L’analyse du développement des processus de l’écrit de quatre élèves à risques de la 7e année dans un programme d’immersion française

This ethnographic study reports on the progress made by four at-risk French immersion students in their writing processes during one school year. By comparing the data collected while using think-alouds in November/December 2012 and May 2013, we examined the progress made in regards to planning, translating and revising processes as well as in aspects related to affect. We used Hayes’ (1996) writing model as a coding scheme. Our results revealed that the at-risk students made progress in areas related to translating, revising and affect, but little progress was noted in planning.