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French Core Programs across Canada: How Can We Improve Them?
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French Core Programs across Canada: How Can We Improve Them? (1982)French Core Programs across Canada: How C…A Critical Interpretive Synthesis of Post-Millennial Canadian French as a Second Language Research across Stakeholders and Programs (2021)A Critical Interpretive Synth…Second language education and micro-policy implementation in Canada: The meaning of pedagogical change (2015)Second language education and…The Future of Intensive French in Canada (2009)The Future of Intensive Frenc…Intensive French in British Columbia: Student and Parent Perspectives and English as Additional Language (EAL) Student Performance (2009)Intensive French in British C…Évaluation des habiletés de communication orale chez des élèves de l'élémentaire utilisant AIM (2009)Évaluation des habiletés de c…Exploring the use of student perspectives to inform topics in teacher education (2008)Exploring the use of student …Developing the Curriculum for Intensive French (2004)Developing the Curriculum for…Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study (2001)Integrating Formal and Functi…An early start : young learners and modern languages in Europe and beyond (2000)An early start : young learne…French Instruction in Elementary and Secondary Schools: The Canadian Experience (1993)French Instruction in Element…THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)Basics of qualitative research (1990)The Psychology of the Language Learner: Individual Differences in Second Language Acquisition (2005)Scaffolding Inclusion in a Grade 8 Core French Classroom: An Exploratory Case Study (2010)Teachers' Perspectives on Plurilingualism in the French Immersion Program (2015)Communicative competence : Some roles of comprehensible input and comprehensible output in its development (1985)The Input Hypothesis: Issues and Implications (1985)The Input Hypothesis: Issues and Implications (1986)Is CLIL so beneficial, or just selective? Re-evaluating some of the research (2011)The Inclusion of Children with Special Educational Needs in an Intensive French as a Second-Language Program: From Theory to Practice. (2012)CLIL: Some of the reasons why … and why not (2013)Foreign Languages: Key Links in the Chain of Learning. (1983)Interaction et discours dans la classe de langue (1984)Fundamental concepts of language teaching (1985)Outline of a Theory of Practice (1977)Outline of a Theory of Practice. (1980)The Art of Case Study Research (1996)English Language Arts Performance of Grade 6 Students in an Intensive French Program (2020)The Entry and Exit Fallacy in Bilingual Education (1980)Engaging Children's Minds: The Project Approach (1989)An introductory reader to the writings of Jim Cummins (2001)A Review of the Literature on Second Language Learning. (2004)Comparing Children's Oral Ability in Two ESL Programs (2005)Frames of Mind: The Theory of Multiple Intelligences (1984)How to Design and Evaluate Research in Education (1990)Hand and mind: what gestures reveal about thought (1993)Exploring the dynamic relationship between the Accelerative Integrated Method (AIM) and the core French teachers who use it: Why agency and experience matter. (2012)Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis (2019)Psycholinguistics: Analysis of Knowledge Domains on Children’s Language Acquisition, Production, Comprehension, and Dissolution (2022)Naturalistic inquiry (1985)Approaches and Methods in Language Teaching (2001)Multiple Case Study Analysis (2005)Linguistic Interdependence and the Educational Development of Bilingual Children (1979)Meta-Ethnography (1988)A Pedagogy of Multiliteracies: Designing Social Futures (1996)Who Is Immersion for?: A Critical Analysis of French Immersion Policies (2023)Belonging and Legitimacy for French Language Teachers (2024)Building French-as-a-Second-Language Teacher Candidates’ Linguistic Confidence through Drama-Based Activities (2024)Schooling and language minority students: A theoretical framework (1981)Group Work, Interlanguage Talk, and Second Language Acquisition (1985)Input in Second Language Acquisition (1986)Rethinking Communicative Language Teaching: A Focus on Access to Fluency (2005)EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010)The role of incidental unfocused prompts and recasts in improving English as a foreign language learners' accuracy (2013)Fundamental Concepts of Language Teaching (1986)Cultural Literacy: What Every American Needs to Know (1987)Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning (1995)Developing, Piloting, and Validating an Instrument to Measure Young Learners’ Aptitude (2005)RECENT RESEARCH ON AGE, SECOND LANGUAGE ACQUISITION, AND EARLY FOREIGN LANGUAGE LEARNING (2006)The Cambridge Handbook of Bilingualism (2018)
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  • 2000An early start : young learners and modern languages in Europe and beyond115 cited
  • 2009Évaluation des habiletés de communication orale chez des élèves de l'élémentaire utilisant AIM28 cited
  • 2009The Future of Intensive French in Canada28 cited
  • 2001Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study28 cited
  • 2009Intensive French in British Columbia: Student and Parent Perspectives and English as Additional Language (EAL) Student Performance25 cited
  • 2015Second language education and micro-policy implementation in Canada: The meaning of pedagogical change15 cited
  • 2021A Critical Interpretive Synthesis of Post-Millennial Canadian French as a Second Language Research across Stakeholders and Programs11 cited
  • 2008Exploring the use of student perspectives to inform topics in teacher education10 cited
  • 2004Developing the Curriculum for Intensive French9 cited
  • 1993French Instruction in Elementary and Secondary Schools: The Canadian Experience2 cited

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