This paper examines literacy engagement of plurilingual students from bilingual programmes. The mixed-methods research was a formative home intervention with Grade 4-6 Extended French and French Immersion students during the summer. The students were reading for pleasure in L1, writing summaries and participating in weekly discussions, which…

This article recounts three studies that portray an evolution from research examining the effects of researcher-designed instructional interventions to research examining the impact of helping teachers to design their own instructional interventions. Study 1 investigated the effects of an instructional treatment designed by the research team on…

This paper looks at reading in French immersion and how learning French is seen more as a skill rather than a social practice that could be examined through a more critical lens. Most of the teachers often teach students how to read but rarely will they discuss the role of French in Canadian society and how this is manifested in the texts they…

This study compares the frequency and distribution of different types of corrective feedback (CF) (recasts, prompts and explicit correction) and learner uptake in 43 hours of classroom interaction at the 4th-5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English…

This 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…

Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after 5 years of immersion education in French.…

School-wide character education is difficult and ongoing work, even without the added complication of having diverse programs and students. Despite these obstacles, King George School in Calgary, Alberta, Canada chose to engage in character education. Initially, the reasons were pragmatic. Character education seemed the only hope for any sort of…

This volume builds on Fortune and Tedick's 2008 Pathways to Multilingualism: Evolving Perspectives on Immersion Education and showcases the practice and promise of immersion education through in-depth investigations of program design, implementation practices, and policies in one-way, two-way and indigenous programs. Contributors present new…

The American Council on Teaching of Foreign Languages (ACTFL) annually presents the Melba Woodruff Award to an exemplary foreign language program in the nation. This year at the ACTFL conference in Baltimore, MD, the Eisenhower International School received this award for its outstanding immersion programs. International student exchanges at the…