The Second Language Component of Primary French Immersion Programs in Montreal, Quebec, Canada

1995 ◽  
Vol 19 (3-4) ◽  
pp. 525-536
Author(s):  
Holli Schauber ◽  
Pierrette L. Morissette ◽  
Lorraine R. Langlois
Keyword(s):  
Second Language ◽  
French Immersion ◽  
Immersion Programs

Instructional Strategies and SLA in Early French Immersion

1993 ◽  
Vol 15 (2) ◽  
pp. 245-259 ◽  
Author(s):  
Birgit Harley
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Instructional Strategies ◽  
Experimental Research ◽  
French Immersion ◽  
School Based ◽  
Immersion Programs ◽  
Clear Conception

Examining the role of instruction in second language acquisition (SLA) entails not only a specification of what aspects of SLA stand to be affected but also a clear conception of what is meant by instruction. In this paper the potential of various instructional strategies for promoting SLA among child second language (L2) learners is considered in relation to empirical findings in early French immersion programs. Several principles are proposed concerning the what, when, and how of code-focused L2 instruction in a communicatively oriented school-based acquisition context. These proposals need to be put to the test in further experimental research.

LANGUAGE APTITUDE AND SECOND LANGUAGE PROFICIENCY IN CLASSROOM LEARNERS OF DIFFERENT STARTING AGES

1997 ◽  
Vol 19 (3) ◽  
pp. 379-400 ◽  
Author(s):  
Birgit Harley ◽  
Doug Hart
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Positive Relationship ◽  
French Immersion ◽  
Language Aptitude ◽  
Second Language Proficiency ◽  
Main Hypothesis ◽  
Immersion Programs ◽  
The Relationship ◽  
Analytical Dimension

This empirical study investigates the relationship between language aptitude components and second language (L2) outcomes among learners whose intensive L2 exposure began at different ages. The learners in this study are 65 11th-grade students in continuing early and late French immersion programs. Evidence is found to support the main hypothesis that in late immersion starting in adolescence there will be a positive relationship between L2 outcomes and an analytical dimension of language aptitude, whereas in early immersion beginning in grade 1 a positive relationship will hold between L2 outcomes and memory ability. A further hypothesis that early immersion students will have higher language aptitude as a result of their early L2 exposure is not supported by the findings.

FRENCH IMMERSION RESEARCH IN CANADA: RECENT CONTRIBUTIONS TO SLA AND APPLIED LINGUISTICS

2000 ◽  
Vol 20 ◽  
pp. 199-212 ◽  
Author(s):  
Merrill Swain
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
French Immersion ◽  
Immersion Education ◽  
Immersion Programs

This review chapter addresses two questions: What has the recent research conducted in French immersion programs in Canada contributed to our understanding of second language acquisition (SLA)? What has it contributed to the broader field of applied linguistics? In this chapter, I also consider briefly what the research contributions of the coming decade might be and discuss some of the obstacles that may be faced in Canada in continuing to conduct research concerned with French immersion education.

Language impaired children's performance in an additive bilingual education program

1982 ◽  
Vol 3 (1) ◽  
pp. 45-60 ◽  
Author(s):  
Margaret Bruck
Keyword(s):  
Second Language ◽  
Cognitive Skills ◽  
First Language ◽  
French Immersion ◽  
Language Abilities ◽  
Comparable Group ◽  
Language Of Instruction ◽  
Language Impaired ◽  
Immersion Programs ◽  
Impaired Children

ABSTRACTCognitive, academic, first language, and second language abilities of language impaired children attending French immersion programs were assessed in kindergarten and in grade 1. After two years of instruction in a second language the linguistic and cognitive skills of these children were similar to a comparable group of language impaired children who were educated in their first language. The language impaired children were also acquiring proficiency in second language skills, although not to the same levels of proficiency as French immersion children with normal first language abilities. The results are discussed in light of current theories of optimal language of instruction.

scholarly journals Personal insights on a postsecondary immersion experience: Learning to step out of the comfort zone

2015 ◽  
Vol 6 ◽  
Author(s):  
Jérémie Séror ◽  
Alysse Weinberg
Keyword(s):  
Second Language ◽  
French Immersion ◽  
Comfort Zone ◽  
Group Interactions ◽  
Individual Interviews ◽  
Immersion Experience ◽  
Immersion Programs ◽  
Personal Reflections ◽  
The University ◽  
The Impact

Postsecondary immersion programs reflect a growing demand for educational programs designed to allow learners to develop advanced levels of literacy in a second language through content and discipline-based language interactions. Little is known about the impact of these programs on students. Drawing on data collected through individual interviews and focus group interactions, this paper focuses on the insights and personal reflections of students at the University of Ottawa, site of the largest tertiary French immersion option in Canada. The data gives voice to firsthand accounts of what it means to study in these programs and offers avaluable glimpse at the challenges, risks and distinctive incentives associated with the completion of one’s undergraduate education through the medium of a second language. Implications focus on recommendations for the design of successful university immersion programs. 

Canadian Parents for French

2015 ◽  
Vol 3 (2) ◽  
pp. 218-240 ◽  
Author(s):  
Judy Gibson ◽  
Sylvie Roy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Universal Access ◽  
Historical Context ◽  
Language Instruction ◽  
French Immersion ◽  
Successful Implementation ◽  
Non Profit ◽  
Immersion Programs ◽  
Official Languages

This article describes the efforts undertaken by a grassroots, non-profit association established to promote French-second-language learning in Canada, and how those efforts have contributed to the advancement of Canada’s official languages policy. After identifying the historical context in which the immersion approach to second language instruction was developed, we use a historical institutionalism theory with an archival research method to examine texts produced by Canadian Parents for French over the past 38 years to see how the organization has contributed to the growth of English-French bilingualism within Canada. We then note the continuing challenges to universal access to French immersion programs which the association has identified. This article demonstrates that stakeholders can play an important role in the successful implementation of a policy and offers examples that may be relevant for international audiences seeking to promote language learning.

Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners

2020 ◽  
Vol 9 (2) ◽  
pp. 199-226
Author(s):  
Dan Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Learning Opportunities ◽  
French Immersion ◽  
Chinese Learners ◽  
Instructed Second Language Acquisition ◽  
Negotiation For Meaning

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

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