Ibtissem Knouzi
Biographic Data
| ID | 5167893 |
|---|---|
| NAME | Ibtissem Knouzi |
| GIVEN NAMES | Ibtissem |
| FAMILY NAME | Knouzi |
| SIGNATURE | KNOUZI I |
| AFFILIATIONS | University of Toronto |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Construction of a Classroom ZPD Through “Graduated, Contingent, and Dialogic” Mediation at Three Strata of Classroom Discourse
The present study adopts an interactional ethnographic approach to trace the establishment of class Zone of Proximal Development (ZPD) through a detailed examination of the distribution of mediational tools/moves, interactional modes, and the changing nature and functions of discursive events within three strata of the classroom space. Observation and coding of 70 hours of classroom footage, an in-depth study of the cadence of one full instructio…
Voices of Resilience from the Bottom Rungs
This paper reports on a study that used activity theory (AT) as a framework to understand the dialogical relationship between three elementary Core French (CF) teachers’ personal and professional experiences and their literacy teaching beliefs and practices. This study used a case study design collecting data from three different teachers in three different locations by means of semi-structured interviews to help capture teachers’ perspective of …
Mediating between scientific and spontaneous concepts through languaging
In this study, framed within a sociocultural theory of mind, we explore the role of languaging in mediating between students’ understanding of a grammatical concept and their written production of the forms related to that concept. The development of scientific concepts, in this case of the concept of voice in French, involves the use of language to mediate awareness and understanding of it, a process we call languaging. Using Vygotsky's distinct…
Self‐scaffolding mediated by languaging
The growing literature about the positive effect of languaging or self‐explaining has so far failed to determine why some learners benefit from languaging more than others. We attempt to address this gap through a microgenetic analysis of the languaging behaviour of two university students learning French as a second language, whom we identify as a high and a low languager. We trace the development of their understanding of the grammatical concep…
Languaging
In this article we explore the process and product of languaging as it concerns the learning of the grammatical concept of voice (active, passive, and middle) in French. We examine and analyze the amount and type of languaging produced by a small sample of university students as they struggle to understand the concept of voice. Students who are high languagers learn about the grammatical concept of voice in French with greater depth of understand…
Self‐scaffolding mediated by languaging
The growing literature about the positive effect of languaging or self‐explaining has so far failed to determine why some learners benefit from languaging more than others. We attempt to address this gap through a microgenetic analysis of the languaging behaviour of two university students learning French as a second language, whom we identify as a high and a low languager. We trace the development of their understanding of the grammatical concep…
Languaging
In this article we explore the process and product of languaging as it concerns the learning of the grammatical concept of voice (active, passive, and middle) in French. We examine and analyze the amount and type of languaging produced by a small sample of university students as they struggle to understand the concept of voice. Students who are high languagers learn about the grammatical concept of voice in French with greater depth of understand…
Mediating between scientific and spontaneous concepts through languaging
In this study, framed within a sociocultural theory of mind, we explore the role of languaging in mediating between students’ understanding of a grammatical concept and their written production of the forms related to that concept. The development of scientific concepts, in this case of the concept of voice in French, involves the use of language to mediate awareness and understanding of it, a process we call languaging. Using Vygotsky's distinct…
Self‐scaffolding mediated by languaging
The growing literature about the positive effect of languaging or self‐explaining has so far failed to determine why some learners benefit from languaging more than others. We attempt to address this gap through a microgenetic analysis of the languaging behaviour of two university students learning French as a second language, whom we identify as a high and a low languager. We trace the development of their understanding of the grammatical concep…
Voices of Resilience from the Bottom Rungs
This paper reports on a study that used activity theory (AT) as a framework to understand the dialogical relationship between three elementary Core French (CF) teachers’ personal and professional experiences and their literacy teaching beliefs and practices. This study used a case study design collecting data from three different teachers in three different locations by means of semi-structured interviews to help capture teachers’ perspective of …
Construction of a Classroom ZPD Through “Graduated, Contingent, and Dialogic” Mediation at Three Strata of Classroom Discourse
The present study adopts an interactional ethnographic approach to trace the establishment of class Zone of Proximal Development (ZPD) through a detailed examination of the distribution of mediational tools/moves, interactional modes, and the changing nature and functions of discursive events within three strata of the classroom space. Observation and coding of 70 hours of classroom footage, an in-depth study of the cadence of one full instructio…
Educational and Psychological Assessments (4 works) · Psychology (4 works) · Linguistics (3 works) · Sociology (3 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Epistemology (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Agency (philosophy (1 work)