In this paper, I explore Discourses [Gee 1996. "Social Linguistics and Literacies: Ideology in Discourses." 2nd Edition, 1996; 3rd Edition, 2008; 5th Edition. 2015. London: Taylor & Francis] on language, and how they influenced plurilingual students' subject positioning during classroom interactions. I analyse documents published by…

Despite an increasing interest in pronunciation instruction in English as a majority language or international "lingua franca," less is known about pronunciation learning in non-English minority languages, especially among child learners. Bilingual education programs provide a unique context to address this research gap, as they involve…

French second language education, including the option of one-way French immersion, is mandated for majority-language Anglophone children in New Brunswick, Canada's only officially bilingual province. Language ideological debates in the province surrounding official English--French bilingualism led us to investigate adolescent majority-language…

French immersion (FI), one of the hallmarks of French as a Second Language education in Canada and mandated in New Brunswick, Canada's only officially English/French bilingual province, is often the target of language ideological debates surrounding its purposes and expected outcomes. Yet, notably absent in FI scholarship has been a focus on the…

Differences between monolingual and multilingual vocabulary development have been observed but few studies provide a longitudinal perspective on vocabulary development before and following school entry. This study compares vocabulary growth profiles of 106 multilingual children to 211 monolingual peers before and after school entry to examine…

French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada's two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse…

In Canada, there is a rising population of K-12 students who speak neither French nor English at home, and who are sometimes expected to learn both of the country's official languages in school. Applying the lenses of critical theory and positioning theory, this study uses questionnaire and interview data to frame considerations to explore how…

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…

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…

This paper examines French as a second official language (FSOL) teachers' perspectives as they relate to the inclusion of immigrants who are learning English (IMMs), in elementary FSOL education in an English-dominant region of Canada, in particular within French immersion. In this paper, I have tried to examine the question of access to…

Social psychologists have suggested that language-based ideologies related to "stereotype threat" (i.e. variations in performance-based on ability perceptions of language groups) may affect students' academic achievement regardless of school language support. However, it is unclear whether efforts to support students' first language…