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

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

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21

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

10.1080/14708477.2017.1364259

1470-8477

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

74

2018

EJ1171841