Search Results

The Inclusion of English Language Learners in French as a Second Language ClassroomsAuthor(s): Mady, C. (2012)
This study examined French as a Second Language teachers’ knowledge and beliefs about the inclusion of English Language Learner (ELL) students in French as an Official Second Language (FSOL) classes.

Viewed 792 times.
The Effects of Short Bilingual Exchange ProgramsAuthor(s): Mady, C. (2011)
This research examined the impact of participating in a short term bilingual exchange (for a period of less than two weeks), 6 to10 years after the exchange. Specifically, the researcher examined the following three questions: 1) What are the long-term linguistic outcomes for exchange participants as identified years following their exchange experience?; 2) What are the long-term non-linguistic outcomes (participation in other program opportunities, career choice) for exchange participants as identified years following their exchange experience?, and 3) How do former exchange participants link the above outcomes to the exchange experience?

Viewed 580 times.
Experiences of Immigrant Students in French as a Second Language ClassroomsAuthor(s): Mady, C. (2012)
This study investigated how immigrant students perceive the experience the study of French as a Second Official Language (FSOL) in Canada’s English- dominant elementary and secondary schools.

Viewed 672 times.
Cross-language activation of phonology in young bilingual readersAuthor(s): Jared, D., Cormier, P., Levy, B. and Wade-Woolley, L. (2012)
This study investigated the extent to which FI students whose first language is English identify and process words in both English and French during reading. Specifically the researchers explored whether students simultaneously learning two languages that share the same alphabet mentally store and retrieve words through a language specific system—French only or English only, or whether students posses a larger lexicon where their knowledge of both French and English words is invoked during the reading process.

Viewed 575 times.
Do language exchange programs influence students’ willingness to communicate in their second language?Author(s): Mady, C. (2011)
In previous research, exchange programs have been shown to impact students’ willingness to communicate in their second language (Yashima, Zenuk- Nishide, & Shimizu, 2004).

This particular study examined the impact a short-term Canadian bilingual exchange program had on Anglophone and Francophone language learners’ willingness to communicate in their second language.

Viewed 962 times.
The Performance of French Speaking Minority StudentAuthor(s): Bouchamma, Y. and Lapointe, C. (2008)
Recent studies have raised concerns about the writing achievement of minority French-speaking students (students who attend school in provinces where the majority of the population speaks a language other than French) when compared with French-speaking and English speaking students who live in majority environments (in which the majority of the population speaks the same language as the student). This study examines the causes that students attribute to their writing successes and failures in minority and majority French-speaking Canadian provinces, including Ontario.

Viewed 1,119 times.
Student Motivation to Learn Core FrenchAuthor(s): Mady, C. (2010)
This study investigated the motivation of students born in Canada (and whose first language was English) to learn French, compared with Allophone students (students whose first language was neither French nor English) and who were born outside of Canada. Specifically, this study compared the motivation of Allophones who began learning French in grade 9 after coming to Canada, to Canadian-born students who began learning French in grade 4.

Viewed 915 times.
Early Identification and Intervention for At-Risk Readers in French ImmersionAuthor(s): Wise, N., Chen, X. (2009)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Children who experience difficulty in learning to read often remain poor readers
in later years. An unfortunate cycle ensues, in that the more frustration these
children experience, the more disinterested they become in reading. Abundant
evidence links early identification of reading problems to constructive interventions
and improved student achievement."

Viewed 1,308 times.