Context-appropriate crosslinguistic pedagogy

Abstract

In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.

Giving Voice to Our Core French Students: Implications for Attrition and the Discourse on the Benefits of Learning FSL in Ontario

“…Finding ways other than translation to connect to students' existing language repertoires aligns with recent research documenting plurilingual practices being implemented in Canada (e.g., Krasny & Sachar, 2017;Lotherington, 2013) and in the FSL context in particular (e.g., Prasad, 2012Prasad, , 2016Taylor, 2016). Ballinger, Lyster, Sterzuk, and Genesee (2017) further emphasize that plurilingual pedagogy in Canadian FSL contexts must move beyond an increased use of English (the majority language) and instead focus on crosslinguistic, biliteracy and language awareness activities that maintain distinct spaces for French (the minority language) to remain the predominant language used by students in the classroom. Such practices could possibly change adolescents' attitudes about CF and the role their language knowledge can play in the learning of French.…”

Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context

“…A limited amount of classroom research has made a direct comparison between different teaching/learning contexts. Simard and Jean (2011), for example, compared approaches to L2 grammar instruction in high school French as a second language (FSL) and ESL classes in Montreal, Quebec, where French and English serve intricate yet competing sociolinguistic statuses (see Ballinger, Lyster, Sterzuk, & Genesee, 2017). Simard and Jean accounted for the observed differences in instruction by reference to the provincial curriculum, teacher training, and the L1 of the teachers.…”

Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes

“…Researchers are approaching this method of language learning with more confidence as they understand how students can use more than one language to communicate a given message at any one time. Further research will provide greater insight into the impact that the judicious use of home languages might have on immersion programs in both Canada and the international community (Ballinger et al, 2017;Lyster, 2019).…”