The controversial studies conducted by Dr. Kenneth Dinklage of Harvard University and Leonore Ganschow of the University of Miami, beginning in the 1970s, have significantly influenced the ongoing debate regarding the inclusion of students with learning difficulties in immersion classes. These studies have heightened the interest of bilingual education specialists in exploring the factors and possibilities involved in such inclusion.
The prevailing perspective today is that the integration of students with learning difficulties into immersion settings can be a valuable asset to their overall development, as supported by Wayne P. Thomas and Virginia P. Collier. Furthermore, the movement advocating for the inclusion of these students has gained considerable momentum, particularly with the effective utilization of artificial intelligence tools in immersion classrooms.
This session will initially focus on assisting educators in identifying the specific challenges faced by certain students, thereby enabling them to appropriately categorize these difficulties within the immersive context. Subsequently, attention will shift to selecting the relevant artificial intelligence tools designed to support student success, with an emphasis on differentiation to accommodate individual needs.
In conclusion, we will explore practical applications of these AI tools within real classroom settings.
Cette session explore l’intégration de la littérature sur la famille en cours de français pour un apprentissage engageant et inclusif. Les participants apprendront à sélectionner des livres reflétant diverses structures familiales et à concevoir des activités centrées sur les élèves (vocabulaire, jeux de rôles, discussions). Ils adapteront leurs leçons pour répondre aux besoins de tous, tout en valorisant la diversité. À la fin, ils repartiront avec des outils pratiques pour enrichir leur enseignement.
