This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and…

Purpose: This study investigated the extent to which comprehension monitoring in children's first and second language predicts reading comprehension. Method: Children's ability to detect inconsistencies in orally presented stories was measured by response to a judgment question about whether the story made sense and by the identification of the…

In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French…

As dual-language children's books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three…

Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (M[subscript age] = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation)…

This study explores the cross-linguistic reading strategies that 16 Grade 3-4 French immersion pupils schooled in Saskatchewan used while reading two types of dual-language children's books: translated and integrated. In the first type, the same text appears in both French and English, whereas in the second one, English and French are integrated…

Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent…

Previous studies have shown that immersion students tend to speak the majority language during peer interactions, regardless of the language of instruction or their dominant language. Researchers have argued that the societal status of the majority language presents an obstacle to providing equitable support for both languages of instruction. To…

While all mathematics is mediated by language, the role of language is especially complex in bi- and multilingual mathematics classrooms, and more so in bilingual education programs in which the explicit goals of both language and mathematics learning intersect. We explore bilingual French immersion students' linguistic and mathematical…

In this paper, both a cognitive and a sociocultural theoretical perspective are used to bring together findings from two studies that investigated the effects of instruction designed to enhance the potentially positive effect of peer interaction on L2 development. Despite differences between the studies' learning contexts, participants' age, and…

This article reports a study on the China-Canada-United States English Immersion (CCUEI) Moral Education and Social Studies (MESS) curriculum materials for elementary classes (Grades 3-6) with the aim of learning how the curriculum addressed the dual goals of MESS content and English language learning. An analysis comparing the CCUEI third grade…

Guidelines are provided to assist teachers of grade 3 French immersion pupils in developing a concentrated English language arts program which will enable pupils to attain competency in the essential basic skills. The introduction of English language arts into the early French immersion program represents the pupils' first encounter with formal…

Analyzes the nature of the oral language interactions of French immersion students involved in a group drama about the early settlers. Finds that four language functions (informative, directive, expressive, and imaginative) were characteristic of children's interactions during group drama. Finds relationships between type of session and the…

Determines whether French immersion programs result in detrimental effects on the ability of children in such programs to read and write in English. Finds that writing in English and French is fairly comparable across languages and that there is a transfer of processing behavior across languages. (MG)

Compares immersion and non-immersion students' results on provincial Grade 3 tests in Ottawa in 1998-99. Explores the results by immersion type--according to the grade at which English literacy instruction is introduced, and the proportion of instructional time in English. Results corroborate those of large-scale evaluation studies of French…