Emmanuelle Le Pichon
Biographic Data
| ID | 1657849 |
|---|---|
| NAME | Emmanuelle Le Pichon |
| GIVEN NAMES | Emmanuelle |
| FAMILY NAME | Le Pichon |
| SIGNATURE | LE PICHON E |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0001-6677-5317 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Fostering community support for multilingual education
For the past fifteen years, research on inclusive pedagogy has strongly advocated for schools to embrace the increasing linguistic diversity within their communities by adopting a multilingual, or “language friendly” approach. Multilingual approaches are linked to positive learning outcomes, but research has found resistance from communities towards embracing home languages for learning purposes. This is the first study to explore potential resis…
The potential of intersectional and reciprocal approaches in the education of newcomer students
This study addresses the challenges faced by newcomer students in the host country’s education system. It emphasizes the importance of creating learning communities around these learners. To achieve this goal, we assisted various stakeholders including parents and educators in transcending language differences by examining each other’s educational system. Our approach aimed to cultivate positive identities within the context of transnational expe…
From curriculum to classroom
Enhancing equitable access to education for English language learners
In Canada, the substantial increase in English language learners has underscored the pressing need for educational resources that enable them to receive an education appropriate to their academic level while learning the school language. This issue carries significant implications for equitable access to quality education. In this study, we describe a novel multilingual digital resource for grades 6–9 in STEM. The resource offers content in the s…
Digital technologies & linguistically and culturally relevant pedagogies
International audience
Using a web-based multilingual platform to support elementary refugee students in mathematics
This exploratory study reports on the implementation of a novel web-based multilingual learning platform. This tool allows content to be delivered in different languages simultaneously, including languages of the students. In addition, it creates access to content knowledge aligned to the local curriculum, and in doing so, responds to an emerging need of both teachers and learners, in particular in light of an increasing linguistically and cultur…
Where multilingualism and transnational education meet
This final paper contextualizes the presented empirical, theoretical, and methodological reflections in a broader European and international perspective. It formulates implications for further research on language and education as well as language policies in transnational contexts
L’apport du CREFO dans le développement et la diversification du domaine d’études sur les francophonies canadiennes
L’apport du CREFO dans le développement et la diversification du domaine d’études sur les francophonies canadiennes. Un article de la revue Minorités linguistiques et société / Linguistic Minorities and Society (Numéro anniversaire) diffusée par la plateforme Érudit
Multilingual pedagogies and digital technologies to support learning STEM in schools in France and Canada
International audience
Towards linguistically and culturally responsive curricula
From the perspective of host country education system and, in light of a normative view of academic development, school systems have too often viewed the academic profiles of newcomer students as deficient despite a curriculum in Ontario (Canada) that mandates culturally relevant and responsive pedagogy. In this project, we view the mobility of these students as an enrichment of the host school system through the lens of reciprocal knowledge. The…
Mathematical benefits of a language-friendly pedagogical tool
In this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct i…
Towards more multilingual practices in the mathematics assessment of young refugee students
The study focuses on the assessment of young refugee students, and the role of language and parents therein. Low achievement at tests can stem from lack of knowledge of the content being tested. However, it can also be due to low proficiency in the language of testing. Additionally, poor communication between refugee parents and schools caused by language or cultural differences may lead to underestimation of children’s potential. We investigated…
Une langue « tordue » ? Réappropriations identitaires par les récits de vie
La question des rapports de force entre langues en période de mutation géopolitique est particulièrement saillante lorsque l'individu en situation de migration est amené à se raconter. Nous proposons une analyse à la fois sociolinguistique et postcoloniale d'entretiens, menés aux Pays-Bas, entre des nouveaux arrivants francophones et une interlocutrice néerlandaise, qui met à jour un rôle inédit des répertoires plurilingues et stratégies translan…
Linguistic and psychological perspectives on prolonged periods of silence in dual-language learners
In this paper, we present an examination of the literature on prolonged periods of silence in children from the perspective of two different scientific fields. The aim is to call attention to the inherent complexity of the factors that may be involved in the etiology of mutistic behavior during child development. Medical and linguistic literature on the subject is sparse and an integrated view by both disciplines on this phenomenon is lacking. A …
Emergence of patterns of strategic competence in young plurilingual children involved in French international schools
In a previous study, we demonstrated that the experience of learning a new language positively influences the metacognitive awareness of young plurilingual children in terms of willingness to communicate and strategic competence. In the present study, we expanded the analyses of the observations of 101 children to examine two hypotheses. First, we hypothesized that the strategies reported by the children would group into a limited number of strat…
Influence of the context of learning a language on the strategic competence of children
The present study was set up to evaluate the extent to which the context in which a foreign language is learned can influence the strategic competence of children. To assess this we conducted a series of think aloud protocols with 101 children. We compared children who have learned an additional language in a formal context (abbreviated LLE, i.e. Language Learning Experience) to those who have acquired two languages in a non-formal context and be…
Language learning experience in school context and metacognitive awareness of multilingual children
What is the influence of a language learning experience (LLE) in a school context on the metacognitive development of children? To answer that question, we presented 54 multilingual preschoolers with two movie clips and examined their reactions to an exolingual situation of communication. These preschoolers were aged four and a half to six and a half. We observed how they treated the reception of information during situations of communication in …
Teaching English as an international language
Teaching English as an international language: Identity, resistance and negotiation. Phan Le Ha (2008) Bristol: Multilingual Matters 204 pp. ISBN 978 1 84769 048 7
Mathematical benefits of a language-friendly pedagogical tool
In this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct i…
Using a web-based multilingual platform to support elementary refugee students in mathematics
This exploratory study reports on the implementation of a novel web-based multilingual learning platform. This tool allows content to be delivered in different languages simultaneously, including languages of the students. In addition, it creates access to content knowledge aligned to the local curriculum, and in doing so, responds to an emerging need of both teachers and learners, in particular in light of an increasing linguistically and cultur…
Towards linguistically and culturally responsive curricula
From the perspective of host country education system and, in light of a normative view of academic development, school systems have too often viewed the academic profiles of newcomer students as deficient despite a curriculum in Ontario (Canada) that mandates culturally relevant and responsive pedagogy. In this project, we view the mobility of these students as an enrichment of the host school system through the lens of reciprocal knowledge. The…
From curriculum to classroom
Digital technologies & linguistically and culturally relevant pedagogies
International audience
Multilingual pedagogies and digital technologies to support learning STEM in schools in France and Canada
International audience
Teaching English as an international language
Teaching English as an international language: Identity, resistance and negotiation. Phan Le Ha (2008) Bristol: Multilingual Matters 204 pp. ISBN 978 1 84769 048 7
Language learning experience in school context and metacognitive awareness of multilingual children
What is the influence of a language learning experience (LLE) in a school context on the metacognitive development of children? To answer that question, we presented 54 multilingual preschoolers with two movie clips and examined their reactions to an exolingual situation of communication. These preschoolers were aged four and a half to six and a half. We observed how they treated the reception of information during situations of communication in …
Influence of the context of learning a language on the strategic competence of children
The present study was set up to evaluate the extent to which the context in which a foreign language is learned can influence the strategic competence of children. To assess this we conducted a series of think aloud protocols with 101 children. We compared children who have learned an additional language in a formal context (abbreviated LLE, i.e. Language Learning Experience) to those who have acquired two languages in a non-formal context and be…
Emergence of patterns of strategic competence in young plurilingual children involved in French international schools
In a previous study, we demonstrated that the experience of learning a new language positively influences the metacognitive awareness of young plurilingual children in terms of willingness to communicate and strategic competence. In the present study, we expanded the analyses of the observations of 101 children to examine two hypotheses. First, we hypothesized that the strategies reported by the children would group into a limited number of strat…
Linguistic and psychological perspectives on prolonged periods of silence in dual-language learners
In this paper, we present an examination of the literature on prolonged periods of silence in children from the perspective of two different scientific fields. The aim is to call attention to the inherent complexity of the factors that may be involved in the etiology of mutistic behavior during child development. Medical and linguistic literature on the subject is sparse and an integrated view by both disciplines on this phenomenon is lacking. A …
Une langue « tordue » ? Réappropriations identitaires par les récits de vie
La question des rapports de force entre langues en période de mutation géopolitique est particulièrement saillante lorsque l'individu en situation de migration est amené à se raconter. Nous proposons une analyse à la fois sociolinguistique et postcoloniale d'entretiens, menés aux Pays-Bas, entre des nouveaux arrivants francophones et une interlocutrice néerlandaise, qui met à jour un rôle inédit des répertoires plurilingues et stratégies translan…
Towards more multilingual practices in the mathematics assessment of young refugee students
The study focuses on the assessment of young refugee students, and the role of language and parents therein. Low achievement at tests can stem from lack of knowledge of the content being tested. However, it can also be due to low proficiency in the language of testing. Additionally, poor communication between refugee parents and schools caused by language or cultural differences may lead to underestimation of children’s potential. We investigated…
Where multilingualism and transnational education meet
This final paper contextualizes the presented empirical, theoretical, and methodological reflections in a broader European and international perspective. It formulates implications for further research on language and education as well as language policies in transnational contexts
L’apport du CREFO dans le développement et la diversification du domaine d’études sur les francophonies canadiennes
L’apport du CREFO dans le développement et la diversification du domaine d’études sur les francophonies canadiennes. Un article de la revue Minorités linguistiques et société / Linguistic Minorities and Society (Numéro anniversaire) diffusée par la plateforme Érudit
Multilingual pedagogies and digital technologies to support learning STEM in schools in France and Canada
International audience
Towards linguistically and culturally responsive curricula
From the perspective of host country education system and, in light of a normative view of academic development, school systems have too often viewed the academic profiles of newcomer students as deficient despite a curriculum in Ontario (Canada) that mandates culturally relevant and responsive pedagogy. In this project, we view the mobility of these students as an enrichment of the host school system through the lens of reciprocal knowledge. The…
Mathematical benefits of a language-friendly pedagogical tool
In this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct i…
Enhancing equitable access to education for English language learners
In Canada, the substantial increase in English language learners has underscored the pressing need for educational resources that enable them to receive an education appropriate to their academic level while learning the school language. This issue carries significant implications for equitable access to quality education. In this study, we describe a novel multilingual digital resource for grades 6–9 in STEM. The resource offers content in the s…
Digital technologies & linguistically and culturally relevant pedagogies
International audience
Using a web-based multilingual platform to support elementary refugee students in mathematics
This exploratory study reports on the implementation of a novel web-based multilingual learning platform. This tool allows content to be delivered in different languages simultaneously, including languages of the students. In addition, it creates access to content knowledge aligned to the local curriculum, and in doing so, responds to an emerging need of both teachers and learners, in particular in light of an increasing linguistically and cultur…
The potential of intersectional and reciprocal approaches in the education of newcomer students
This study addresses the challenges faced by newcomer students in the host country’s education system. It emphasizes the importance of creating learning communities around these learners. To achieve this goal, we assisted various stakeholders including parents and educators in transcending language differences by examining each other’s educational system. Our approach aimed to cultivate positive identities within the context of transnational expe…
From curriculum to classroom
Fostering community support for multilingual education
For the past fifteen years, research on inclusive pedagogy has strongly advocated for schools to embrace the increasing linguistic diversity within their communities by adopting a multilingual, or “language friendly” approach. Multilingual approaches are linked to positive learning outcomes, but research has found resistance from communities towards embracing home languages for learning purposes. This is the first study to explore potential resis…
Pedagogy (15 works) · Psychology (14 works) · Mathematics education (11 works) · Multilingual Education and Policy (11 works) · Second Language Learning and Teaching (10 works) · Sociology (10 works) · Linguistics (9 works) · EFL/ESL Teaching and Learning (8 works) · Multilingualism (6 works) · Political science (6 works)