Translanguaging practices come into play in social interactions between bilinguals when they are making use of all their shared linguistic resources and blending their languages in natural ways. Stemming from these practices is translanguaging pedagogy, which is designed so that students in school-based additive bilingual programs can benefit from…

This study examined seven Louisiana kindergarten immersion teachers' practices to evaluate students' oral target language production and compare the oral production elicited when different instructional practices were used over a single semester. Three rounds of three 20-minute observations in three different contexts--circle time, direct…

The role of the subject matter teacher, the pedagogical and linguistic adjustments required, and the role of the language teacher in "sheltered" courses in which traditional subject matter is taught in a second language are discussed in the context of a University of Ottawa experiment. (MSE)

Compares programs for teaching Welsh to children in Wales with those teaching French in Canada. Describes Welsh medium schools, Welsh as a second language programs and the recent Schools Council Bilingual Project, in which Welsh is used as medium of instruction for part of the school day. (Author/BK)

An experiment on second language learning placed college students in a psychology course taught in their second language (English or French) in "sheltered" classes. Comprehension was emphasized. Second language proficiency, self-evaluation, and subject-matter performance gave evidence supporting this approach to second language learning. (MSE)

Presents the first report of a three-year evaluation of the impact of French schooling on English-speaking children in Quebec. Focuses on the English language development, French language proficiency, and mathematics achievement of children in the fourth grade. Systematic observations of teaching approaches in the French schools were also carried…

A survey of francophone parents in Monckton, New Brunswick enrolling their children in either English-language or French-language schools revealed the reasons for the enrollment choices, satisfaction with the choice, perceptions of their children's linguistic competence and ethnic identity, their own linguistic assimilation, home and second…

The theoretical foundations and research findings concerning sheltered French and English classes at the University of Ottawa, and an application of this model is examined as a means of ensuring better implementation and coordination of secondary French immersion programs. Quality of instruction and teaching strategies are emphasized. (18…

Through interviews and direct observation, examined how 120 Toronto (Ontario) children understand and experience kindergarten in ten English first-language (L1) and ten French immersion second-language (L2) classes. Results indicate the similarities between the groups were greater than the differences, contradicting suggestions that L2 immersion…

The increase in immersion program enrollments shows a need for French-instructed postsecondary programs, especially in education and the social sciences. The expansion of quality postsecondary programs will reduce the decline in secondary immersion enrollment. Current world economic and political realignment will also increase the demand for…

The potential impact of French immersion programs on English-language universities in Canada is discussed, including the demands of increasing numbers of immersion graduates for expanded, nontraditional French-language offerings. Applications of the immersion approach to university-level second language instruction are classified, particularly…

The structure and programs of the multilingual European Schools network are outlined, focusing on the role of language in the curriculum. The schools' linguistic outcomes are compared with those of Canada's immersion programs. The use of social engineering to foster multilingual contacts is discussed. (MSE)