The Conceptualizations of Educators Regarding Multimodal, Embodied Literacy Experiences in Early Years Classrooms Within a French Immersion Context:  An Exploratory Case Study

Novosel-Ulbrich, Sarah

The Conceptualizations of Educators Regarding Multimodal, Embodied Literacy Experiences in Early Years Classrooms Within a French Immersion Context: An Exploratory Case Study

dc.contributor.advisor	Lenters, Kimberly
dc.contributor.author	Novosel-Ulbrich, Sarah
dc.contributor.committeemember	Aukerman, Maren
dc.contributor.committeemember	Roy, Sylvie
dc.date	2022-02
dc.date.accessioned	2021-11-10T19:54:17Z
dc.date.available	2021-11-10T19:54:17Z
dc.date.issued	2021-11-09
dc.description.abstract	Experience with language plays a key role in language development for French immersion students. Multimodal, embodied literacy experiences are critical elements of language growth; thus it is imperative for educators to recognize their role in the development of language learning. Teachers can capitalize on children’s playful curiosities, explorations, and creations by recognizing their role in a child’s language journey and bringing considerations of children’s everyday desires into their pedagogical practice. The purpose of this study was to see how early years (kindergarten and grade 1) educators conceptualize multimodal, embodied learning experiences in their French immersion classrooms. Eight early years teachers were interviewed using semistructured interviews to inquire into their pedagogical practices. All of the teachers discussed the ways in which they create multimodal, embodied experiences to assist their students with language development. However, although the teachers reported affording their students these opportunities, none of them referred to these pedagogical experiences as multimodal or embodied literacies. Finally, teachers did not seem to separate oral or physical experiences from one another; teachers viewed that movement and voice must occur simultaneously for students to grasp the language activity. Lastly, none of the teachers agreed on the specific difficulties experienced by French immersion students, but unanimously stated that there is a substantial lack of resources for immersion educators. This void could be filled by multimodal, embodied literacy practices that students practice naturally throughout the day.	en_US
dc.identifier.citation	Novosel-Ulbrich, S. (2021). The conceptualizations of educators regarding multimodal, embodied literacy experiences in early years classrooms within a French immersion context: an exploratory case study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/39379
dc.identifier.uri	http://hdl.handle.net/1880/114108
dc.language.iso	eng	en_US
dc.publisher.faculty	Werklund School of Education	en_US
dc.publisher.institution	University of Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.	en_US
dc.subject	posthumanism	en_US
dc.subject	multimodality	en_US
dc.subject	embodiment	en_US
dc.subject	French immersion	en_US
dc.subject	early years education	en_US
dc.subject.classification	Speech Communication	en_US
dc.subject.classification	Education--Bilingual and Multicultural	en_US
dc.subject.classification	Education--Curriculum and Instruction	en_US
dc.subject.classification	Education--Early Childhood	en_US
dc.title	The Conceptualizations of Educators Regarding Multimodal, Embodied Literacy Experiences in Early Years Classrooms Within a French Immersion Context: An Exploratory Case Study	en_US
dc.type	doctoral thesis	en_US
thesis.degree.discipline	Education Graduate Program – Educational Research	en_US
thesis.degree.grantor	University of Calgary	en_US
thesis.degree.name	Doctor of Education (EdD)	en_US
ucalgary.item.requestcopy	true	en_US