Login | Register

‘How to Become a Part Without Falling Apart?’ Introducing Creative Activities in The Pedagogy of Ten 'Welcome Class' Elementary School Teachers in Montreal, Quebec

Title:

‘How to Become a Part Without Falling Apart?’ Introducing Creative Activities in The Pedagogy of Ten 'Welcome Class' Elementary School Teachers in Montreal, Quebec

Milivojevic, Valentina (2024) ‘How to Become a Part Without Falling Apart?’ Introducing Creative Activities in The Pedagogy of Ten 'Welcome Class' Elementary School Teachers in Montreal, Quebec. Masters thesis, Concordia University.

[thumbnail of Milivojevic_MA_F2024.pdf]
Preview
Text (application/pdf)
Milivojevic_MA_F2024.pdf - Accepted Version
Available under License Spectrum Terms of Access.
3MB

Abstract

This educational action research aimed to explore how applied theatre and visual
activities can be tailored to meet the needs of Welcome Class teachers' pedagogy and be easily
implemented. The collaborative research process involved introducing ten 'd’accueil' Montreal
public elementary school teachers to a wide selection of drama games and performative and
visual activities during two research workshop sessions in the spring of 2024. To improve
communication and understand the socioemotional and linguistic needs of their immigrant,
refugee, and asylum seeker students, the teachers applied new activities in their classrooms
between the first and second workshop sessions. They maintained an 'Activity Journal' to
document their personal process of facilitating, noting students' reactions and outcomes, and
reflecting by sharing with the researcher and their peers and offering modifications to the
activities. This collaborative method enabled and encouraged participants to share experiences,
support each other with resources, and enrich their curricula.
The research outcomes revealed constant struggles teachers encounter, such as a lack of
communication with families due to linguistic and cultural differences related behaviours, pre-
and post-migration traumatic outbursts, and a lack of personal support from their institutions.

Divisions:Concordia University > School of Graduate Studies > Individualized Program
Item Type:Thesis (Masters)
Authors:Milivojevic, Valentina
Institution:Concordia University
Degree Name:M.A.
Program:Individualized Program
Date:August 2024
Thesis Supervisor(s):Linds, Warren and Petrakos, Harriet and Beauregard, Caroline
Keywords:Montreal d'accueil pedagogy; applied theatre; creative activities; welcome class teachers; d'accueil teachers; allophone children;
ID Code:994543
Deposited By: Valentina Milivojevic
Deposited On:24 Oct 2024 17:45
Last Modified:24 Oct 2024 17:45

References:

“Accueil Et Intégration Des Élèves Issus De l’Immigration ...” Ministère De l’Éducation, Du
Loisir Et Du Sport (MELS), 2009 .
www.education.gouv.qc.ca/fileadmin/site_web/documents/education/diversite/AccueilIntegratio
n_3_ProtocoleAccueil.pdf.
Ackroyd, J. (Ed.). (2006). Research methodologies for drama education. Trentham Books.
Rob
Agreement between Autonomous Federation of Education, FAE, and The Employer Bargaining
Committee for Francophone School Service Centers (2024) https://www.lafae.qc.ca/
Ahooja, A & Ballinger, S. (2022) Invisible experiences, muted voices, and the language
socialization of Québec, migrant-background students, International Journal of Bilingual
Education and Bilingualism, 25:2, 478-490, DOI: 10.1080/13670050.2019.1699898
Allen, D. (2002, October) Who am1when you hold me back? Language learning and immigrant
adolescent integration. Paper presented at the Second Language Research Forum, Toronto.
Allen, D. (2003, March). Integration or homogenization? Immigrant youth, language,and
mainstream teachers. Paper presented at the American Association of Applied Linguistics
Annual Conference, Arlington,VA.
Allen, D. (2006). Who's in and Who's out? Language and the Integration of New Immigrant
Youth in Quebec. International Journal of Inclusive Education, vol. 10, no. 2-3, pp. 251–263.
doi:10.1080/13603110500256103.
Allen, D. (2007). Just who do you think I am? The name-calling and name-claiming of
newcomer youth. Canadian Journal of Applied Linguistics, 10(2), 165-175.
Aloisio, Anita. “THE TRANSMEMORIC PROCESS: THE JOURNEY OF ITALIAN-
QUÉBÉCOIS ARTISTS.” Concordia University, 2016, spectrum.library.concordia.ca/981072/.
69
Anderson, M., & Roche, C. (Eds.). (2015). The State of the Art: Teaching Drama in the 21st
Century.
Antony-Newman, M. (2020). Parental involvement of Eastern European immigrant parents in
Canada: whose involvement has capital?. British Journal of Sociology of Education, 41(1), 111-
126.
Armand, F., Lory, M. P., & Rousseau, C. (2013). «Les histoires, ça montre les personnes
dedans, les feelings. Pas possible si pas de théâtre.» (Tahina) Ateliers d’expression théâtrale
plurilingues en classe d’accueil. Lidil. Revue de linguistique et de didactique des langues, (48),
37-55.
Bacon, J. (2006). The feeling of the experience: A methodology for performance ethnography. In
J. Ackroyd (Ed.), Research methodologies for drama education (pp. 135-157). Stoke on Trent,
UK: Trentham Books.
Barba, E. (2003). The paper canoe: A guide to theatre anthropology. Routledge.
Barba, Eugenio, et al. "Anthropology and Theatre: Interviews." Performing Arts Journal, vol. 8,
no. 3, 1984, pp. 7– 27, https://doi.org/10.2307/3245480. Accessed 17 Apr. 2022.
Barba, Eugenio, and Jerzy Grotowski. Land of Ashes and Diamonds: My Apprenticeship in
Poland. Black Mountain Press, 1999.
Barba, Eugenio, and Judy Barba. On Directing and Dramaturgy: Burning the House. Routledge,
2010.
Barba, Eugenio, and Nicola Savarese. The Secret Art of the Performer: a Dictionary of Theatre
Anthropology. Routledge, 2005.
Baribeau, C. (2005). Le journal de bord du chercheur. Recherches qualitatives, 2, 98-114.
70
Barrett, F. J. (2012). Yes to the mess surprising leadership lessons from Jazz. Harvard Business
Press. Bertin, R. (2018). Là où naît l’espoir. Jeu, (166), 4-6.
Barry, D. (1996), 'Artful inquiry: A symbolic constructivist approach to social science research',
Qualitative Inquiry, 2: 4, pp. 411-438.
Beauregard, Caroline. “Évolution De L'expression Identitaire à Travers Les Dessins D'élèves
Immigrants En Classe D'accueil.” Université de Montréal,
Https://Papyrus.bib.umontreal.ca/Xmlui/Handle/1866/19016, 2016.
Beauregard, F., Petrakos, H., & Dupont, A. (2014). Family-school partnership: Practices of
immigrant parents in Quebec, Canada. School Community Journal, 24(1), 177–210.
https://files.eric.ed.gov/fulltext/EJ1032264.pdf
Boal, Augusto. The Theatre of the Oppressed. Pluto Press, 1979.
Boal, A. (2005). Legislative theatre: Using performance to make politics. Routledge.
Jackson, A., & Boal, A. (2006). The aesthetics of the oppressed. Routledge.
Boal, Augusto. Games for Actors and Non-Actors. Routledge, 2007.
Boal, A. (2013). The rainbow of desire: The Boal method of theatre and therapy. Routledge.
Boldt, R., & Brooks, C. (2006). “Creative Arts: strengthening academics and building
community with students at risk”. Reclaiming Children and Youth, 14(4), 223-227.
Boostrom, R. (1998) 'Safe spaces': Reflections on an educational metaphor, Journal of
Curriculum Studies, 30:4, 397-408, DOI: 10.1080/002202798183549
Boulaamane, K., & Bouchamma, Y. (2021a). School-immigrant family-community collaboration
71
practices: Similarities and differences. Canadian Journal of Educational Administration and
Policy, (197), 76–93.
Bourdieu, P. (1983). The forms of capital. Handbook of Theory and.
Breton-Carbonneau, Gabrielle. "« Bienvenue Au Québec! » The Integration of Newly Arrived
Immigrant Students in Quebec Classes d'Accueil." Concordia University, 2011,
spectrum.library.concordia.ca/7322/.
Breton-Carbonneau, G., & Cleghorn, A. (2010). What’s Language Got to do with it? An
Exploration into the Learning Environment of Quebec’s Classes d’Accueil. Comparative and
International Education, 39(3).
Brown, C. S., & Chu, H. (2012). Discrimination, ethnic identity, and academic outcomes of
Mexican immigrant children: The importance of school context. Child development, 83(5), 1477-
1485.
Butler-Kisber, L., & Poldma, T. (2010). The power of visual approaches in qualitative inquiry:
The use of collage making and concept mapping in experiential research. Journal of Research
Practice, 6(2), M18-M18.
Chaiklin, S., & Wengrower, H. (Eds.). (2015). The art and science of dance/movement therapy:
Life is dance. Routledge.
Cinaglia, C., & De Costa, P. I. (2022). Cultivating critical translingual awareness: Challenges
and possibilities for teachers and teacher educators. RELC Journal, 53(2), 452-459.
Clark, J. B. 2012. “Heterogeneity and a Sociolinguistics of Multilingualism: Reconfiguring
French Language Pedagogy.” Linguistics and Language Compass 6 (3): 143–161.
Clark, J. S., Porath, S., Thiele, J., & Jobe, M. (2020). Action research.
72
Cohen, L. (1994). Stranger music: selected poems and songs (Pbk.). McClelland &
Stewart.
Cummins, J. (1984). Bilingualism and cognitive functioning. S. Shapson &, 500, 55-70.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire.
Multilingual Matters.
Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L., ... & Sastri, P. (2005).
Affirming identity in multilingual classrooms. Educational leadership, 63(1), 38.
Cummins, J. (2006). Identity Texts: The Imaginative Construction of Self through Multiliteracies
Pedagogy. In O. Garcia, T. Skutnabb-Kangas & M. E. Torres-Guzman (Eds.), Imagining
Multilingual Schools: Language in Education and Glocalization (pp. 51-68). Toronto:
Multilingual Matters Ltd.
Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in
bilingual education. In J. Cummins, & N. H. Hornberger (Eds.), Encyclopedia of language
education: Volume 5, Bilingual education (2nd ed., pp. 65e75). Boston, MA: Springer.
Cummins, J., Early, M., & Stille, S. (2011). Frames of reference: Identity texts in perspective.
Identity texts: The collaborative creation of power in multilingual schools, 21-44.
Cummins, J. (2014). Bilingualism Language Proficiency, and Metalinguistic Development. In
Childhood bilingualism (pp. 71-88). Psychology Press.
Daniels, E. R. (2020). The Regulated Classroom: Bottom up Trauma-Informed teaching: A New
Somatosensory and PolyVagal-Informed Approach to Creating Safety and Connection in the
Classroom.
Donmoyer, R. & Yennie-Donmoyer, J. (1995). Data as drama: Reflections on the use of readers
73
theatre as a mode of qualitative data display. Qualitative Inquiry, 1(4), 402-428.
Dorion, A. S., Squalli, Z., Lalande, J., Asselin, S., Hajjar, M., & Puentes-Neuman, G. (2019).
Résilience des élèves en classe d’accueil: perception des enseignants au primaire. Journal
of Interpersonal Relations, Intergroup Relations and Identity, 12, 54-70.
Dutton, J., Rushton, K. Drama pedagogy: subverting and remaking learning in the third space.
AJLL 45, 159–181 (2022). https://doi.org/10.1007/s44020-022-00010-6
Emunah, Renée. The Self in Performance: Autobiographical, Self-Revelatory, and
Autoethnographic Forms of Therapeutic Theatre. Palgrave Macmillan, 2016.
“FICHE SYNTHÈSE SUR L’IMMIGRATION AU QUÉBEC - 2019.”Ministère De
L'Immigration, De La Francisation Et De l’Intégration, 2019,
www.mifi.gouv.qc.ca/publications/fr/recherches- statistiques/FICHE_syn_an2019.pdf.
Fels, L. (2004). Complexity, Teacher Education and the Restless Jury: Pedagogical Moments of
Performance, Complicity: An International Journal of Complexity and Education, Vol 1 No. 1.
www.complexityandeducation.ualberta.ca/publications.htm
Fleury, B. (2007). Pluralisme, accommodement et éthique de responsabilité en milieu scolaire.
Fox, J., & Salas, J. (2021). Personal stories in public spaces: Essays on playback theatre by its
founders. Tusitala Publishing.
Freire, P., & Freire Ana Maria Araújo. (2014). Pedagogy of hope: reliving pedagogy of the
oppressed. (R. R. Barr, Trans.) (Bloomsbury revelations, Ser. Bloomsbury revelations series).
Bloomsbury.
Freire, P. (2005). Teachers as cultural workers: Letters to those who dare teach. New York, NY:
Westview Press.
74
Galante, A., & dela Cruz, J. W. N. (2021). Plurilingual and pluricultural as the new normal: An
examination of language and identity in the multilingual city of Montréal. Journal of
Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.1931244
Galante, A. (2022) Translanguaging drama: embracing learners’ perezhivanie for embodiment
of the repertoire, International Journal of Bilingual Education and Bilingualism, DOI:
10.1080/13670050.2022.2069460
Garcia, G. N. (2000). Lessons from Research: What Is the Length of Time It Takes Limited
English Proficient Students To Acquire English and Succeed in an All-English Classroom? Issue
Brief No. 5.
García, O., & Kleifgen, J. A. (2020). Translanguaging and Literacies. Reading Research
Quarterly, 55(4), 553–571.
García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and
divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35.
Glass, J. S., & Benshoff, J. M. (1999). PARS: A processing model for beginning group leaders.
Journal for specialists in group work, 24(1), 15-26.
Gouvernement du Québec. (1998a). A school for the future. Policy statement on educational
integration and intercultural education. Ministère de l’éducation, des loisirs et des sports.
Retrieved from: http://www.meq.gouv.qc.ca/REFORME/int_scol/Bro_a.pdf.
Gouvernement du Québec. (1998b). Plan of action on educational integration and intercultural
education. Ministère de l’éducation, des loisirs et des sports. Retrieved from:
http://www.meq.gouv.qc.ca/REFORME/int_scol/Bro_a.pdf.
Gouvernement du Québec. (2001). Programme de formation de l’école Québécoise:Education
préscolaire et enseignement primaire.Chapitre 5.3- Accueil. Ministère de l’éducation, des loisirs
et des sports. Retrieved from :
75
http://www.mels.gouv.qc.ca/dgfj/dp/programme_de_formation/primaire/prform20 01h.ht ml.
Gouvernement du Québec. (2014). Programme de formation de l’école Québécoise:Education
préscolaire et enseignement primaire. Accueil. Ministère de l’éducation, des loisirs et des sports.
Retrieved from: http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PFEQ/francais-
ilss.pdf
Gouvernement du Québec. (2021). Référentiel de compétences professionnelles – Profession
enseignante
Gurdjieff, G. I. (2015). Meetings with remarkable men. Penguin UK.
Haber, Margie, and Barbara Babchick. How to Get the Part, without Falling Apart! Lone Eagle
Pub. Co., 1999.
Hakuta, K., Butler, Y. G., & Witt, D. (2000). How Long Does It Take English Learners To Attain
Proficiency?.
Heron, J. (2002). The complete facilitator's handbook. Kogan Page.
Hunter, M. A. (2008). Cultivating the art of safe space. Research in Drama Education: The
Journal of Applied Theatre and Performance, 13(1), 5-21 (2008).
doi:10.1080/13569780701825195.
Jonsdottir, F., & Einarsdóttir, J. (2024). Pedagogical challenges and practices in multicultural
classrooms: A praxeological study. Educational Action Research, 32(1), 127-143.
Lam, G., Collins, S., & Wong, G. (2020). Alone in Paradise: A review of the literature related to
single, immigrant mothers in Canada. Journal of the Motherhood Initiative for Research and
Community Involvement, 11(1), 51–71.
Lee, J. S., & Suarez, D. (2009). A synthesis of the roles of heritage languages in the lives of
76
children of immigrants: What educators need to know. The education of language minority
immigrants in the United States, 136-171.
Leffler, E. (2022). “Stepping Out”: The Physical Play and Incorporeal Dialogue of Applied
Theatre Processes. In Applied Theatre and Intercultural Dialogue: Playfully Approaching
Difference (pp. 23-49). Cham: Springer International Publishing.
Linds, W. (2001). A journey in metaxis: Been, being, becoming, imag(in)ing drama facilitation.
Doctoral Dissertation. Vancouver: University of British Columbia.
Machado, Antonio. (1982). Selected Poems. Trans. Alan S. Trueblood. Cambridge, MA: Harvard
Markus, P. (2006). Drawing on experience.
Martin, Valérie. “Des Ateliers De Théâtre Pour Des Élèves En Classe D'accueil: UQAM.”
Actualités UQAM, 6 Dec. 2016, www.actualites.uqam.ca/2016/des-ateliers-de-theatre-pour-des-
eleves-en-classe-d-accueil.
Mason, B. (2022). Towards positions of safe uncertainty. Human Systems: Therapy, Culture and
Attachments, 263440412110631, 263440412110631–263440412110631.
https://doi.org/10.1177/26344041211063125
Maturana, H. R., & Varela, F. J. (1998). The tree of knowledge: the biological roots of human
understanding (Rev.). Shambhala.
Ministère de l’Éducation, du Loisir et du Sport du Québec. (2014). Intégration linguistique,
sociale et scolaire. Dans Programme de formation de l’école québécoise, enseignement primaire
(p. 190). Québec: Gouvernement du Québec.
Molinié, M. (2009). Le dessin réflexif: élément pour une herméneutique du sujet plurilingue.
Cergy-Pontoise: Encrage.
Morantz, G., Rousseau, C., & Heymann, J. (2012). The divergent experiences of children and
77
adults in the relocation process: perspectives of child and parent refugee claimants in Montreal.
Journal of Refugee Studies, 25(1), 71–92. https://doi.org/10.1093/jrs/fer025
Nachmanovitch, S. (1990). Free play: improvisation in life and art. Jeremy P. Tarcher/Putnam, a
member of Penguin Putnam.
Nietzsche, F. W., Geuss, R., Nehamas, A., & Löb Ladislaus. (2009). Writings from the early
notebooks (Ser. Cambridge texts in the history of philosophy). Cambridge University Press.
Ortega, L. 2014. “Ways Forward for a bi/Multilingual Turn in SLA.” In The Multilingual Turn:
Implications for SLA, TESOL and Bilingual Education, edited by S. May, 32–52. New York:
Routledge.
Piazzoli, E. (2011). Process drama: The use of affective space to reduce language anxiety in the
additional language learning classroom. Research in Drama Education: The Journal of Applied
Theatre and Performance, 16(4), 557-573.
Piazzoli, E., & Kir Cullen, E. (2021). The double-edged sword of storytelling: Performative
language pedagogy with refugees, asylum seekers and migrants.
Prasad, G. (2012b). Multiple Minorities or Culturally and Linguistically Diverse (CLD)
Plurilingual Learners? Re-envisioning Allophone Immigrant Children and Their Inclusion in
French-Language Schools in Ontario. Canadian Modern Language Review/La Revue
canadienne des langues vivantes, 68(2), 190-215. doi: 10.3138/cmlr.68.2.190
Prasad, G. L. (2015). The Prism of Children’s Plurilingualism: A Multi-site Inquiry with
Children as Co-researchers across English and French Schools in Toronto and Montpellier.
Dissertation. University of Toronto.
Proulx, J. (2010). Is “Facilitator” the Right Word? And on What Grounds? Some Reflections
and Theorizations. 14.
78
Proulx, J. P. (2015). De la classe d'accueil à la classe ordinaire: portrait du passage selon les
acteurs du monde scolaire au primaire.
Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry
and practice. sage.
Roman, A. L. (2022). Parent-School Interaction in a Post-Migration Context: An Analysis from
the Perspectives of English-Speaking Single Mothers with Children Enrolled in the French-
Language Public School System in Montreal, Quebec, Canada (Doctoral dissertation, Concordia
University). (2): 190–215.
Rousseau, C., Lacroix, L., Bagilishya, D., & Heusch, N. (2003). Working with myths: Creative
expression workshops for immigrant and refugee children in a school setting. Art Therapy,
20(1), 3‐10.
Rousseau, C., Singh, A., Lacroix, L., Measham, T., & Jellinek, M. S. (2004). Creative expression
workshops for immigrant and refugee children. Journal of the American Academy of Child &
Adolescent Psychiatry, 43(2), 235‐238.
Rousseau, C., Drapeau, A., Lacroix, L., Bagilishya, D., & Heusch, N. (2005). Evaluation of a
classroom program of creative expression workshops for refugee and immigrant children.
Journal of child psychology and psychiatry, 46(2), 180-185.
ROUSSEAU, C., LACROIX, L., SINGH, A., GAUTHIER, M.-F. & BENOIT, M. (2005). Creative
Expression Workshops in School: Prevention Programs for Immigrant and Refugee Children.
The Canadian Child and Adolescent Psychiatry Review, 14 (3), 77-80.
Rousseau, C., Benoit, M., Gauthier, M.-F., Lacroix, L., Alain, N., Viger Rojas, M., Bourassa, D.
(2007). Classroom drama therapy program for immigrant and refugee adolescents: A pilot
study. Clinical Child Psychology and Psychiatry, 12(3), 451‐465.
https://doi.org/10.1177/1359104507078477
79
Rousseau, C., Armand, F., Laurin‐Lamothe, A., Gauthier, M. F., & Saboundjian, R. (2012). A
pilot project of school‐based intervention integrating drama and language awareness. Child and
adolescent mental health, 17(3), 187-190.
Salas, J. (2009). Playback theatre: A frame for healing. Current Approach in Drama Therapy,
2th ed. Springfield, Illinois: Charles C. Thomas Publisher Ltd, 445-459.
Sarkar, M. (2005). A l’école on parle français: Second language acquisition and the creation of a
community in a multiethnic Montreal kindergarten. In F. Salili & R. Hoosain, (Eds.) Language in
multicultural education. (pp. 310-342). Greenwich, CT: Information Age Publishing.
Seltzer K (2022) Enacting a critical translingual approach in teacher preparation: Disrupting
oppres- sive language ideologies and fostering the personal, political, and pedagogical stances
of pre-service teachers of English. TESOL Journal 13: e649.
Steinbach, M. (2010). Quand je sors d'accueil: linguistic integration of immigrant adolescents in
Quebec secondary schools. Language, culture and curriculum, 23(2), 95-107.
Steinbach, M. (2011). Intercultural education in Quebec: Preparing teachers and students for
diversity. Canadian Issues, 67.
Steinbach, M., & Grenier, N. (2013). «Nous autres aussi on aimerait ça garder notre culture»:
les attitudes des élèves d’origine québécoise envers les élèves issus de l’immigration. McGill
Journal of Education, 48(1), 183-202.
Suárez-Orozco Carola, & Suárez-Orozco Marcelo M. (2001). Children of immigration (Ser. The
developing child). Harvard University Press.
Schwarz, R. M. (2017). The skilled facilitator: a comprehensive resource for consultants,
facilitators, coaches, and trainers (Third edition). Jossey-Bass.
80
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=14
03948
Thompson, J. (2003). Applied theatre: bewilderment and beyond. Peter Lang.
Tom, P. (2017). Bagages. Picbois Productions.
Ungar, M., Brown, M., Liebenberg, L., Othman, R., Kwong, W., Armstrong, M., & Gilgun, J.
(2007). Unique pathways to resilience across cultures. Adolescence, 42(166), 287-310.
Winnicott, D. W., & Rodman, F. R. (2005). Playing and reality (Ser. Routledge classics).
Routledge.
https://csdma.sharepoint.com/:w:/s/O365-
ILSS/ERwbjZ2vunNHt9hPkpGu7jcBH0TXnhIQYjxBEzhyZlJ6FQ?e=jFR7Cx
La vidéo de formation sur le programme d’expression créatrice Pluralité-ÉLODiL:
https://vimeo.com/302345312. Mot de passe pour accéder à la vidéo: Expression. (2011)
https://www.emsb.qc.ca/emsb/admissions/eligibility
https://kstatelibraries.pressbooks.pub/gradactionresearch/chapter/chapt1/
https://educaloi.qc.ca/en/capsules/access-to-english-schools-in-quebec/
https://cdn-contenu.quebec.ca/cdn-contenu/adm/min/education/publications-adm/devenir-
enseignant/reference_framework_professional_competencies_teacher.pdf?1611584651
https://www.euzatebe.rs/en/projects/beyond-the-chapters--accession-to-diversity
https://elodil.umontreal.ca/guides/theatre-pluralite-elodil/
81
https://thelinknewspaper.ca/article/bienvenue-a-la-classe-daccueil
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top