Forum: Assessing the Linguistic Success of Middle French Immersion Programs or What's in a Name?

1992 ◽  
Vol 48 (3) ◽  
pp. 598-601
Author(s):  
Joseph E. Dicks
Keyword(s):  
French Immersion ◽  
Middle French ◽  
Immersion Programs

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

scholarly journals Are French Immersion Programs Suitable for Working-Class Children? A Follow-up Investigation

WORD ◽  
1971 ◽  
Vol 27 (1-3) ◽  
pp. 311-341 ◽  
Author(s):  
Margaret Bruck ◽  
Jola Jakimik ◽  
G. Richard Tucker
Keyword(s):  
Working Class ◽  
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.

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.

“More languages means more lights in your house”

2021 ◽  
Author(s):  
Stephen Davis ◽  
Susan Ballinger ◽  
Mela Sarkar
Keyword(s):  
Present Article ◽  
Language Proficiency ◽  
Interview Data ◽  
French Immersion ◽  
Refugee Resettlement ◽  
Immersion Programs ◽  
Diverse Student ◽  
Recent Developments ◽  
Official Languages ◽  
Statistics Canada

Abstract French immersion programs throughout Canada have historically consisted of predominantly Anglophone populations pursuing bilingualism in the country’s two official languages, English and French. Nevertheless, recent developments in immigration and refugee resettlement have contributed to increasingly diverse student backgrounds nationwide (Statistics Canada, 2014). Researchers have explored the motivation for Allophone families to pursue FSL in Canada (Dagenais & Berron, 2001; Dagenais & Jacquet, 2000; Mady, 2010); the language proficiency of Allophone learners in FSL programs (Bérubé & Marinova-Todd, 2012; Carr, 2007; Mady, 2015); and the perspectives of FSL educators with respect to such learners (Mady, 2016; Mady & Masson, 2018; Roy, 2015). The present study draws from interview data to explore and compare the experiences and perspectives of seven Allophone parents and 43 FI educators in Saskatchewan. In the present article, we examine the perspectives of FI educators, the experiences of Allophone families, and the implications for immersion programs worldwide.

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