Une approche littératiée: apprendre les sciences et la langue en immersion tardive

Abstract Integrating content and language in French immersion (FI) continues to be a topic of concern and great discussion. Classroom observations suggest that FI teachers tend to focus on teaching content and negotiating meaning in the content-based classroom but often neglect language integration. This article presents the results of a quasi-experimental study that assessed the impact of a literacy-based approach to teaching science in late immersion. This approach includes explicit integration of language and science and draws on literacy-based teaching strategies. Results are encouraging, as the experimental group made gains in science and in writing skills.