Monique Bournot-Trites

	Monique Bournot-Trites Assistant Professor Director, Modern Language Education Director, Centre for Intercultural Language Studies PONE room 217 Phone: 604 822-4873 Email: monique.bournot-trites@ubc.ca

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Areas of Research

Language and literacy
Second language teaching and learning
Reading development, phonemic awareness
French immersion
French as a second language
Modern languages pedagogy
Measurement, evaluation
Psychological foundations in education

Research Activities

Best predictors of decoding and reading comprehension in French immersion.
Effects of peer tutoring in reading in Aboriginal schools.
Student teachers’ cultural development through a European exchange programme.
Teacher recruitment in French immersion in times of teacher shortage.

Recently Published Work

Brodeur, M., Dion, E., Mercier, J., Laplante, L., & Bournot-Trites, M. (accepted). The role and training of general and special education teachers in reading skills development. National Strategy for Early Literacy. London, ON: Canadian Language and Literacy Research Network.

Bournot-Trites, M. (2008). Bénéfices et difficultés reliés à un programme d’échange international. In Marie Josée Berger et Renée Forgette-Giroux (Eds.), Bilan et perspectives – Coopération entre l’Union Européenne et le Canada dans la formation des enseignants et des enseignantes. 95p. Ottawa, Canada : Édition La Périchole. ISBN 978-2-9809454-6-5.

Bournot-Trites, M. (2008). Fostering of Reading Acquisition in French Immersion. Encyclopedia of Language and Literacy Development (pp. 1-8). London, ON: Canadian Language and Literacy Research Network. Retrieved April 1, 2008 from http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=240

Bournot-Trites, M. (2008). Vision pour le soutien des acquis linguistiques des enseignants de FSL. Canadian Journal of Applied Linguistics, 11(1), 21-39.(Special issue on Current Themes and Challenges in FSL Teacher Education).

Bournot-Trites, M., Belliveau, G., Spiliotopoulos, V, Séror, J. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context. Journal of Learning through the Arts: A research Journal on Arts Integration in School and Communities, 3(1), Article 9. http://repositories.cdlib.org/clta/lta/vol3/iss1/art9

Bournot-Trites M. (2007). Qualité de l’écrit au niveau intermédiaire en immersion française: effet d’un programme intensif et hypothèse d’un effet de plateau. Canadian Journal of Applied Linguistics, 10(1), 7-23.

Bournot-Trites, M., & Denizot, I. (2005). Relations entre la conscience phonologique en français et en anglais et la lecture de mots et la compréhension en lecture en immersion française. Parole, 34,35,36, 45-69.

Veilleux, I., & Bournot-Trites, M. (2005). Standards for the language competence of French immersion teachers: Is there a danger of erosion? Canadian Journal of Education, 28(3), 489-510.

Bournot-Trites, M., & Belanger, J. (2005). Ethical dilemmas facing action researchers. Journal of Educational Thought, 39(2), 197-215.

Bournot-Trites, M., Lee, E., & Séror, J. (2003). Tutorat par les pairs en lecture: une collaboration parents-école en milieu d'immersion française. La Revue des Sciences de l'Éducation, 29(1), 195-210.

Brodeur, M., Deaudelin, C., Bournot-Trites, M., Siegel, L.E., & Dubé, C. (2003). Croyances et pratiques d’enseignants de la maternelle au sujet des habiletés métaphonologiques ainsi que de la connaissance des lettres et pistes de développement professionnel. La Revue des Sciences de l’Éducation, 29(1), 171-194.

Bournot-Trites, M., & Séror, J. (2003). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Canadian Journal of Applied Linguistics, 6(2), 129-157.

Bournot-Trites, M., & Reeder, K. (2001). Interdependence revisited: Mathematics achievement in an intensified French immersion program. The Canadian Modern Language Review, 58(1), 27-43.

Beers, M., Spiliotopoulos, V., & Bournot-Trites, M. (2001). MLED to go! An introduction to second language learning and teaching for elementary non-language specialists. Handbook for elementary teacher education program. University of British Columbia, Vancouver, BC.

Beers, M., Spiliotopoulos, V., & Bournot-Trites, M., & Spicer, H. (Producers) (2001). The BC language education policy: Teachers turning policy into practice. Video for elementary teacher education program. University of British Columbia, Vancouver, BC.

Bournot-Trites, M., & Lee, E. (2001). Implementing and evaluating a school-based peer tutoring program: Evaluating the program. British Columbia Teachers' Federation.

Conference Proceedings

Bournot-Trites, M., & Denizot, I. (2005). Conscience phonologique en immersion au Canada. In M. Billières, P. Gaillard, & N. Spanghero-Gaillard (Eds.), Colloque international de didactique cognitive: Actes des communications orales et affichées (pp. 26-37). Université de Toulouse Le Mirail, Laboratoire Jacques Lordat, Toulouse, France.

Bournot-Trites, M., & Reeder, K. (2005). French and English Literacy in French Immersion: Student Performance and Perceptions. In J. Cohen, K.T. McAlister, K. Rolstad, & J. MacSwan, (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism (pp. 364- 376). Somerville, MA: Cascadilla Press.

Recent Conference Presentations

National Invited Presentations
Bournot-Trites, M. (2007, Nov. 30). What are the challenges in meeting our FSL teachers’ current and future needs for professional development and training related to linguistic, pedagogical and cultural competences. Expert Panel Presentation at 5th annual CASLT Networking Event, Ottawa, Ontario.

Bournot-Trites, M. (2007, June 7). Le profil des compétences des enseignant(e)s de FLS. Presentation during the closing panel of the Symposium sur la formation des enseignant(e)s de Français langue seconde during the annual conference of the Canadian Association of Applied Linguistic (CAAL), Saskatoon, Saskatchewan.

International Invited Presentations
Bournot-Trites, M. (2006, March). Le recrutement des enseignants pour l’immersion française au Canada. Paper presented at the University of Reims, Laboratoire AEP.

Bournot-Trites, M. (2006, March). La lecture au primaire dans les écoles d’immersion française au Canada : Prédicteurs de la lecture en français et en anglais et comparaison entre les élèves d’immersion française et les élèves du programme régulier en anglais. Paper presented at the University of Reims, Laboratoire de Psychologie.

Bournot-Trites, M. (2006, March). La place de la conscience phonologique dans l’apprentissage de la lecture. Paper presented to the student teachers at l’Institut Universitaire de Formation des Maîtres à Reims.

Bournot-Trites, M. (2006, Feb. 2). Reading success and phonemic awareness in primary years in Canadian French immersion schools. Paper presented at the Faculty of Education, University of Melbourne, Australia.

Bournot-Trites, M. (2006, Feb. 20). Peer-tutoring success in reading achievement and positive attitude towards reading. Paper presented at the School of Languages and Cultures, University of Sydney, Australia.

National Refereed Conference Presentations
Denizot, I., Bournot-Trites, M. (2008, June 4). The role of cultural background knowledge in French immersion students’ reading comprehension. Paper presented at the annual conference of the Canadian Association of Applied Linguistic (CAAL), Vancouver, BC.

Bournot-Trites, M., Spiliotopoulos, V, Zappa-Hollman, S. (2007, June 3). Teachers’ international exchange: Socio-cultural and professional knowledge development through practice. Paper presented at the annual conference of the Canadian Association of Applied Linguistic (CAAL), Saskatoon, Saskatchewan.

Bournot-Trites, M. (2007, June 7). Gramligne. Round table at the annual conference of the Canadian Association of Applied Linguistic (CAAL), Saskatoon, Saskatchewan.

Bournot-Trites, M. (2005, June). Preventing reading difficulties in French immersion and francophone schools through phonemic awareness and phonics. Paper presented at the annual conference of the Society for the Scientific Study of Reading (SSSR), Toronto, Ontario.

International Refereed Conference Presentations
Bournot-Trites, M., Zappa-Hollman, S., Spiliotopoulos, V. (2008, March 30). Elementary foreign language teachers’ development through study and work abroad. Paper presented at the AAAL conference, Washington.

Bournot-Trites, M., Zappa-Hollman, S., Spiliotopoulos, V. (2008, March 28). Socio-cultural, identity, and professional development through teachers’ international exchange. Paper presented at the AERA conference, New York.

Denizot, I, Bournot-Trites, M. (2008, March 30). The role of cultural background knowledge in Grade 3 French immersion students’ reading comprehension. Paper presented at the AAAL conference, Washington.

Bournot-Trites, M., Zappa-Hollman, S., Spiliotopoulos, V. (2007, Sept. 25). Rewards and demands of a study abroad program: A focus on organisational aspect. Paper presented at the RESO (Reframing Education for Open Societies) Colloquium, Toulouse, France.

Bournot-Trites, M., Spiliotopoulos, V, Zappa-Hollman, S. (2007, June 12). Échange international d’enseignants: développement des connaissances socioculturelles et professionnelles par la pratique. Paper presented at the International Bilingual Colloquium, Rennes, France. Title of the colloquium: Les dimensions européennes et internationales dans la formation des enseignants : regards sur les mobilités et les pratiques enseignantes.

Belliveau, G, Bournot-Trites, M., Séror, J. (2006, Feb. 5). The role of drama on cultural awareness, motivation, and literacy in second language context. Paper presented at Performing language: International conference on drama and theatre in second language education, Victoria, BC.

Updated November 2008