This feasibility study investigated how language instruction can be designed to help learners build on first language (L1) knowledge in acquiring a new language. It seems likely that learners will benefit from activities that draw their attention to features of their L1, but attempts to bridge the first and second language (L2) curricula often break down because the teachers typically work in isolation and are uncertain how to proceed. We attempted to address these problems by designing a series of cross-linguistic awareness (CLA) activities to be implemented on a trial basis with 48 young francophone learners of English (age 9—10 years) at a school in Montreal, Quebec. We observed language instruction in their French (L1) classes and identified features and themes that lent themselves to reinvestment in their English (L2) classes. Then 11 CLA teaching packages were developed and piloted with in an intensive year-long English as a second language (ESL) program. Classroom observations, interviews with both L1 and L2 teachers, and learner journal responses indicated that the activities were well received and that CLA instruction can usefully address a wide variety of linguistic features. Problems highlighted by the study are discussed; we also outline new research that will explore whether this promising experimental pedagogy leads to distinct language learning benefits.

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Research has shown differences among learners in terms of their level of awareness of grammatical features in the input. Reasons for these differences have not been widely researched, despite the pedagogical importance of understanding what different learners are noticing. It has been found, however, that learners' grammatical sensitivity and memory may play a role. The present study investigated whether awareness can be predicted by five individual difference measures: attention control, working memory, phonologic memory, grammatical sensitivity, and inductive language learning ability. Forty-six anglophone adults with pre-intermediate French completed a crossword task that provided exposure to two reliable noun endings for attributing gender (cadeau/rondelle). A think-aloud protocol and two probe questions measured awareness. Participants were divided into two groups: aware and no verbal report. A regression analysis showed that only the test of inductive language learning ability could predict assignment to awareness group. Implications for aptitude, awareness, and L2 proficiency research are discussed.

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