French Immersion Studies: From Second-Language Acquisition (SLA) to Social Issues

Sylvie Roy

26 citations0/0 files storedAlberta Journal of Educational Research

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

French immersion in Canada was instituted by parents in Québec who wished their children to learn French in order to have social, political, and economic advantages. Several learning theories and research methods, especially those related to second-language acquisition (SLA), have been used in the field of French immersion. More recently, sociocultural, critical, and sociolinguistic theories are informing the field of French immersion. Suggestions for future research include examining how to apply theory to practice, providing new pedagogical approaches, reexamining the relevance of programs to the current clientele, and rethinking bilingualism and multiculturalism in Canada.

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References

1994Situated Learning: Legitimate Peripheral Participation.1985The Input Hypothesis: Issues and Implications 2013Sociocultural Theory and Second Language Learning 1994Foundations of Bilingual Education and Bilingualism 2000Identity and language learning : gender, ethnicity and educational change 1998Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together 2003Globalization, the new economy, and the commodification of language and identity 2005The Output Hypothesis: Theory and Research

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2012Heterogeneity and a Sociolinguistics of Multilingualism: Reconfiguring French Language Pedagogy 2010Students' attitudes to the secondary French immersion curriculum in a Canadian context 2021“More languages means more lights in your house”2022Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes 2014Exploring Reflexivity and Multilingualism in Three French Language Teacher Education Programs

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