This study used an interpretive model of classroom action research and focused on the planning, implementing, and rejection related to a dialing routine called Nos histoires in a Grade 1 French Immersion classroom. The sharing of personal narratives provided opportunities for students to be motivated to practice language because the topics were of personal interest to them; for students to extend conversations and create social interaction through the set-aside time for dialogue; and finally, for students to work together, construct knowledge collaboratively and acknowledge living together in the same space, thus living a good life. Reflections confirmed student discourse could be useful in a second language setting. The sharing time experienced by the children became a practical routine for fostering the theoretical ideals implicit in Vygotsky\u2019s social learning theory and in the theory of democracy. The practices of dialogue and caring expanded into other routines throughout the school day, and connections were made between socioculturalism and democracy, and democracy and action research.
