Language Proficiency, Biliteracy and French Immersion
Keywords:
French immersion, Bilingualism, Biliteracy, Language proficiency, Second-language learning, Cognitive developmentAbstract
The impact of Canadian French immersion research on theoretical conceptions of bilingualism and biliteracy is reviewed and four major issues on which immersion research has had a significant impact are identified. These are: (1) the effects of bilingualism on children's cognitive and academic development; (2) the effects of intensity of school exposure to the second language (L2) on children's L1 and L2 development; (3) the "optimal age" issue in L2 learning; and (4) the suitability of a home-school language switch for all children. Contrary to many earlier assumptions, Canadian immersion research findings suggest that: (1) cognitive advantages may accrue to children who develop high levels of bilingual skills; (2) amount of instructional time through the minority language is generally related to achievement in that language but unrelated to achievement in the majority language; (3) older learners make more rapid progress than younger learners in acquiring L2 cognitive and academic skills; and (4) there is no evidence that immersion programs are unsuitable for any identifiable category of students. These findings are interpreted in the light of a theoretical framework for examining the relationships between language proficiency, bilingualism and academic achievement.
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