Making sense of the Australian French immersion classroom
Bibliographic Data
| ID | 11184097 |
|---|---|
| Authors | Michèle de Courcy (Griffith University, corresponding author) |
| Year | 1993 |
| Volume | 14 |
| Issue | 3 |
| Pages | 173-185 |
| Publication date | 1993-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Multilingual and Multicultural Development (JOURNAL) |
| Journal identifiers | ISSN: 0143-4632 • E-ISSN: 1747-7557 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01434632.1993.9994527 |
| OpenAlex | W2119606277 |
| Language | EN |
| Citations received | 2 |
| References cited | 7 |
The study reported in this paper investigated the processes involved in the acquisition of French by students in late immersion programmes in Australia. An ethnographic style of data collection was used, covering a full school year. The roles of three main themes which emerged from the data are dealt with in this paper: comprehensible input, internalised speech and comprehensible output. It is concluded that comprehensible input alone is not sufficient for language learning to occur. Acquisition occurs because of a balance between input and output, mediated by the use of private speech
Data collection · Ethnography · French immersion · Immersion (mathematics · Language acquisition · Linguistics · Mathematics education · Pedagogy · Second-language acquisition · Social science · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Thought and language.
The input hypothesis
Involuntary rehearsal of second languages in beginning and advanced performers
Second language acquisition and second language learning
Immersion principles in second language programs—research and policy in multicultural Australia
Directions in immersion research
| Citations per year | 0.06 |
|---|---|
| Citation span | 1994 - 1996 (3) |
| Highly cited | No |