By Andrea Hunter-Mogg & Kristine Canas
Collaborative Inquiry: Developing French Language in the LLC
Abstract
This paper explores the collaborative experience between teacher-librarian, classroom teacher, administration, and school community over the 2021/2022 school year, with the aim to lead learning forward while reinforcing the necessity of TL’s role in future ready schools. One of the focus questions for the author’s research is, how does an inclusive Makerspace environment help develop transferable language acquisition skills? Discover how French oral communication skills improved through collaborative work in the library learning commons.
TMC7_2022_Hunter-Mogg_Canas.pdf
Andrea Hunter-Mogg (she/her) is a teacher-librarian at a dual track, French Immersion, elementary school in SD38 Richmond (BC). A graduate of Simon Fraser University she holds degrees in Archaeology and Education with a focus on Indigenous ways of knowing and holistic approaches to systems change. Inspired by the Stanford d.school she’s passionate about designing dynamic spaces where students feel safe to explore, experiment and innovate. Follow her on Twitter @Gilmore_LLC
Kristine Canas (she/her) is a 6/7 French Immersion teacher in the Richmond School District. She completed her undergraduate and graduate studies in French Language and Literature at the University of Western Ontario. After working abroad in the Ariège region of France, she was inspired by the culture and different educational system. In 2018, she moved to Vancouver to pursue her B.Ed. at UBC. Kristine has a genuine thirst for knowledge and continues to share her passion for the French language and culture within her district and at large. Follow her on Twitter @mmkc10