Language Proficiency, Biliteracy and French Immersion

Abstract

The impact of Canadian French immersion research on theoretical conceptions of bilingualism and biliteracy is reviewed and four major issues on which immersion research has had a significant impact are identified. These are: (1) the effects of bilingualism on children's cognitive and academic development; (2) the effects of intensity of school exposure to the second language (L2) on children's L1 and L2 development; (3) the "optimal age" issue in L2 learning; and (4) the suitability of a home-school language switch for all children. Contrary to many earlier assumptions, Canadian immersion research findings suggest that: (1) cognitive advantages may accrue to children who develop high levels of bilingual skills; (2) amount of instructional time through the minority language is generally related to achievement in that language but unrelated to achievement in the majority language; (3) older learners make more rapid progress than younger learners in acquiring L2 cognitive and academic skills; and (4) there is no evidence that immersion programs are unsuitable for any identifiable category of students. These findings are interpreted in the light of a theoretical framework for examining the relationships between language proficiency, bilingualism and academic achievement.

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