Evaluation of an early French immersion education curriculum

1976 ◽  
Author(s):  
Vicky A. Gray ◽  
Catherine Ann Cameron
Keyword(s):  
French Immersion ◽  
Education Curriculum ◽  
Immersion Education

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.

scholarly journals uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings

2018 ◽  
Vol 9 ◽  
pp. 51-75
Author(s):  
Jessica Durepos
Keyword(s):  
Undergraduate Students ◽  
French Immersion ◽  
Student Experiences ◽  
Language And Culture ◽  
Post Secondary ◽  
Immersion Education ◽  
Post Secondary Institution ◽  
Premier Cycle ◽  
Il Y A ◽  
K 12

An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990) towards Francophone language and culture. This study reports on the experiences of three first-year undergraduate students of the Régime d'immersion en français in regards to their linguistic identities. Do they consider themselves as Bilingual, Multilingual, Francophone, Francophile, Anglophone, or Other? Moreover, do their Francophone peers legitimize or challenge these self-ascribed positionings? The study exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular. Résumé Un domaine de recherche important, mais encore relativement sous-étudié pour la recherche en immersion concerne la recherche sur l'immersion universitaire. Encore plus, il y a peu de recherche qui étudie les expériences de ces étudiants en immersion universitaire. Les participants de cette étude de cas se retrouvent dans une période turbulente de leur vie, alors qu'ils passent du système d'enseignement en immersion de la maternelle à la 12e année à un établissement d'enseignement postsecondaire bilingue. Durant cette transition, l'étude examine comment les étudiants du Régime d'immersion en français de l'Université d'Ottawa se positionnent et sont positionnés (Davies et Harré, 1990) vers la langue et la culture francophones. Cette étude met le point de mire sur les expériences d'apprentissage de trois étudiantes de première année du premier cycle du Régime d'immersion en français avec accent particulier sur leur identité linguistique. Se considèrent-elles comme bilingues, multilingues, francophones, francophiles, anglophones ou autres? De plus, leurs pairs francophones légitiment-ils ou contestent-ils ces positionnements autoproclamés? L'étude expose les facteurs qui ont influencé le positionnement linguistique des participantes et explore ces facteurs qui ont particulièrement influencé leurs identités linguistiques.

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.

scholarly journals Producing bilinguals through immersion education: Development of metalinguistic awareness

2012 ◽  
Vol 35 (1) ◽  
pp. 177-191 ◽  
Author(s):  
ELLEN BIALYSTOK ◽  
KATHLEEN F. PEETS ◽  
SYLVAIN MORENO
Keyword(s):  
Public Schools ◽  
Language Proficiency ◽  
Executive Control ◽  
Verbal Fluency ◽  
English Language ◽  
Developmental Differences ◽  
French Immersion ◽  
Metalinguistic Awareness ◽  
Education Development ◽  
Immersion Education

ABSTRACTThis study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French.

scholarly journals Translanguaging and Linguistic Landscapes: A Study of Manitoban Schoolscapes

2020 ◽  
Vol 10 ◽  
Author(s):  
Gail Cormier
Keyword(s):  
Secondary School ◽  
Qualitative Data ◽  
Language Education ◽  
French Language ◽  
French Immersion ◽  
Linguistic Landscape ◽  
Single Track ◽  
School Contexts ◽  
Immersion Education ◽  
Language Schools

The purpose of this article will be to review how the theory of translanguaging can be used to explore the linguistic landscapes of bi- and multilingual schools. Such an approach requires researchers to view space and language holistically since translanguaging practices occur not only within an individual but also within a particular space. As a result, a school’s linguistic landscape (schoolscape) can be viewed as a representation of the students’ language repertoire. Qualitative data will be presented from three different secondary school contexts in Manitoba, Canada; French immersion single-track, French immersion dual-track and French-language schools. This data will illustrate how translanguaging offers a new way to approach the analysis of schoolscapes in bi- and multilingual contexts. Keywords: translanguaging, linguistic landscapes, French immersion education, French-language education

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