What instructional strategies participate in the development of writing skills? A deliberative workshop conducted with experienced French teachers

What instructional strategies participate in the development of writing skills? A deliberative workshop conducted with experienced French teachers

• Sylvie Marcotte, Université du Québec en Outaouais, Canada

• Pascale Lefrançois, Université de Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2023.672

Résumé

Research evidence on the instructional strategies used in French classes in Quebec secondary schools which particularly participate in the development of students’ writing skills is incomplete and difficult to compare. To complete and interpret this knowledge, we draw on the experience-based knowledge of teachers (Tardif, & Lessard, 1999) by leading a deliberative workshop (Dogba, Dossa, & Dagenais, 2017) with six experienced teachers. At the end, three sets of instructional strategies are chosen: showing students examples of texts or writing strategies; making students write (more); offering students a variety of feedbacks.

Abstract

Research evidence on the instructional strategies used in French classes in Quebec secondary schools which particularly participate in the development of students’ writing skills is incomplete and difficult to compare. To complete and interpret this knowledge, we draw on the experience-based knowledge of teachers (Tardif, & Lessard, 1999) by leading a deliberative workshop (Dogba, Dossa, & Dagenais, 2017) with six experienced teachers. At the end, three sets of instructional strategies are chosen: showing students examples of texts or writing strategies; making students write (more); offering students a variety of feedbacks.