Pub Date : 2021-11-26DOI: 10.37213/cjal.2021.30473
Kathleen Whissell-Turner, Anila Fejzo
By the end of primary school, students are confronted with expository texts known for their high proportion of domain-specific academic vocabulary words. These words usually comprise Greek or Latin roots in their internal structure. Recent findings showed that knowledge of Greek and Latin roots is related to reading comprehension. However, no study has investigated such a relationship in a francophone context. Therefore, the present study sought to measure Greek and Latin roots’ relation to reading comprehension among French 6th graders. To do so, 40 participants were administrated an experimental task on Greek and Latin roots knowledge and a reading comprehension standardized subset test. Variables related to reading comprehension, such as morphological awareness, vocabulary breadth, word reading fluency, oral comprehension, and working memory were also measured. Results showed that knowledge of Greek and Latin roots significantly predicted variation of reading comprehension. This paper discusses scientific and educational implications of this finding.
{"title":"Knowledge of Greek and Latin Roots is Related to Reading Comprehension among French-Speaking Sixth Graders","authors":"Kathleen Whissell-Turner, Anila Fejzo","doi":"10.37213/cjal.2021.30473","DOIUrl":"https://doi.org/10.37213/cjal.2021.30473","url":null,"abstract":"\u0000\u0000\u0000By the end of primary school, students are confronted with expository texts known for their high proportion of domain-specific academic vocabulary words. These words usually comprise Greek or Latin roots in their internal structure. Recent findings showed that knowledge of Greek and Latin roots is related to reading comprehension. However, no study has investigated such a relationship in a francophone context. Therefore, the present study sought to measure Greek and Latin roots’ relation to reading comprehension among French 6th graders. To do so, 40 participants were administrated an experimental task on Greek and Latin roots knowledge and a reading comprehension standardized subset test. Variables related to reading comprehension, such as morphological awareness, vocabulary breadth, word reading fluency, oral comprehension, and working memory were also measured. Results showed that knowledge of Greek and Latin roots significantly predicted variation of reading comprehension. This paper discusses scientific and educational implications of this finding.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"12 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82325034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.37213/cjal.2021.31183
Phuong Duong, Maribel Montero Perez, P. Desmet, E. Peters
This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest- posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an online learning environment. The target items (ten single words and ten compounds) were counterbalanced across the tasks. The study measured vocabulary gains at four levels of sensitivity: spontaneous use of the target items, form recall, meaning recall and meaning recognition. The analyses showed that the input-based tasks resulted in higher vocabulary gains at the meaning recall level, whereas the output-based tasks resulted in better scores at the form recall level. No difference was found in the spontaneous use and meaning recognition tests.
{"title":"Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning","authors":"Phuong Duong, Maribel Montero Perez, P. Desmet, E. Peters","doi":"10.37213/cjal.2021.31183","DOIUrl":"https://doi.org/10.37213/cjal.2021.31183","url":null,"abstract":"\u0000\u0000\u0000This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest- posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an online learning environment. The target items (ten single words and ten compounds) were counterbalanced across the tasks. The study measured vocabulary gains at four levels of sensitivity: spontaneous use of the target items, form recall, meaning recall and meaning recognition. The analyses showed that the input-based tasks resulted in higher vocabulary gains at the meaning recall level, whereas the output-based tasks resulted in better scores at the form recall level. No difference was found in the spontaneous use and meaning recognition tests.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"20 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87670427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.37213/cjal.2021.31452
Magali Forte
{"title":"Review of Deterritorializing Language, Teaching, Learning, and Research. Deleuzo-Guattarian Perspectives on Second Language Education","authors":"Magali Forte","doi":"10.37213/cjal.2021.31452","DOIUrl":"https://doi.org/10.37213/cjal.2021.31452","url":null,"abstract":" ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"41 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74162430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.37213/cjal.2021.31533
Gillian McLellan, Eva Kartchava, M. Rodgers
Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.
{"title":"Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers","authors":"Gillian McLellan, Eva Kartchava, M. Rodgers","doi":"10.37213/cjal.2021.31533","DOIUrl":"https://doi.org/10.37213/cjal.2021.31533","url":null,"abstract":"Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"72 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82393440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.37213/cjal.2021.31340
Celestine Caruso, Judith Hofmann, A. Rohde
We suggest that complex tasks can be introduced to learners as early as primary school level with the help of digital media in the form of different apps. As a theoretical basis, we will first outline the principles of teaching English in (German) primary schools. Secondly, we will look at the framework of Task-Based Language Teaching (TBLT) according to Nunan (2004) and explore how digitally-mediated tasks can be connected to this framework. Then, we will look at complex tasks as outlined by Hallet (2011) and present an example of a complex digital task for young English as a Foreign Language (EFL) learners that we developed and tested in a German primary school classroom. It is suggested that TBLT at the primary level is a motivating alternative to playful teaching techniques traditionally championed at the primary level. Moreover, it may be a way of bridging the problematic gap between the primary and secondary levels as tasks can prepare young learners for the challenges they will face at the secondary level.
{"title":"Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools","authors":"Celestine Caruso, Judith Hofmann, A. Rohde","doi":"10.37213/cjal.2021.31340","DOIUrl":"https://doi.org/10.37213/cjal.2021.31340","url":null,"abstract":"We suggest that complex tasks can be introduced to learners as early as primary school level with the help of digital media in the form of different apps. As a theoretical basis, we will first outline the principles of teaching English in (German) primary schools. Secondly, we will look at the framework of Task-Based Language Teaching (TBLT) according to Nunan (2004) and explore how digitally-mediated tasks can be connected to this framework. Then, we will look at complex tasks as outlined by Hallet (2011) and present an example of a complex digital task for young English as a Foreign Language (EFL) learners that we developed and tested in a German primary school classroom. It is suggested that TBLT at the primary level is a motivating alternative to playful teaching techniques traditionally championed at the primary level. Moreover, it may be a way of bridging the problematic gap between the primary and secondary levels as tasks can prepare young learners for the challenges they will face at the secondary level.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"71 1","pages":"156-176"},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77299072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.37213/cjal.2021.31308
E. Griffiths, Nikolay Slavkov
This article describes an initiative launched at a Canadian bilingual university in order to encourage L2 French and L2 English learners to take ‘linguistic risks’: authentic, autonomous communicative acts where learners are pushed out of their linguistic comfort zone. The initiative was operationalized through the development of a Linguistic Risk-Taking Passport, which contains 74 linguistic risks that students can take in their L2 across the university campus and in their everyday life. An analysis of interviews with participating teachers (n=6) and learner self-report data from completed passports (n=410) examines how the initiative was integrated into the classroom and which passport items were perceived by students as particularly high-risk. A cyclical process of risk-taking within a broad Task-Based Language Teaching (TBLT) framework is described in which risks are viewed as learner-selected tasks with a dynamic affective slant; risks can be used to connect classroom learning with real-life L2 use and vice versa. The data illustrate that linguistic risk-taking can help TBLT practitioners generate ideas on how to narrow the gap between the classroom and the real-world. The article concludes with a list of practical implications and suggestions for adapting linguistic risk-taking to other institutional contexts.
{"title":"Linguistic Risk-Taking: A Bridge Between the Classroom and the Outside World","authors":"E. Griffiths, Nikolay Slavkov","doi":"10.37213/cjal.2021.31308","DOIUrl":"https://doi.org/10.37213/cjal.2021.31308","url":null,"abstract":"This article describes an initiative launched at a Canadian bilingual university in order to encourage L2 French and L2 English learners to take ‘linguistic risks’: authentic, autonomous communicative acts where learners are pushed out of their linguistic comfort zone. The initiative was operationalized through the development of a Linguistic Risk-Taking Passport, which contains 74 linguistic risks that students can take in their L2 across the university campus and in their everyday life. An analysis of interviews with participating teachers (n=6) and learner self-report data from completed passports (n=410) examines how the initiative was integrated into the classroom and which passport items were perceived by students as particularly high-risk. A cyclical process of risk-taking within a broad Task-Based Language Teaching (TBLT) framework is described in which risks are viewed as learner-selected tasks with a dynamic affective slant; risks can be used to connect classroom learning with real-life L2 use and vice versa. The data illustrate that linguistic risk-taking can help TBLT practitioners generate ideas on how to narrow the gap between the classroom and the real-world. The article concludes with a list of practical implications and suggestions for adapting linguistic risk-taking to other institutional contexts.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"3 1","pages":"127-158"},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88867770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.37213/cjal.2021.31378
Renée Bourgoin, Josée Le Bouthillier
Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.
{"title":"Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion","authors":"Renée Bourgoin, Josée Le Bouthillier","doi":"10.37213/cjal.2021.31378","DOIUrl":"https://doi.org/10.37213/cjal.2021.31378","url":null,"abstract":"Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported. ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"362 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77753383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.37213/cjal.2021.31338
Marilyn L. Abbott, Kent Lee, Sabine Ricioppo
A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs), no PBLA research has been conducted with BELLs. To address this gap, we interviewed 26 BELLs (n = 2 from 13 L1s) and their instructors (n = 4) about their understanding and use of PBLA. Student interviews were conducted with the assistance of bilingual interpreters in the students’ L1s. All the interviews were then transcribed and thematically analyzed in relation to PBLA’s alignment with the six dimensions in Turner and Purpura’s (2016) learning-oriented assessment framework: contextual, elicitation, proficiency, learning, instructional, interactional, and affective. Results have implications for optimizing learning, and task-based instruction and assessment practices in LINC.
{"title":"Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors","authors":"Marilyn L. Abbott, Kent Lee, Sabine Ricioppo","doi":"10.37213/cjal.2021.31338","DOIUrl":"https://doi.org/10.37213/cjal.2021.31338","url":null,"abstract":"A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs), no PBLA research has been conducted with BELLs. To address this gap, we interviewed 26 BELLs (n = 2 from 13 L1s) and their instructors (n = 4) about their understanding and use of PBLA. Student interviews were conducted with the assistance of bilingual interpreters in the students’ L1s. All the interviews were then transcribed and thematically analyzed in relation to PBLA’s alignment with the six dimensions in Turner and Purpura’s (2016) learning-oriented assessment framework: contextual, elicitation, proficiency, learning, instructional, interactional, and affective. Results have implications for optimizing learning, and task-based instruction and assessment practices in LINC.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"59 1","pages":"229-254"},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78673464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.37213/cjal.2021.31343
Hoa T. Le
Using conversation analysis as the research approach, this study explores how L2 learners utilize their task-related identities during task interactions and how those identities are used as resources for task management. Eight students in an ESL academic reading class formed two groups while they did their reading circle task for six rounds. In each round, the students took turns to be in charge of a specific role in the discussion session (i.e., discussion leader, notetaker, vocabulary definer, and contextualizer). Data was collected from all rounds and analyzed for emerging patterns. Results showed that (a) the participants used each other’s assigned identities skillfully to orient the group to the institutional goal, and (b) the participants used their own existing obligations to problematize the task interactions. By providing insights on those dynamic task-related identities, this study broadens our understanding of interactions happening at the task implementation stage and suggests pedagogical implications.
{"title":"Exploring L2 learners' Task-related Identities in a Reading Circle Task Through Conversation Analysis","authors":"Hoa T. Le","doi":"10.37213/cjal.2021.31343","DOIUrl":"https://doi.org/10.37213/cjal.2021.31343","url":null,"abstract":"Using conversation analysis as the research approach, this study explores how L2 learners utilize their task-related identities during task interactions and how those identities are used as resources for task management. Eight students in an ESL academic reading class formed two groups while they did their reading circle task for six rounds. In each round, the students took turns to be in charge of a specific role in the discussion session (i.e., discussion leader, notetaker, vocabulary definer, and contextualizer). Data was collected from all rounds and analyzed for emerging patterns. Results showed that (a) the participants used each other’s assigned identities skillfully to orient the group to the institutional goal, and (b) the participants used their own existing obligations to problematize the task interactions. By providing insights on those dynamic task-related identities, this study broadens our understanding of interactions happening at the task implementation stage and suggests pedagogical implications.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"29 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77976758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-22DOI: 10.37213/CJAL.2021.29533
Jérémie Séror, A. Weinberg
A great deal of time and resources are invested throughout Canada to encourage students to learn French as a second official language through a variety of programs (core French, intensive French, and French immersion programs). Little is known, however, about the impact of these efforts once French language learners complete their high school studies. This paper reports on longitudinal qualitative case studies of two students registered within a Canadian university-level immersion stream. Drawing on an academic discourse socialization approach, the paper examines students’ perspectives of their literacy development as they transition from high school French language programs to a universitylevel immersion program designed to promote advanced levels of bilingualism. Findings stress how the experience of transitioning from French high school programs to university immersion challenges students’ perception of themselves as French learners and their notion of the legitimacy of their high school French experiences.
{"title":"Students’ Transition from Secondary School French Programs into University Level French Immersion","authors":"Jérémie Séror, A. Weinberg","doi":"10.37213/CJAL.2021.29533","DOIUrl":"https://doi.org/10.37213/CJAL.2021.29533","url":null,"abstract":"A great deal of time and resources are invested throughout Canada to encourage students to learn French as a second official language through a variety of programs (core French, intensive French, and French immersion programs). Little is known, however, about the impact of these efforts once French language learners complete their high school studies. This paper reports on longitudinal qualitative case studies of two students registered within a Canadian university-level immersion stream. Drawing on an academic discourse socialization approach, the paper examines students’ perspectives of their literacy development as they transition from high school French language programs to a universitylevel immersion program designed to promote advanced levels of bilingualism. Findings stress how the experience of transitioning from French high school programs to university immersion challenges students’ perception of themselves as French learners and their notion of the legitimacy of their high school French experiences.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"22 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87566673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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