Testing an interactionist model of explicit teaching of writing strategies

Authors

  • Erick Falardeau Université Laval
  • Marie-Andrée Lord Université Laval
  • Marion Sauvaire Université Laval

Keywords:

explicit instruction, interactionism, writing strategies, self-regulation, teaching practices

Abstract

Our research aims to build an interactionist model of explicit teaching of writing strategies for the primary and secondary levels adapted to Quebecois programs. The objective of this contribution is to present this model, implementation results, as well as the limits inherent in implementing explicit teaching on a large scale, particularly in the field of writing. Starting with a critique of behaviourist models of explicit teaching, we show how numerous researchers have adapted this pedagogical model to competency-based approaches, anchoring their work in cognitivist and socioconstructivist theories. The results obtained through our experimentations bring forward a reflection on the conditions that can facilitate the successful implementation of explicit teaching.

Author Biographies

Erick Falardeau, Université Laval

works with primary and secondary school level teachers to improve reading and writing teaching methods. His work focuses on the effects of explicit teaching of reading and writing strategies and self-regulation on student learning and motivation. His latest research shows the positive impact of explicit writing instruction when teachers are accompanied on a regular basis during the implementation of the sequence developed by the researchers. Erick.falardeau@fse.ulaval.ca

Marie-Andrée Lord, Université Laval

is a professor of French didactics in the Department of Teaching and Learning Studies in the Faculty of Education at Université Laval. She conducts research on the teaching and learning of grammar and writing at primary and secondary levels. Her research focuses more specifically on the articulation of grammar with reading and writing activities, grammatical justification, the teaching of renewed grammar, the explicit teaching of writing strategies, pre-service and in-service teacher training in grammar and grammar didactics, and the development of language skills in students enrolled in teacher training programs. She is also Director of CRIFPE-Laval (Centre de recherche interuniversitaire sur la formation et la profession enseignante). marie-andree.lord@fse.ulaval.ca

Marion Sauvaire, Université Laval

is a lecturer at the Université Toulouse-Jean-Jaurès. A specialist in the didactics of literature, she works with students and teachers on the development of reflexivity in literary reading and writing. She has recently conducted research on interpretive debate in secondary schools and on reflective writing through the reading of complete works. marion.sauvaire@fse.ulaval.ca

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Published

2022-09-30

How to Cite

Falardeau, E., Lord, M.-A., & Sauvaire, M. (2022). Testing an interactionist model of explicit teaching of writing strategies. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(3), 80–100. Retrieved from https://mje.mcgill.ca/article/view/9769

Issue

Vol. 57 No. 3 (2022)

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Articles

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