Le rôle du cerveau dans l'apprentissage du français en immersion par Joan Netten
Cette recherche de Joan Netten fait le lien entre l'approche neurolinguistique et l'immersion. Netten suggère que l'immersion fonctionne à cause de l'utilisation de la langue dans les situations de communication authentique où l'on se concentre sur un message et non pas sur les formes de la langue. De plus, elle suggère que le processus d'acquisition des compétences de communication d'une L2 est le même, peu importe le profil des apprenants.
Literature Review on the Impact of Second-Language Learning by CASLT
The purpose of the current literature review is to investigate whether and how learning a second language a ects language learners. It focuses on research in the following areas: cognition, academics, personal life, society at large, economics and intercultural understanding.
An executive 2 page summary can be found here.
An executive 2 page summary can be found here.
Rethinking pedagogical assumptions in Canadian French immersion programs - Jim Cummins (2014)
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
At-Risk Readers in French immersion: Early Identification and Early Intervention - Nancy Wise (2010)
This study analyses the impact of phonological awareness instruction on the reading achievement of at-risk Grade 1 readers enrolled in an early French immersion program. The intervention was initially given in English, and switched to French once students had acquired a foundation in the language. These findings suggest that a phonologically based intervention can effectively address phonological awareness deficits and facilitate French reading acquisition for early immersion students who are considered to be at risk for later reading difficulties.
Code-Switching and Symbolic Power in a Second-Grade Two-Way Classroom: A Teacher's Motivation System Gone Awry - Deborah Palmer (2009)
In this article, Palmer notices that students code-switch (move easily between two languages within a conversation or utterance) despite the motivational system in place to discourage it. In fact, she states that the system offers students a tool for manipulating symbolic power in the classroom. The conclusion from this research is to encourage teachers to allow conversational code-switches while expecting students to produce spoken and written text in one language where appropriate. Found for thought...
To what extent are Canadian second language policies evidence-based? Reflections on the intersections of research and policy - Jim Cummins (2014)
The paper addresses the intersections between research findings and Canadian educational policies focusing on four major areas:
(a) core and immersion programs for the teaching of French to Anglophone students,
(b) policies concerning the learning of English and French by students from immigrant backgrounds,
(c) heritage language teaching, and
(d) the education of Deaf and hard-of hearing students.
Cummins highlights the long standing assumption in French immersion programs to separate French and English.
Keywords: core French, French immersion, identity, language policy, multilingualism, second language learning
(a) core and immersion programs for the teaching of French to Anglophone students,
(b) policies concerning the learning of English and French by students from immigrant backgrounds,
(c) heritage language teaching, and
(d) the education of Deaf and hard-of hearing students.
Cummins highlights the long standing assumption in French immersion programs to separate French and English.
Keywords: core French, French immersion, identity, language policy, multilingualism, second language learning
Rethinking monolingual instructional strategies in multilingual classrooms - Jim Cummins (2007)
Some assumptions regarding best practice in immersion education continue to dominate class- room instruction. These assumptions are that:
(a) the target language (TL) should be used exclusively for instructional purposes without recourse to stu- dents’ first language (L1);
(b) translation between L1 and TL has no place in the language classroom; and
(c) within immersion and bilingual programs, the two languages should be kept rigidly separate.
Based on current research and theory, a set of bilingual instructional strategies are proposed and concrete examples are provided.
(a) the target language (TL) should be used exclusively for instructional purposes without recourse to stu- dents’ first language (L1);
(b) translation between L1 and TL has no place in the language classroom; and
(c) within immersion and bilingual programs, the two languages should be kept rigidly separate.
Based on current research and theory, a set of bilingual instructional strategies are proposed and concrete examples are provided.
Not truly, not entirely...pas comme les Francophones - Sylvie Roy (2011)
How do our French immersion students perceive themselves? This study shows how French immersion students feel like they do not belong to either legitimized group in Canada; they develop their own bilingual world and identities, which are not recognized in Canadian society.
Key words: French immersion, bilingualism, Canadian society, inclusion, language policies
Key words: French immersion, bilingualism, Canadian society, inclusion, language policies
François Grosjean - Blog
François Grosjean is a Professor Emeritus from the Université de Neuchâtel. He frequently writes about mythes related to bilingualism in an accessible way on his blog and in his books.
Bilingual Education - Ofelia Garcia & Heather Woodley (2014)
Garcia's extensive writing on bilingualism and the education of bilinguals is based on her life experience living in New York City after leaving Cuba at the age of 11, teaching language minority students bilingually, educating bilingual and ESL teachers, and working with doctoral students researching these topics. This article gives a clear description of the history of bilingual education (including Canada's French immersion program) as well as new debates in this area.