scholarly journals Optimal Entry Point for French Immersion

2008 ◽  
pp. 27-35 ◽  
Author(s):  
Joan Netten
Keyword(s):  
Bilingual Education ◽  
Entry Point ◽  
French Immersion ◽  
Advantages And Disadvantages ◽  
Immersion Education ◽  
Immersion Programs

Abstract This discussion will be divided into three sections. In the first, I wish to present for your consideration certain general principles of bilingual education which need to be taken into account in making decisions about entry into immersion programs. Secondly, we will examine the three major forms of immersion education, early, middle and late, to determine the advantages and disadvantages of each, and lastly, I will share with you my perceptions as to which point might be considered an optimal one for entry into French immersion.

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.

Rethinking pedagogical assumptions in Canadian French immersion programs

2014 ◽  
Vol 2 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Jim Cummins
Keyword(s):  
Bilingual Education ◽  
Instructional Strategies ◽  
Learning Strategies ◽  
Language Immersion ◽  
French Immersion ◽  
Bilingual Students ◽  
Effective Learning ◽  
Canadian French ◽  
Immersion Programs ◽  
Biliteracy Development

Bilingual education and second language immersion programs have operated on the premise that the bilingual student’s two languages should be kept rigidly separate. This paper argues that although it is appropriate to maintain largely separate spaces for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching emergent bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The central rationale for integration across languages is that learning efficiencies can be achieved when teachers explicitly draw their pupils’ attention to similarities and differences between their languages and reinforce effective learning strategies in a coordinated way across languages. The paper explores the interplay between bilingual and monolingual instructional strategies within French immersion programs, and bilingual education more generally, and suggests concrete strategies for optimizing students’ bilingual and biliteracy development.

scholarly journals Los niños del pueblo originario en el sureste mexicano y la educación intercultural bilingüe

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Karla Del Carpio-Ovando
Keyword(s):  
Bilingual Education ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
French Immersion ◽  
Negative Effects ◽  
Bilingual Programs ◽  
Key Characteristics ◽  
Immersion Programs ◽  
Indigenous Children ◽  
Education In Mexico

<p>En este artículo describimos la situación actual de algunos programas bilingües implementados en regiones habitadas por pueblos originarios en México. Asimismo se discuten las deficiencias y las graves consecuencias que dichos programas han tenido en los pueblos originarios al igual que en sus lenguas y culturas. En este texto se enfatiza la importancia, el valor y la urgencia de otorgar una educación intercultural bilingüe de calidad a los niños indígenas mexicanos es por ello que en el presente se proporcionan las características de verdaderos programas bilingües y se compara el tipo de educación bilingüe implementada a niños indígenas mexicanos con el programa de inmersión canadiense (o mejor conocido como programa de inmersión en francés) por ser un modelo educativo que podría usarse y adaptarse al contexto de México.</p><p><strong>Palavras-chave</strong></p><p>Educación bilingüe. Educación indígena. Niños. México.</p><p> </p><p><strong>Bilingual Education in the Mexican Context: Indigenous Children’s Reality </strong></p><p><strong>Abstract</strong></p><p>This article describes the current situation of some bilingual programs implemented in regions inhabited by indigenous peoples in Mexico. Also, the deficiencies and the negative effects that these programs have had on indigenous communities, their languages and cultures are mentioned. On the other hand, the importance, the value and the urgency to implement quality intercultural bilingual education for Mexican indigenous children are also emphasized. This work underlines some of the key characteristics that bilingual programs need to have. In addition, the type of bilingual education Mexican indigenous children have received is compared to Canadian Immersion Programs (better known as French Immersion Programs) since some aspects of this model could be used and adapted to bilingual education in Mexico.</p><p><strong>Keywords</strong></p><p>Bilingual education. Indigenous education. Mexico.</p>

The development of orthographic processing skills in children in early French immersion programs

2014 ◽  
Vol 17 (1) ◽  
pp. 16-39 ◽  
Author(s):  
Eva Commissaire ◽  
Adrian Pasquarella ◽  
Becky Xi Chen ◽  
S. Hélène Deacon
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Factor Model ◽  
Orthographic Processing ◽  
French Immersion ◽  
Learning To Read ◽  
Underlying Factor ◽  
Correct Spelling ◽  
Immersion Programs ◽  
Language Variables

Children learning to read in two languages are faced with orthographic features from both languages, either unique to a language or similar across languages. In the present study, we examined how children develop orthographic processing skills over time (from grade 1 to grade 2) with a sample of Canadian children attending a French immersion program and we investigated the underlying factor structure of orthographic skills across English and French. Two orthographic processing tasks were administered in both languages: lexical orthographic processing (e.g. choose the correct spelling from people–peeple) and sub-lexical orthographic processing (e.g. which is the more word-like vaid–vayd?), which included both language-specific and language-shared orthographic regularities. Children’s performances in sub-lexical tasks increased with grade but were comparable across languages. Further, evidence for a one factor model including all measures suggested that there is a common underlying orthographic processing skill that cuts across measurement and language variables. Keywords: orthographic processing; reading; French immersion; bilinguals; second language learners

Gifted and Nongifted Students’ Reasons for Leaving French-Immersion Programs

1996 ◽  
Vol 11 (1) ◽  
pp. 31-34 ◽  
Author(s):  
Susan R. Karovitch ◽  
Bruce M. Shore ◽  
Marcia A. B. Delcourt
Keyword(s):  
French Immersion ◽  
Immersion Programs

Immersion education: applicability for nonvernacular teaching to vernacular speakers

1981 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Merrill Swain
Keyword(s):  
First Language ◽  
Minority Language ◽  
Second Languages ◽  
Background Structure ◽  
Language Groups ◽  
Immersion Education ◽  
Immersion Programs

The characteristics of “immersion” education as it is practised in Canadian contexts are described in this paper. Immersion programs are outlined in terms of their background, structure, methodology, and outcomes. It is suggested that to achieve the outcomes of immersion education found for majority language groups, some minority language groups may require a program in which initial education is in the first language, and which continues in both the first and second languages.

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