French takes over your mind: private speech and making sense in immersion programs
DOI:
https://doi.org/10.11575/jet.v37i3.52672Abstract
In this article, the author describes her conceptual framework and approach to researching students' experiences of language learning in a high school (late partial) immersion setting. Data on learners' experiences of immersion learning have been collected using a wide repertoire of qualitative techniques. One of the key themes emerging from the analysis has been the students' attempts to make sense of what is going on in the classroom. Analysis of data collected over the years points to the importance to the students' learning of private speech (vocalized or sub vocalized talking to oneself in French). Examples are presented and implications for teaching in immersion and other programs discussed.
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