Research demonstrates that content, language, and literacy integration is challenging for teachers working in content-based instructional contexts such as immersion and Content and Language Integrated Learning. Although teacher preparation programs for content-based instruction contexts exist, it is unclear whether and how they help…

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)…

Bilingual education has been an educational option in many countries for over 50 years but it remains controversial, especially in terms of its appropriateness for all children. The present review examines research evaluating the outcomes of bilingual education for language and literacy levels, academic achievement, and suitability for children…

The purpose of this study was to examine the self-efficacy beliefs of novice elementary French as a second language (FSL) teachers. A mixed methods approach was used to investigate self-efficacy appraisals of core French (n = 14) and French immersion (n = 13) teachers in delivering instruction in FSL programs. A questionnaire was administered that…

This Information Capsule summarizes the research on Structured English Immersion (SEI) programs. Most school districts use either the SEI or Bilingual Education (BE) model to instruct elementary level English Language Learners (ELLs). In SEI programs, ELLs receive all or most of their instruction in English. BE programs provide instruction in two…

This study compares the English and French proficiencies of three groups of early French immersion participants at the Grade 6 level: Canadian-born English-speaking, Canadian-born multilingual, and immigrant multilingual students. In addition to English and French multi-skills tests, the participants completed a questionnaire designed to gather…

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…

While the research literature on second language (L2) fluency is replete with descriptions of fluency and its influence with regard to English as an additional language, little is known about what fluency features influence judgments of fluency in L2 French. This study reports the results of an investigation that analyzed the relationship between…

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…

This study examines the bilingual education in Spain and in Canada, and discusses their historical backgrounds, current bilingual education programs in use, and teacher proficiency within their bilingual education programs. The purpose of this study is to examine these two countries' bilingual education programs and find a way to implement a…

The classroom demographics in French immersion (FI) programs across Canada are changing: There are a growing number of multilingual students who are learning English as a second language (L2) and French as a third language (L3). However, little is known about the development of French language proficiency and reading skills of multilingual…

This paper examines the French achievement results of three groups of students: Canadian-born English/French bilingual, Canadian-born multilingual and immigrant multilingual Grade 6 French immersion students, by investigating how the variables of integrative and instrumental motivations, attitudes to the learning situation, French language…

Few studies have compared the written competency of French immersion students and their core French peers, and research on these learners at a postsecondary level is even scarcer. My corpus consists of writing samples from 255 students from both backgrounds beginning a university course in French language. The writing proficiency of core French…

This paper addresses a niche in studies on immersion programmes for English as second language learners. While studies on the impact of the experience of studying abroad are replete with reports about the enhancement of participants' language proficiency or intercultural skills, the present study investigates the types of language and culture…

Students of second and international languages in Alberta do not receive sufficient hours of instruction through formal classroom time alone to achieve distinguished levels of proficiency (Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., et al., 2006). This research study uses a constructivist approach (Guba & Lincoln,…