This qualitative exploratory study examined the language/literacy tasks performed by elementary students from six elementary French Immersion (FI) classrooms. Various literacy tasks were performed as students rotated through different literacy centres/stations which had been pre-planned by their teachers. Specifically, researchers investigated students' oral production and opportunities for extended oral output when working at independent learning centres/stations in order to identify key principles for creating literacy-enhancing tasks suitable for developing language literacy skills within second language (L2) contexts. Data were collected through classroom observations (n = 23) to identify the types of literacy/language tasks proposed to L2 students, the nature of communicative functions, the targeted learning outcomes, and principles of effective L2 learning tasks. Results demonstrate the importance of adapting pedagogical practices, such as literacy centres/stations, borrowed from the first language teaching contexts to maximize L2 literacy/language learning and meet the specific needs of FI students. Results also highlighted the importance of ongoing professional learning opportunities for FI teachers specific to their L2 teaching contexts. Researchers propose principles for creating literacy/language tasks that promote oral language learning in FI contexts.

Editorial * Éditorial 21, 2 (2018)

This article describes a two-year study of the French and English reading development of seven elementary French immersion (FI) students who spoke a home language that is neither English nor French. Given the critical role of literacy in school success and the growing number of third language (L3) learners entering FI, this study focused on L3 learners' reading experiences. Standardized reading measures were administered in English and in French and think-aloud protocols and interviews were conducted with students. Results suggest that L3 students are similar to, if not stronger than, their bilingual peers with respect to English and French reading ability. They also relied on their knowledge of other languages to support French reading development and evidence of metalinguistic and metacognitive insights is presented. A number of classroom implications for teaching reading in diverse FI classrooms are included.

Bilingual education, for the purposes of this chapter, is defined as a program at elementary or secondary school where two (or more) languages are used as media for content instruction. In Canada, due to the success and popularity of French immersion, bilingual education programs tend to follow an immersion model, described in more detail later. In this chapter, we consider three main forms of immersion in Canada: (1) French immersion (FI), originally mainly for English-speaking majority students, but now also populated by learners from nonofficial minority language backgrounds (Taylor 2010) (2) heritage language (HL) programs for students with backgrounds in nonofficial languages such as Ukrainian, German, and Mandarin; and (3) indigenous language programs for aboriginal students (e.g., students of Inuit, Mohawk, or Cree backgrounds). Despite some differences, in general, each program type respects two fundamental principles: (1) additive bilingualism is the assumption that acquisition of a second language brings personal, social, cognitive, and economic advantage without negative effects on first language or academic development, and (2) learning a language when it is used as a medium of general curriculum instruction (e.g., in mathematics and science) in an intensive and extensive time period is effective. We begin by summarizing early developments in each program type and then describe the evolution of each along with trends in recent research. We conclude by proposing a number of issues that warrant further research.

Communication about prediction is complex in a number of ways. First, language is by nature recursive - language is an indicator of meaning as well as a force that shapes meaning. Second, the same language used to communicate prediction in uncertain environments is used for other purposes. In this article, we describe how the recursive nature of language impacted the choices we made in a cross-sectional longitudinal study aimed at gaining insight into children's language repertoires relating to conjecture. We then explore some Grade 6 students' communication about prediction to develop insight into their meaning and meaning-making with prediction language. From this we raise questions about interpreting data from such contexts. Finally, we discuss implications for educators.

Since its inception in the late 1960s in St. Lambert, Quebec, Canada, one-way immersion has become a globalized phenomenon taking many forms and focusing on many target languages. In this paper, we will take a brief historical look at one-way immersion with regard to its program design and variants. We will then describe how immersion has evolved by focusing on five particular one-way immersion contexts: French immersion in Canada, French immersion in Louisiana, French immersion in Australia, English immersion in Hong Kong, and Chinese immersion in the U.S. We explore each of these programs by examining demographic issues as these relate to design and intercultural elements. Through these explorations, we will describe the changing face of immersion programs and the changing faces of teachers and learners. We will conclude with a discussion of what can be learned from the various models and suggest directions for future one-way immersion research.

This case study examined the writing development of French immersion students in relation to an opinion text. The teacher adopted a systematic teaching unit that included exemplary practices in writing, the traits of good writing according to the genre being studied, the writing process and the counterbalanced approach. Twenty-seven students from one grade 7 French immersion class and their teacher participated in the study. These students wrote an initial opinion text and a second text after the systematic teaching unit. Both texts were analyzed according to a rubric incorporating six traits of effective writing. Quantitative data analysis involved the percentage of students who performed better on the second text overall and according to each writing trait. The texts were also analyzed qualitatively and these data were supplemented by classroom observations during the writing process. Results seem to indicate that the writing model was effective insofar as 23/27 students (85%) improved on at least one writing trait and nearly 30% improved on all six identified traits. Qualitative analyses of specific examples support these figures. The results also seem to indicate that the counterbalanced approach can be applied effectively with regard to the development of textual competence.

Résumé: Cette étude de cas examine le développement en écriture d’élèves en immersion française précoce par rapport à un texte d’opinion. L’enseignante a adopté un modèle systématique de l’enseignement de l’écriture qui incorporait les pratiques exemplaires en écriture, les éléments d’un bon texte selon le genre, le processus de l’écrit et l’approche du contrepoids linguistique. Vingt-sept élèves d’une classe d’immersion précoce de la 7 e année et leur enseignante ont participé à l’étude. Ces élèves ont écrit un texte initial ainsi qu’un deuxième texte après l’unité d’enseignement sur le texte d’opinion intégrant le modèle systématique. Le texte initial des élèves et leur deuxième texte ont été analysés selon une grille d’appréciation incorporant les six éléments d’un bon texte. L’analyse de ces textes s’est faite selon le pourcentage d’élèves qui ont mieux réussi le deuxième texte globalement et pour chacun des traits. Cette analyse a servi de données quantitatives. Ces textes ont aussi été analysés de façon qualitative et des observations en salle de classe durant le processus de l’écrit se sont ajoutées aux données qualitatives. Les résultats semblent indiquer que ce modèle d’écriture a été efficace pour l’apprentissage des élèves puisque 23/27 élèves (85%) ont mieux réussi sur au moins un élément d’écriture et presque 30% sur tous les éléments identifiés d’un bon texte. Des analyses qualitatives d’exemples spécifiques appuient ces chiffres. En plus, l’approche du contrepoids semble s’appliquer au développement de la compétence textuelle.

This article describes an action research project conducted at two public schools in an urban center in the province of New Brunswick in eastern Canada. The project involved the development of and experimentation with a model for the instruction of writing (ÉCRI – écriture cohérente et raisonnée en immersion) at both the elementary and middle-school levels. Research questions focused on gaining insight into best practices for teaching writing through practitioner dialogue in professional learning communities (PLCs), classroom observation and videotaping, teacher reflections, and stimulated recall. The data gathered were analyzed to determine similarities and differences between the implementation of the model in elementary and middle school settings as well as second-language and first-language learning contexts. Results of the study demonstrate the applicability of this multi-phase model at both levels and in both learning environments and the adaptations necessary to meet the needs of learners in these contexts.