Bilingual outcomes for a student with down syndrome in French immersion

2021 ◽  
Author(s):  
Sarah Martin ◽  
Christina Hodder ◽  
Emily Merritt ◽  
Ashley Culliton ◽  
Erin Pottie ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Inclusive Education ◽  
English Language ◽  
French Immersion ◽  
English Only ◽  
Canadian French ◽  
Program Testing ◽  
Bilingual Student ◽  
French And English ◽  
Grade 8

Abstract This study investigated the French and English outcomes and experiences of one student with Down syndrome enrolled in a Canadian French Immersion (FI) program. Testing in Grades 6 and 8 revealed development in both languages, higher English than French skills, and progress across the two years in English only. English language and reading comparisons in Grade 8 showed the bilingual student had similar or better English abilities than age-matched monolinguals with Down syndrome (DS) schooled in English only. Interviews revealed that the parents were strong advocates for their son and worked closely with the school to ensure accommodations were in place in FI that fostered his success. The interviews also offered some explanation for the lack of French progress at second testing. This study provides the first evidence that FI can provide a path to bilingualism for students with DS. The findings have implications for inclusive education.

scholarly journals Core or Immersion? Canadian French-Second-Language Teacher Candidates’ Perceptions and Experiences of the Best and Worst Program Options for Students with Learning Difficulties and for English Language Learners

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Katy Arnett ◽  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Student Teaching ◽  
Language Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Learning Difficulties ◽  
French Immersion ◽  
Canadian French ◽  
Program Options

Responding to the needs of and/or including students with different need profiles has been an area of focus within Canadian French Second Language (FSL) education for many years. This study draws on quantitative data from two questionnaires (administered before and after Canadian teacher candidates in FSL education completed their practica) and on qualitative interview data from a volunteer sample of questionnaire participants. The purpose of the study was to explore how these participants viewed the best and worst FSL program options, among four choices, for students who had learning difficulties or who were English language learners, and to see the extent to which these views could be linked to their practicum experience. Though some participants did mention less common programs, most participants restricted their responses to the traditional FSL program dichotomy of core French and French immersion. We noted differences in the participants’ views according to the program of their student teaching practicum and according to the learning need under consideration. Implications for FSL teacher education and FSL education are discussed. In particular, we recommend providing research information to teacher candidates at the Bachelor of Education level in order to encourage teacher candidates to consider evidence as they move toward greater inclusion in FSL; given that these future teachers will need to support varying student needs in their career, this information should be included in their preparation.

Access and outcomes of children with special education needs in Early French Immersion

2020 ◽  
Author(s):  
Elizabeth Kay-Raining Bird ◽  
Fred Genesee ◽  
Ann Sutton ◽  
Xi Chen ◽  
Joan Oracheski ◽  
...  
Keyword(s):  
Special Education ◽  
English Language ◽  
French Immersion ◽  
Reading Scores ◽  
Small Subset ◽  
Language Performance ◽  
Special Education Needs ◽  
French And English ◽  
Education Needs ◽  
Grade 3

Abstract This study investigated access to and outcomes of Early French Immersion (EFI) for students with special education needs (SEN) attending a large school board in Canada. Data analysis was carried out on: provincially mandated achievement test scores for all Grade 3 students with SEN participating over a three-year period (n = 705) who attended either EFI or English programs; standardized French and English language and reading scores for a small subset of students (n = 20); and interviews with parents of Grade 4 students in EFI (n = 9). Results revealed lower participation but higher English academic and language performance for students with SEN in the EFI program as well as development of French language and reading skills. Interviewed parents often believed children with SEN ‘could not handle’ EFI and that withdrawal should be an option in response to learning difficulties. Implications for inclusive practices in EFI are discussed.

The contribution of narrative morphosyntactic quality to reading comprehension in French immersion students

2014 ◽  
Vol 36 (6) ◽  
pp. 1375-1391 ◽  
Author(s):  
KATHLEEN HIPFNER-BOUCHER ◽  
KATIE LAM ◽  
XI CHEN
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Maternal Education ◽  
Word Reading ◽  
French Immersion ◽  
Oral Narrative ◽  
L2 Reading ◽  
Canadian French ◽  
Narrative Generation ◽  
Oral Language Skills

ABSTRACTThis study investigated the relationship between L2 oral narrative morphosyntactic quality and L2 reading comprehension in a sample of 81 students enrolled in a Canadian French immersion program in Grade 1. Measures of French narrative generation and reading comprehension were administered concurrently. The proportion of utterances in the narratives that were judged to be grammatically acceptable was found to explain unique variance in reading comprehension, controlling for nonverbal intelligence, maternal education, phonological awareness, vocabulary and word reading. The results suggest that even in the earliest stages of L2 literacy acquisition, L2 oral language skills contribute to reading comprehension outcomes. The results of our study suggest that there may be value in providing L2 children with classroom-based story-related experiences that expose them to literate language.

Selected linguistic problems in indexing within the Canadian context

1992 ◽  
Vol 18 (2) ◽  
pp. 87-91
Author(s):  
Lisa Rasmussen
Keyword(s):  
English Language ◽  
Canadian English ◽  
Canadian French ◽  
Canadian Context

Study of the problems inherent in indexing within a Canadian context. Takes into account the linguistic characteristics of Canadian English (the divided usage between British and American spelling and vocabulary; the literary warrant of words of Canadian origin) and of Canadian French (the frequency of vocabular, morphological, and semantic anglicisms, the differences in vocabulary between standard and Canadian French) and the problems involved in bilingual indexing because of the trend in the English language towards nominalization.

Restoring Official Bilingualism

2020 ◽  
pp. 123-136
Author(s):  
Amílcar Antonio Barreto
Keyword(s):  
Puerto Rican ◽  
English Language ◽  
Language Fluency ◽  
English Only ◽  
Clear Sign ◽  
The Us ◽  
The Status ◽  
Pros And Cons ◽  
Language Law ◽  
English Language Fluency

While the PPD methodically debated the pros and cons of official unilingualism their PNP rivals, who won the 1992 elections, restored bilingualism within weeks of taking office. The PNP’s rush became apparent when Gov. Pedro Rosselló announced the promotion of a new status plebiscite. As Congress took up the status question in 1993, PNP delegates flashed the new language law as a clear sign of loyalty to the US. That move failed to sway many federal lawmakers who repeatedly brought up the connection between the Spanish language and Puerto Rican identity, along with the low rates of English-language fluency on the island. At this juncture English-language activists from the US mainland began interjecting themselves in the island’s status debates during the English-only movement, reiterating the tight bonds between American-ness and the de facto US vernacular. Although out of office, Commonwealth supporters won the 1993 status plebiscite.

Language Loss

2019 ◽  
pp. 181-195
Author(s):  
Nilsa J. Thorsos
Keyword(s):  
English Language Learners ◽  
Critical Race Theory ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Loss ◽  
English Only ◽  
The Usa ◽  
First And Second Generation

This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.

Sign in / Sign up

Export Citation Format

Share Document