Abstract
This article focuses on young writers "metagraphical explanations" about French spelling. It shows how the methodological means used by researchers in recent works, inspired by constructivist and interactionist models, are becoming a crucial device when used in the didactics of French. As such, they may lead to a new way of teaching and learning orthography in primary school.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.