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Calling Upon Other Language Skills to Enhance Second Language LearningAuthor(s): Callie Mady; Jordana Garbati
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.

The impact of other languages on students’ target language proficiency and the degree to which they should be used in the second language classroom remain topics of debate. This monograph explores why and how to make use of students’ prior language knowledge in the second language class.

This document has been viewed 771 times.
Challenges with the Ontario Secondary School Literacy Test (OSSLT) for second language studentsAuthor(s): Liying Cheng; Don A. Klinger; Ying Zheng
The purpose of this study was to see if there were any significant and systematic differences (based on success on different parts of the test) between ESL/ELD and non-ESL/ELD students that could help explain the higher failure rate of ESL/ELD students or provide ideas for what teachers and administrators could focus on when preparing ESL/ELD students for the OSSLT to increase their chances of success.

This document has been viewed 1,216 times.
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.
Promoting Literacy in Multilingual ContextsAuthor(s): Jim Cummins
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

"Teachers can promote strong literacy development among English language
learners (ELL) by supporting students in relating their pre-existing knowledge to
new learning. For English language learners, the integration of new learning with
prior knowledge involves connecting what students know in their first language to
English. We must explore classroom strategies that have proven effective in helping
students transfer knowledge they have in their first language to English."

This document has been viewed 998 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.
Teaching English Language LearnersAuthor(s): Jim Cummins
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research on teaching English Language Learners (ELL students):

This document has been viewed 936 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.
Volunteer Youth Exchange Programs and Second Language LearningAuthor(s): Stephanie Arnott; Callie Mady
Second language exchange programs provide students with an opportunity to practice their language skills in an authentic setting. This study examined the impact of a Volunteer Youth Exchange (VYE) program on participants’ motivation to learn a second language (French or English).

Specifically, the researchers focused on the following two research questions: 1) How do the participants’ motivation to learn a second language (L2) and their self-assessment of their L2 compare pre and post volunteer experience?, and 2) What aspects of the volunteer experience may have influenced VYE participants’ willingness to communicate in their second language?

This document has been viewed 942 times.