Developing early literacy and eco-consciousness in French immersion through daily nature walks : a case study of teacher reflection
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Subjecteco-consciousness; French Immersion; interdisciplinary; language arts competencies; place-based education; teacher reflection
This case study, with aspects of action research, integrates place-based education in a primary French Immersion classroom. The focus is on developing a sense of eco-consciousness and language arts competencies by writing interactive messages with the students about daily walks, featuring Aldo Leopold’s ten ways of knowing nature. Previous research has failed to address the reading/writing connection and outdoor learning in an interdisciplinary French Immersion language arts program. This study uses hermeneutic phenomenology and reflective teaching to examine the students’ and teacher’s shared lived experiences. In response to experiential and sensory learning experiences, students demonstrated engagement and enjoyment as well as development of eco-consciousness and the four language skills of reading, writing, listening and speaking. Recommendations are offered for teachers as British Columbia transitions to a new curriculum that features interdisciplinary learning and opportunities for reflection on experiences of place. With an emergent curriculum practice, teachers can support literacy development with a practice of outdoor learning to support developing eco-consciousness and sense of place.
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