Languages differ in their realization of the subject argument: non-null-subject languages, like English, require subjects to be phonologically overt; rather, null-subject languages, like Greek, allow the subject to be overt or null. This cross-linguistic difference can lead to the transfer of grammatical properties across languages during…

This study collected interview data from parents of five children identified as having special education needs who were attending or had attended a French Immersion program in Toronto, Ontario. The experiences of these families were qualitatively analyzed to uncover critical themes surrounding experiences and beliefs around French Immersion…

This paper examines the construct of bilingual phonemic awareness in Irish-English bilinguals. Though traditionally viewed as a skill or ability which transfers across languages, recent accounts have considered whether phonemic awareness has a language-specific component. This study used a cross-sectional design to examine this question. A total…

This longitudinal, mixed-methods study reports on the development and implementation of an early phonological awareness screening and intervention program for struggling emergent readers in a French immersion school in Manitoba. The program was created by a professional learning community made up of the school administrator, teachers, and clinical…

With the promise of achieving bilingualism, biliteracy, and cultural pluralism, Chinese immersion programs for students from kindergarten to 12th grade (K-12) in North America, especially the US, have been proliferating in the past two decades. Research on this rapidly growing population of non-native Chinese learners is also growing. This…

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this…

While translanguaging has been adequately researched in various educational sectors, there is scant research at the primary-level English-L2 classroom in the Chinese educational context. Within a monolingual English-only immersion policy favoured by the state in China for many decades now, translanguaging has been a debated issue recently. Within…

Despite Estonia being ranked among the highest performing nations in the world-wide testing of students, these encouraging results are somewhat overshadowed by the challenge to overcome the divided school system with different languages of learning that impacts crucially on students' social, academic and professional paths. The study examines…

Assessing vocabulary knowledge is an important part of establishing language proficiency in bilingual children. The crosslinguistic lexical tasks (CLTs) provide a framework for testing vocabulary development in three-to-six year-olds using a standard procedure and comparable items for multiple languages. This study describes the development of the…

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…

A great deal of time and resources are invested throughout Canada to encourage students to learn French as a second official language through a variety of programs (core French, intensive French, and French immersion programs). Little is known, however, about the impact of these efforts once French language learners complete their high school…

Using critical interpretive procedures, this synthesis reviews qualitative and quantitative empirical studies (N = 181) published between 2000 and 2017 in the Canadian French as a Second Language (FSL) K-12 context. This study examines the thematic focus of findings relevant to key stakeholders (i.e., students, teachers, teacher candidates,…

There is currently much controversy surrounding the cognitive advantages that are often associated with bilingualism, especially regarding the so-called executive control advantage. Recently, it has been suggested that bilingualism emerging from immersion education may not lead to an advantage in executive control, but rather to an improvement…

Sparse attention in the educational leadership literature is given to those leading immersion schools, despite the established connection between educational leadership and context, including cultural context. By eliciting principals' accounts of practices in leading Irish language-medium immersion education in secondary schools, this study begins…

This Advice provides important information on the national context and describes best practice to support senior leaders, practitioners, and education authorities in evaluating and planning for improvement in Gaelic Education. It is based on evidence from inspections, reviews and validated self-evaluation, covering all sectors of Gaelic Education…