Laurine Dalle

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Judith L Green

University of California, Santa Barbara

Albert Bastardas-Boada

Universitat de Barcelona

Irmi Kaiser

University of Salzburg

Nashwa Nashaat-Sobhy

Universidad Politécnica de Valencia

Paraskevi Andreopoulou

Norwich Institute for Language Education

Silvia Melo-Pfeifer

University of Hamburg

Aline Godfroid

Michigan State University

Raphaël Baroni

University of Lausanne

Libia Justo

Universidad de Los Andes (Venezuela)

Danièle MOORE

Simon Fraser University

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Papers by Laurine Dalle

Identification of written words in dyslexic and non-dyslexic Arabic-speaking learners of L2 French

Manifestations de la dyslexie chez des élèves arabophones récemment arrivés en France et pistes didactiques pour l’accompagnement pédagogique

Prédicteurs concernant les variations phonologiques produites par des apprenants arabophones et pistes didactiques

Dyslexia in Arabic-French bilingual children: a case study

Dyslexie et bilinguisme: quels marqueurs pour identifier un enfant arabophone dyslexique ?

Expériences et pratiques pédagogiques d’enseignants concernant l’utilisation d’un outil d’apprentissage numérique multilingue proposant du contenu STIM

Utilisation de l’application suédoise BINOGI

Apports des analyses sur le terrain français du projet Binogi

Former les enseignants en pré-service

Enfance, langage, plurilinguisme

Identification des mots écrits chez des apprenants arabophones du français L2 dyslexiques et non dyslexiques

Identification et pistes de réflexion pour la prise en charge d’élèves arabophones dyslexiques récemment arrivés en France

Multilingual pedagogies and digital technologies to support learning STEM in schools in France and Canada

Language, Culture and Curriculum, Oct 30, 2023

Dyslexia in Arabic-French Bilingual Children: A Multiple-Case Study

Sustainable Multilingualism

Summary Dyslexia and L2 appropriation have been extensively documented separately; however, few s... more Summary Dyslexia and L2 appropriation have been extensively documented separately; however, few studies have brought them together. Our research sheds linguistic light on dyslexia in Arabic-speaking bilingual children. The aim is to study phonology, reading and spelling in dyslexic and non-dyslexic children learning French as a second language to better distinguish between what a reading disorder is and what typical appropriation is, with possible transient difficulties related to L2 development. The general hypothesis is that there are specific markers of dyslexia in Arabic-speaking children learning French as a second language. A multiple-case study was conducted. It consisted of four dyads of children aged 8-10 years: two bilingual dyslexic children, two bilingual non-dyslexic children, two monolingual dyslexic children and two monolingual non-dyslexic children. The bilingual children were Arabic speakers who had arrived in France at the age of six. In a diachronic and synchronic...

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Usage et pratiques pédagogiques autour d’un outil numérique multilingue : l’exemple de la plateforme Binogi

Pedagogical Uses of Digital Translanguaging Practices in Science Classrooms

Lidil

Usages pédagogiques de pratiques numériques translangagières dans les classes...

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Colloque Jeunes Chercheurs 2019 PRAXILING Représentations et transmission des connaissances à la lumière de l'innovation numérique Actes

HAL (Le Centre pour la Communication Scientifique Directe), Nov 8, 2019

byod-hybride-netware-cloud-deep-learning/ CAPPELLINI, Marco, 2018. Synthèse et discussion de Numé... more byod-hybride-netware-cloud-deep-learning/ CAPPELLINI, Marco, 2018. Synthèse et discussion de Numérique et formation des enseignants de langue-Pistes et imaginaires. Alsic. Apprentissage des Langues et Systèmes d'Information et de Communication. 2018. CIEKANSKI, Maud, 2014. Accompagner l'apprentissage des langues à l'heure du numérique-Évolution des problématiques et diversité des pratiques. Alsic. Apprentissage des Langues et Systèmes d'Information et de Communication.

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Pedagogical Uses of Digital Translanguaging Practices in Science Classrooms

Lidil, Apr 24, 2023

Usages pédagogiques de pratiques numériques translangagières dans les classes...

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Aspects méthodologiques en acquisition du langage: exemple d’une étude semi-longitudinale sur le développement phonético-phonologique de jeunes enfants monolingues et bilingues précoces

Le Centre pour la Communication Scientifique Directe - HAL - SHS, May 30, 2018

Troubles spécifiques du langage écrit et bilinguisme

Le Centre pour la Communication Scientifique Directe - HAL - SHS, Mar 12, 2020

Developmental reading disabilities in dual language learners: phonetic-phonological development, ... more Developmental reading disabilities in dual language learners: phonetic-phonological development, reading and writing in children with typical and atypical development. Learning to read requires different skills that emerge in early childhood and continue to develop as the child begins to read and write. Several abilities are decisive in learning to read, and among them phonological awareness has a fundamental place. But what happens when the child learns to read in another language than his or her mother tongue, and how to react if he struggles learning to read ? Currently, in France, there are few tools to discriminate between successive bilingual children with or without reading language disabilities. The tests are for the most part still experimental and come under radically different approaches. Some questions must be asked: what is typical and atypical in the language development of children learning second languages? How can we differentiate between transitional difficulties due to the appropriation of a second language from lasting instrumental disorders? This study proposes a thought on phonetic-phonological development, reading and writing in children in a situation of successive bilingualism with typical and atypical development. It is at the same time a longitudinal and cross-sectional study constituted by a panel, and the current approach is qualitative.

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