Description

In a Grade 9 Core French class, the teacher designed a multi-stage project in which students composed original children's stories in French, illustrated their stories to produce picture books, then, in groups, adapted one group member's story to a play script, and finally dramatized the scripts for children from the local French Immersion school. The teacher's claim was that by investing in multiple literacy tasks for authentic and interesting purposes, students would increase their French language awareness and proficiency, including literacy skills. This paper explores that claim: It reports on the context of the classroom project, the tasks designed, the data collection and analysis procedures, and the themes and implications that emerged with respect to written, visual, and dramatic modes, and student investment in learning.