Papers by Margaret MacDonald
Disrupting Boundaries in Education and Research
Childhood Education, 2015
As climate change, overpopulation, and inequalities begin to take their toll on our planet and on... more As climate change, overpopulation, and inequalities begin to take their toll on our planet and on global human development, sustainability has become increasingly important for a prosperous future. How can we ensure quality of life for future generations? How can we make choices and cultivate environments in which sustainable practices are the norm? Over the past several years, the international community has been developing global goals to promote human rights, equality, and security through 2030. These Sustainable Development Goals are designed to create conditions in which every person on earth is able to thrive in societies that are safe, progressive, nurturing, just, and peaceful. Children and their families will have a vital role to play in creating these societies and will need a strong foundation in sustainable thinking and practices to bring about a brighter future.
Revue de sociolinguistique en ligne n° 18 – juillet 2011 Les pérégrinations d'un gentilhomme ... more Revue de sociolinguistique en ligne n° 18 – juillet 2011 Les pérégrinations d'un gentilhomme linguiste. Hommage à Claude Caitucoli. Numéro dirigé par Fabienne Leconte SOMMAIRE Fabienne Leconte : Présentation. Papa-Alioun Ndao : Politiques linguistiques et gestion de la diversité linguistique au Sénégal : aspects sociolinguistiques. Abou Bakry Kébé : Contacts de langues et médias : le discours journalistique en wolof à l'épreuve du parler ordinaire sénégalais. Moussa Daff : Esquisse pour une démarche méthodologique de didactique convergente dans l'enseignement bilingue en francophonie africaine : cas du partenariat didactique français/wolof au Sénégal. Birahim Thioune : Didactique du conte et du récit imaginé à l'école primaire : propositions de démarches pour un projet expressif, dans des classes de langue au Sénégal. Fallou Mbow : Paratexte et visée de l'énonciation romanesque en littérature africaine. Mamadou Lamine Sanogo : Pour une prise en compte des langues...
The Modern Language Journal, 2013
ABSTRACT The following study is part of a larger community-based project that began in 2007 to do... more ABSTRACT The following study is part of a larger community-based project that began in 2007 to document Halq'eméylem language and cultural transmission among Elders, family members, and teachers in the Stó:lō First Nation located in Chilliwack, British Columbia, Canada (MacDonald et al., 2010; MacDonald et al., 2011). Within the larger project, this article focuses on Halq'eméylem language and literacy transmission and the ways that literacy practices, including the creation of a Halq'eméylem orthography, and theories of school-based second language acquisition have influenced language revitalization within a British Columbia Aboriginal Head Start program. Using ethnographic methods and grounded theory, findings illustrate how a lack of teacher fluency has influenced the transmission of Halq'eméylem by creating the need to rely on a unique bi-/multiliteracy base where environmental print, translated names, translated songs, and interactive text-based computer games are used to support Halq'eméylem language development among parents and teachers who are jointly and concurrently learning and teaching their ancestral language. The study is anchored in a critical perspective on multilingualism (Creese & Blackledge, 2010) that moves away from ideologized beliefs that linguistic systems should be strictly separated, including within second language classrooms (Cummins, 2008; Lüdi, 2003; Lüdi & Py, 2009; Moore & Gajo, 2009; Swain & Lapkin, 2005).
Journal of Intergenerational Relationships, 2006
In the following exploratory study the interaction patterns of 4 parent readers and 4 senior read... more In the following exploratory study the interaction patterns of 4 parent readers and 4 senior readers were investigated using grounded theory methodology during an intergenerational shared book reading program involving 16, 5 and 6 year old children. 1 Data were collected during pilot, pre-program, program, and post-program conditions using open, axial and selective coding procedures leading to the identification of provisional categories and the central phenomenon of scaffolding. Scaffolding was defined as a query and response pattern initiated by the adult, and used to direct the child's focus of attention during the literacy act. This took place as part of a transactional process where the elements of (a) the book being read, (b) the child and (c) the volunteer reader were found to mutually condition each other. The qualities that the reader brought to the transaction tended to differ when comparing senior and parent readers. The main differences observed occurred in three clusters of (a) Timing, Responsiveness, and Pace, (b) Use of Expression, Colloquialisms, Articulation and (c) Gestures, Feedback Methods and Range of Strategies. Within these categories, the pace of the senior readers was found to be slower than that of the parent aged readers. The senior readers also tended to use distinct pronunciation and did not use colloquialisms. They were also more inclined to use a wider range of supportive strategies. Both the senior readers and the parent readers were unaware of most of the strategies that
… DE L'ENFANCE, 2010
University Résumé À l'aide de méthodes et procédures ethnographiques, et dans la perspective d'un... more University Résumé À l'aide de méthodes et procédures ethnographiques, et dans la perspective d'une théorisation ancrée, la recherche présentée ici examine la transmission linguistique et culturelle entre les Aînés, les membres de la famille et les enseignants dans le cadre du Programme d'aide préscolaire aux Autochtones dirigé par la Première nation Stó:lō, une communauté indigène située dans les régions environnantes de Chilliwack, Colombie-Britannique, Canada. Des observations extensives et l'analyse de documents vidéographiés ont été utilisées pour cerner un modèle en deux volets de la participation guidée, dans lequel la structure du programme élicite des occasions d'interactions dyadiques et la modélisation des rituels et pratiques culturelles par tout le groupe. Recherche financée par le Human Early Learning Partnership (HELP).
Journal of Philosophy in Schools
This research paper shares findings related to our use of Engaged Philosophical Inquiry (EPI) wit... more This research paper shares findings related to our use of Engaged Philosophical Inquiry (EPI) with a group of young children (aged 3-4) as a pedagogical method taken up to extend young children’s thinking about human use of forest parkland and to determine the children’s ontological positions related to environmental sustainability. The study was conducted in a forested area adjoining a ‘living building’ childcare centre. Here researchers, along with a core group of 9-13 children, their teachers, and a Philosopher-in-Residence (Warren Bowen) visited the forest environment on a fortnightly basis over a four-month period from January to May 2016 to explore the forested area, play games and discuss issues related to forest use and human habitation. Video records of the EPI sessions were transcribed and analysed to determine the children’s propositions and related ontological stance(s) across sessions. Findings from this study include: (1) evidence that young children’s views on steward...
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Papers by Margaret MacDonald