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Indicators of an "Immigrant Advantage" in the Writing of L3 French Learners
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Knouzi, Ibtissem; Mady, Callie – Canadian Modern Language Review, 2017
Grounded in the cross-linguistic influence(s) (CLI) literature, this study used objective measures to compare the use of English, lexical richness and syntactic complexity, and grammatical accuracy and fluency in the texts of three groups of Grade 6 French immersion students: Canadian-born anglophones (C-A), Canadian-born multilinguals (C-M), and…
Descriptors: French, Immigrants, Multilingualism, Social Status
The Role of Proficiency and Social Context on the Grade-6 Students' Acquisition of French as a Second Official Language in Canada
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Mady, Callie – International Journal of Multilingualism, 2014
In this paper, I report on the findings of a study that compared the French as a second official language (FSOL) proficiency of three groups of Grade-6 students in English-dominant Canada: Canadian-born monolingual English-speaking students, Canadian-born bilingual students and immigrant bilingual students (IMBs). The goal of the study was to…
Descriptors: Role, Second Language Learning, Foreign Countries, Official Languages
Learning French as a Second Official Language in Canada: Comparing Monolingual and Bilingual Students at Grade 6
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Mady, Callie – International Journal of Bilingual Education and Bilingualism, 2014
This paper presents the results of a study that compared the French as a second official achievement of three groups of students: (1) Canadian-born English speaking (CBE), (2) Canadian-born multilingual (CBM), and (3) immigrant multilinguals (IMM) as determined by multiskills test results. ANOVAs and subsequent post hoc tests revealed that the…
Descriptors: French, Second Language Learning, Official Languages, Foreign Countries