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Cross-language activation of phonology in young bilingual readersAuthor(s): Debra Jared; Pierre Cormier; Betty Ann Levy; Leslie Wade-Woolley
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.

This document has been viewed 533 times.
Do language exchange programs influence students’ willingness to communicate in their second language?Author(s): C. Mady
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.

This document has been viewed 823 times.
Early Identification and Intervention for At-Risk Readers in French ImmersionAuthor(s): Nancy Wise; Xi Chen
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."

This document has been viewed 1,230 times.
Experiences of Immigrant Students in French as a Second Language ClassroomsAuthor(s): Callie Mady
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.

This document has been viewed 629 times.
Student Motivation to Learn Core FrenchAuthor(s): Callie Mady (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.

This document has been viewed 869 times.
The Effects of Short Bilingual Exchange ProgramsAuthor(s): Callie Mady
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?

This document has been viewed 538 times.
The Inclusion of English Language Learners in French as a Second Language ClassroomsAuthor(s): Callie Mady
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.

This document has been viewed 710 times.
The Performance of French Speaking Minority StudentAuthor(s): Yamina Bouchamma; Claire Lapointe (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.

This document has been viewed 988 times.