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Learning French grammatical morphology (GM) poses great challenges for students, both in first and second languages (Lefrançois et al., 2008). This study examines the potential of a plurilingual method for teaching French GM in a first-year secondary school in Quebec. Implementing a pedagogical translanguaging approach (Cenoz & Gorter, 2020; Garcia et al., 2017) and including language awareness activities (Auger, 2014), this method also includes metacognitive dictations (Nadeau & Fisher, 2014) and an integrated approach (Allal, 2018). Using dictations and written production as pretests and posttests, we compared the effects of this plurilingual method with a monolingual method for various grammatical features, namely, subject-verb agreement, adjectives, past participle with to be, /E/ verb endings. We found that the plurilingual method supports learning over time for two specific features, adjectives and the past participle with to be.

Keywords: élèves bi/plurilingues, approches plurilingues, orthographe grammaticale, dictées métacognitives, approche intégrée d’enseignement de l’orthographe

Canadian universities today assert their social relevance through highlighting processes such as community engagement, knowledge mobilization, and the promotion of equity, diversity, and inclusion. Much can be learned about such processes through examining an era in which Canadian universities asserted their social relevance through another vocabulary: that of adult education and extension. This article provides a case study of adult education work undertaken at Laval University from 1930 through 1965. Through reconstructing programs and practices at Laval, this article offers insight into past and present efforts of universities to pursue educational objectives with which they are not traditionally associated. The article narrates an important chapter in Canadian educational history, and also elucidates five lessons of importance to contemporary educational scholars and leaders: beware of institution-centric thinking, know how you can help people make a living, partner with external organizations, play to your institutional strengths, and serve and learn from others.

Keywords: éducation des adultes, adult education, éducation permanente, university extension, mobilisation des connaissances, knowledge mobilization, engagement communautaire, community engagement, history, histoire du Québec et du Canada, Quebec, Canada

Introduction: Canada's Indigenous populations are disproportionately affected by Hepatitis C Virus (HCV). Indigenous cultures and knowledge are poorly integrated into HCV health interventions and nursing care also has deficiencies in this regard. Objectives: The purpose of this narrative review was to analyze community-based HCV interventions in Indigenous populations in order to propose recommendations for strengthening HCV nursing practice and ensuring it responds to the needs and values of the Indigenous communities. Methods: Rapid review methods were used. Searches were conducted in CINAHL, MEDLINE, EMBASE and Cochrane databases and using the Google search engine. The community readiness model of Stanley et al. (2014), which promotes the development of tailored interventions based on strengths, the issue and the context, guided the analysis. Results: A total of 24 sources were used to analyze 13 intervention projects. Similarities emerged within 11/13 intervention projects applying a holistic approach (n=11) and/or a harm reduction approach (n=7), which involved a trusting, non-judgmental, and non-stigmatizing relationship. Community mobilization was inherent to all 13 intervention projects, and it is through a self-determination approach that nurses were most likely to achieve this mobilization needed for the intervention on HCV. Discussion and conclusion: It is through the application of a holistic harm-reduction approach, that nurses can support self-determination and community mobilization to effectively reduce the burden of HCV experienced by Indigenous communities.

Keywords: nursing practice, pratique infirmière, hepatitis C virus (HCV), virus de l'hépatite C (VHC), Indigenous, Autochtones, réduction des méfaits, harm reduction, holistique, holistic

Learning a minority language in a minority language context can lead to difficulties in language acquisition and maintenance. Language skills at kindergarten entry predict success in a variety of academically relevant areas. Therefore, the goals of this action research were (1) to improve pedagogical practices used for robust vocabulary instruction to students in French-language schools in northeastern Ontario, and (2) to raise awareness among school teams of issues related to minority language instruction through professional development. As a result of this Tier 1 response to intervention, school team members became aware of the influence of their linguistic situation on children’s language acquisition and were able to change their mindset toward minority language instruction, contributing to the success of this action research.

Keywords: langue minoritaire, minority language, enseignement robuste du vocabulaire, robust vocabulary instruction, sensibilisation, awareness, état d'esprit, mindset, minority language context, contexte linguistique minoritaire, promotion of French, promotion du français, enseignement direct et explicite du vocabulaire, prise de conscience

SUMMARYThis paper describes a general methodology for estimating life expectancy adjusted for variations in health status during the course of individuals' lifetimes — the population health model, POHEM. Measures such as "disability-free life expectancy" and the life table methodology on which these kinds of indices are based are considered. The restrictions embodied in such measures and their underlying methodologies can be conveniently avoided with the POHEM microsimulation approach. Prototypical outputs of POHEM are presented, and it is argued that the POHEM methodology is not unduly complex. Many countries could use it ta generate health status adjusted life expectancy indices given already available data. Moreover, POHEM provides a framework for integrating a range of health data and for producing a family of important health indices.