@article{Maynard_2022, title={Forces et limites d’un dispositif plurilingue pour soutenir l’apprentissage de l’orthographe grammaticale française par des élèves bi/plurilingues}, volume={25}, url={https://journals.lib.unb.ca/index.php/CJAL/article/view/32601}, DOI={10.37213/cjal.2022.32601}, abstractNote={<div class="page" title="Page 1"> <div class="section"> <div class="layoutArea"> <div class="column"> <p>Learning French grammatical morphology (GM) poses great challenges for students, both in first and second languages (Lefrançois et al., 2008). This study examines the potential of a plurilingual method for teaching French GM in a first-year secondary school in Quebec. Implementing a pedagogical translanguaging approach (Cenoz & Gorter, 2020; Garcia et al., 2017) and including language awareness activities (Auger, 2014), this method also includes metacognitive dictations (Nadeau & Fisher, 2014) and an integrated approach (Allal, 2018). Using dictations and written production as pretests and posttests, we compared the effects of this plurilingual method with a monolingual method for various grammatical features, namely, subject-verb agreement, adjectives, past participle with <em>to be</em>, /E/ verb endings. We found that the plurilingual method supports learning over time for two specific features, adjectives and the past participle with <em>to be</em>.</p> </div> </div> </div> </div>}, number={3}, journal={Canadian Journal of Applied Linguistics}, author={Maynard, Catherine}, year={2022}, month={Dec.}, pages={66–92} }