Developing French as a second language writing skills of underschooled teenaged immigrants: Identity-based texts and multilingual theatre workshops
This article presents the results of a research project aimed at developing the writing skills in French as a second language of underschooled teenaged immigrants through interventions involving the writing of identity texts and multilingual theatre workshops. The effects of the interventions were observed on different dimensions of the quality of the students' production of narrative and descriptive texts (ideas; coherence; lexicon; knowledge related to the sentence; respect for written conventions; word count). Statistical analyses revealed various positive effects of these interventions depending on the type of text, the targeted dimension and the students’ gender.