Bilingual & Multicultural Education: Canadian Perspectives by Stan Shapson, V D'Oyley

By Stan Shapson, V D'Oyley

This ebook offers a conceptualisation of bilingual (French-English) and multicultural schooling. Its major reasons are to synthesise contemporary responses to bilingual and multicultural schooling; to spot the problems coming up out of the colleges’ responses to those new demanding situations; and to ascertain destiny instructions for academic coverage.

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Extra resources for Bilingual & Multicultural Education: Canadian Perspectives (Multilingual Matters)

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This research has addressed three general issues: (a) the effect of participation in immersion programs on the students' English language development; (b) the effect of receiving instruction through a second language on academic achievement; (c) the effectiveness of immersion programs in promoting second language proficiency. The suitability of immersion programs for students with special linguistic, intellectual, and socio-economic characteristics has also been investigated by some researchers, and these findings will be reviewed as well.

Differences that have been found in the latter category tend to favour the immersion students. For example, Genesee, Tucker & Lambert (1975) found that ETI students were more sensitive communicators than EC students in face to face encounters, possibly because the former have experienced communication difficulties in the immersion program and have learned to detect and respond better to the communicative demands of a situation. The findings of a deficit in English literacy skills is not surprising in view of the ETI students' lack of formal training in these skills.

The added challenge of dealing with a second language in addition to regular school work was thought to constitute an insurmountable obstacle with detrimental academic, linguistic, and cognitive effects for some children. In response to those concerns a number of empirical investigations have been carried out to systematically assess the success, or failure, of students who might be expected to do more poorly in immersion than in the regular < previous page page_44 next page > < previous page page_45 next page > Page 45 English program.

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