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Direct linkDaskalaki, Evangelia; Chondrogianni, Vasiliki; Blom, Elma; Argyri, Froso; Paradis, Johanne – Second Language Research, 2019
A recurring question in the literature of heritage language acquisition, and more generally of bilingual acquisition, is whether all linguistic domains are sensitive to input reduction and to cross-linguistic influence and to what extent. According to the Interface Hypothesis, morphosyntactic phenomena regulated by discourse-pragmatic conditions…
Descriptors: Greek, Linguistic Input, Second Language Learning, Linguistic Theory
Johnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda – Canadian Journal of School Psychology, 2018
The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction
D'Angelo, Nadia; Hipfner-Boucher, Kathleen; Chen, Xi – Developmental Psychology, 2017
The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological…
Descriptors: Prediction, French, Vocabulary Development, Morphology (Languages)
Hipfner-Boucher, Kathleen; Pasquarella, Adrian; Chen, Xi; Deacon, S. Hélène – Scientific Studies of Reading, 2016
Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of…
Descriptors: French, Immersion Programs, Grade 2, Elementary School Students
Jia, Fanli; Gottardo, Alexandra; Koh, Poh Wee; Chen, Xi; Pasquarella, Adrian – Reading Research Quarterly, 2014
The main purpose of this study was to bridge the gap between the literature on cognitive variables related to English literacy learning skills, as suggested by the simple view of reading, and the literature on sociocultural variables, specifically acculturation. The sample consisted of 94 Chinese immigrant adolescents from grades 7-12 in Waterloo…
Descriptors: Acculturation, Second Language Learning, English (Second Language), Foreign Countries
Peer reviewedMullane, Jennifer; McKelvie, Stuart J. – Practical Assessment, Research & Evaluation, 2001
Canadian postsecondary students (n=133) with moderate second-language competence took the Wonderlic Personnel Test with or without the standard time limit in English or French. Findings suggest that time accommodation can be applied to clients who are taking an intelligence test in their second language. (SLD)
Descriptors: College Students, English, Foreign Countries, French
Cummins, Jim – Canadian Journal for Exceptional Children, 1987
The increase in the number of Canadian students whose home language is different from the school language has serious implications in the areas of minority student assessment, possible bias of IQ tests, minority student English-language acquisition, and recommendations to parents regarding home language use. Research and educational considerations…
Descriptors: Cultural Pluralism, Educational Diagnosis, Elementary Secondary Education, Foreign Countries
