French Immersion Studies: From Second-Language Acquisition (SLA) to Social Issues

Authors

  • Sylvie Roy

DOI:

https://doi.org/10.11575/ajer.v54i4.55246

Abstract

French immersion in Canada was instituted by parents in Québec who wished their children to learn French in order to have social, political, and economic advantages. Several learning theories and research methods, especially those related to second-language acquisition (SLA), have been used in the field of French immersion. More recently, sociocultural, critical, and sociolinguistic theories are informing the field of French immersion. Suggestions for future research include examining how to apply theory to practice, providing new pedagogical approaches, reexamining the relevance of programs to the current clientele, and rethinking bilingualism and multiculturalism in Canada.

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Published

2008-12-01

How to Cite

Roy, S. (2008). French Immersion Studies: From Second-Language Acquisition (SLA) to Social Issues. Alberta Journal of Educational Research, 54(4). https://doi.org/10.11575/ajer.v54i4.55246

Issue

Vol. 54 No. 4 (2008): Winter 2008

Section

ARTICLES

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