Multilingual Immigrants' French and English Acquisition in Grade 6 French Immersion: Evidence as Means to Improve Access

Autor/in	Mady, Callie
Titel	Multilingual Immigrants' French and English Acquisition in Grade 6 French Immersion: Evidence as Means to Improve Access
Quelle	In: Language and Intercultural Communication, 18 (2018) 2, S.204-224 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2017.1364259
Schlagwörter	Multilingualism; French; Immersion Programs; Immigrants; Second Language Learning; Second Language Instruction; Grade 6; English; Native Speakers; Official Languages; Bilingualism; English (Second Language); Metalinguistics; Social Discrimination; Foreign Countries; Comparative Analysis; Language Planning; Language Tests; Social Theories; Scores; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Französisch; Immersionsprogramm; Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 06; 6. Schuljahr; Schuljahr 06; English language; Englisch; Muttersprachler; Office language; Amtssprache; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Metalanguage; Metasprache; Soziale Benachteiligung; Soziale Schließung; Ausland; Sprachwechsel; Language test; Sprachtest; Gesellschaftstheorie; Statistische Analyse; Kanada
Abstract	This study seeks to examine the success of voluntary immigrants in Grade 6 French immersion with a double comparison to Canadian-born (a) Anglophones and (b) multilingual students (children of voluntary immigrants). The findings, that show the immigrant students to outperform the other two groups in French and English, are explored through a cultural-ecological lens suggesting that voluntary immigrants to Canada are positive about education in general and, despite experiencing discrimination, are positive about official language bilingualism in particular, thereby having a positive impact on their results where more traditionally examined influential variables did not (e.g. metalinguistic awareness). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01