Dr. Monique Bournot-Trites
Associate Professor Emeritus
Bilingual/multilingual education
Critical Intercultural Studies
French Language Education
Instructional approaches
Language Assessment
Literacy education
Second language reading and writing
Teacher Education
Biography
Monique Bournot-Trites is an Associate Professor in the Department of Language and Literacy Education at the University of British Columbia. She teaches second language methodology in the Teacher Education program and courses in second language assessment, research methods and reading foundations at the graduate level. She has developed a French M.Ed. cohort program at UBC which continues to attract French as an additional language teachers to this day. Recently, she has been the project lead for writing the Theoretical Language Framework for the Canadian Language Benchmarks.
She did her Master’s Degree (1986) in School Psychology at UBC, and the title of her thesis is: “Bilingualism and Reasoning Ability”. Her Ph.D. (1998) was in Educational Psychology at UBC. The title of her Ph.D. dissertation is: “Relationships between Cognitive and Linguistic Processes and Second Language Production in French Immersion.”
She taught in French immersion in grade 1 and grade 3 and most of her research interests are related French immersion. It includes second language acquisition, learning content in a second language, grammar teaching and learning, assessment and language assessment, literacy, intercultural competence, and learning disabilities.
Projects
Community of learning and technology in a M.Ed. program in mixed-mode delivery
Student teachers’ intercultural competence development through a European exchange programme
Best predictors of decoding and reading comprehension in French immersion
Effects of peer tutoring in reading in Aboriginal schools
Selected Publications
Zappa, S., Bournot-Trites, M., Wang, R.; Ryan, R. (2014). UBC tandem language learning handbook http://media.wix.com/ugd/f8c106_fc5f511009b44eeebef05f21ca1771a2.pdf
Bournot-Trites, M. (2013). Modalités d’énonciation chez les scripteurs bilingues. In Banks, David (ed.): La modalité dans le texte de spécialité, Paris, L’Harmattan.
Bournot-Trites, M., Barbour, R., Jezak, M., Stewart, G., Blouin Carbonneau, D. (2013. Theoretical Framework for the Canadian Language Benchmarks and Niveaux de compétence linguistique canadiens (French and English version). Centre for the Canadian Language Benchmarks: Ottawa. (Project lead). http://www.language.ca/documents/theoretical_framework_web.pdf ou http://www.language.ca/documents/NCLC_Cadre_Theorique_web.pdf
Roy, Sylvie & Bournot-Trites, M., Monique. (Spring, 2012). French in Canada: More than an additional language. Education Letter, Queen’s University, Kingston ON, 10-13.
Wernicke-Heinrichs, M, Bournot-Trites, M. (2011). Introducing the CEFR in BC: Questions and challenges. Canadian Journal of Applied Linguistics, 14 (2) Special Issue – Winter 2011
Sellick, A., Bournot-Trites, M., Reeder K., Scales, A., Smith, M. & Zappa-Hollman, S. (2011). Key strengths of an innovative volunteer training workshop. Revue Canadienne de L’Éducation Permanente Universitaire, 37(2) http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu
Brodeur, M., Dion, É., Laplante, L., Mercier, J., Desrochers, A. et Bournot-Trites, M. (2010). Prévenir les difficultés d’apprentissage en lecture : Mobilisation des connaissances issues de la recherche par l’implantation du modèle à trois niveaux. Vivre le primaire, magazine de l’Association québécoise des enseignantes et des enseignants du primaire (AQEP), 23(1), 29-31.
Brodeur, M., Dion, E., Mercier, J., Laplante, L., & Bournot-Trites, M. (2009). 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.
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
Bournot-Trites, M. (May 29, 2012). Bases théoriques et empiriques pour la création d’un nouveau cadre théorique commun pour les CLB/NCLC. Within a symposium entitled : Échelles de compétence en langue additionnelle: outils en transition (Jezak, M, Org), with Daphné Blouin Carbonneau, Natalia Dankova, Enrica Piccardo, and Michel Laurier.
Bournot-Trites, M. & Carr, W. (April 27, 2012). Benefits and challenges of a M.Ed. program delivered in mixed-mode delivery (face-to-face and online). CCERBAL (Le Centre canadien d’études et de recherche en bilinguisme et aménagement linguistique) 2012, Ottawa, Ont.
Wernicke, M., Bournot-Trites, M. (June 2, 2011). Teaching French as an official language or an additional language in BC: An overview of the new curriculum. Paper presented at the annual conference of the Canadian Association of Applied Linguistic (CAAL) in Fredericton, NB.
Bournot-Trites, M., Reeder, K., Scales, A., Smith, M., Sellick, A., & Zappa-Hollman, S. (2011, June). Key strengths of an innovative volunteer training program. Paper presented at the CAUCE 58th Annual Conference, University of St. Michael’s College in the University of Toronto.
Blouin-Carbonneau, D., Routhier, G. Bournot-Trites, M. (june3, 2011). Mise à jour des normes linguistiques canadiennes pour les immigrants adultes. Paper presented at the annual conference of the Canadian Association of Applied Linguistic (CAAL) in Fredericton, NB
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.(2012, Jan 28). Teachers’ international exchange: Socio-cultural and identity development through practice. Presented at the Third International Conference on the Development of Intercultural Competence: Intercultural Competence and Foreign/ Second Language Immersive Environments, Tucson Arizona, USA.
Bournot-Trites, M. (2011, March 18). Teachers’ intercutural sensitivity development through a study abroad program within a colloquium entitled, Developing Teachers’ Intercultural Competence within a context of glocalization, presented by Alvino Fantini, Lynne Díaz-Rico, Melinda Martin-Beltran, Gloria Park, Rashi Jain and Julie A. Belz (discussant), TESOL annual conference.
Bournot-Trites, M. (2011, Jan 21). Language and professional identity development through teachers’ international exchange. Mobility language literacy: An international conference examining transnational, translocal and global flows of people, language and literacy through the lens of social practice – Cape Town
Bournot-Trites, M. (2010, Nov, 19). Modalités d’énonciation chez les scripteurs bilingues. Les Nouvelles Journées de l’ERLA (Équipe de Recherche en Linguistique Appliquée) No 11. Université de Bretagne Occidentale, Brest.
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