French Immersion Studies
From Second-Language Acquisition (SLA) to Social Issues
Bibliographic Data
| ID | 8158092 |
|---|---|
| Authors | Sylvie Roy (0000-0002-0980-5898, University of Calgary, corresponding author) |
| Year | 2008 |
| Volume | 54 |
| Issue | 4 |
| Publication date | 2008-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v54i4.55246 |
| OpenAlex | W1565777253 |
| Language | EN |
| Citations received | 4 |
| References cited | 5 |
French immersion in Canada was instituted by parents in Québec who wished their children to learn French in order to have social, political, and economic advantages. Several learning theories and research methods, especially those related to second-language acquisition (SLA), have been used in the field of French immersion. More recently, sociocultural, critical, and sociolinguistic theories are informing the field of French immersion. Suggestions for future research include examining how to apply theory to practice, providing new pedagogical approaches, reexamining the relevance of programs to the current clientele, and rethinking bilingualism and multiculturalism in Canada
Immersion (mathematics) · Linguistics · Second-language acquisition · EFL/ESL Teaching and Learning · French Language Learning Methods · Mathematics · Philosophy · Psychology · Second Language Learning and Teaching
| Citations per year | 0.25 |
|---|---|
| Citation span | 2010 - 2023 (14) |
| Highly cited | No |