of an English Language Arts teacher and a French Second Language teacher in
engaging their students in critical exploration of issues related to social justice in
both English and French, and how such efforts affect students’ biliteracy and
critical literacy development as well as students’ identity as emergent bilinguals.
Récentes publications liées aux intérêts du Collectif CLÉ
Revues avec comité de pairs
Lau, S. M. C. (submitted). Rethinking the pedagogy of scaffolding: A reflexive
study on a critical media literacy class. Critical Literacy Journal: Theories and
Practices.
Lau, S. M. C. (submitted). Language Portraits: Exploring how making emotional
connections to language learning and practices facilitates affirmative attitudes
toward linguistic diversity. Journal of Teacher Education.
Lau, S. M. C., & Saskia, S. (2014). Participatory research with teachers: Toward a
pragmatic and dynamic view of equity and parity in research
relationships. European Journal of Teacher Education, 37(2), 156-170.
http://www.tandfonline.com/doi/abs/10.1080/02619768.2014.882313#.U4TaFC_aI
s8
Lau, S. M. C. (2013). A study of critical literacy work with beginning English
language learners: An integrated approach. Critical Inquiry in Language Studies,
19(1), 1-30. http://www.tandfonline.com/eprint/eGfwUX7rnFi9TYKHd7zy/full
Lau, S. M. C. (2012). Reconceptualizing critical literacy teaching in ESL
classrooms. The Reading Teacher, 65(5), 321-326.
Lau, M. C. (2010). Practising critical literacy with English language learners: An
integrative approach. (Doctoral dissertation, Ontario Institute for Studies in
Education, University of Toronto, 2010). Dissertation Abstracts International, DAI-A
72/07, 348. http://hdl.handle.net/1807/24804
Lau, S. M. C. (2008). “Their beautiful long legs are our selling point!”: The
“synopticon” of the star-making promotion campaign of English private tuition
schools in Hong Kong. In G. Tchibozo (Ed.) Proceedings of the Paris International
Conference on Education, Economy and Society 2 (pp. 349-359). Strasbourg,
France: Analytrics.
Lau, S. M. C. (2007). Critical literacy: Toward a poststructural integrative
approach. In M. Federman (Ed.), Proceedings of the 7th Annual Dean's
Graduate Student Research Conference: Diverse Perspectives in Education (pp.
93-108). Toronto, ON: Ontario Institute for the Studies in Education, University of
Toronto.
Lau, M. C. (2006). Can questions be the answer? Promoting ESL students'
academic and critical literacy through collaborative student inquiry in literaturebased discussion. Contact, 33(3), 43-52.
Lau, M. C. (2003). Cultivating critical thinking skills through reading with young ESL
learners. Journal of Basic Education, 12(2), 191-210.
© 2014 – Collectif de recherche sur la continuité des apprentissages en lecture et en écriture