Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Ballinger, Susan | 1 |
| Boyson, Beverly A. | 1 |
| Davis, Stephen | 1 |
| Hoare, Philip | 1 |
| Kong, Stella | 1 |
| Rosenbusch, Marcia H. | 1 |
| Sarkar, Mela | 1 |
| Semmer, Martha | 1 |
| Thompson, Lynn E. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Middle Schools | 3 |
| Elementary Education | 2 |
| High Schools | 1 |
| Junior High Schools | 1 |
| Kindergarten | 1 |
| Secondary Education | 1 |
Audience
Location
| Canada | 1 |
| China | 1 |
| Connecticut | 1 |
| Hong Kong | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| ACTFL Oral Proficiency… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textDavis, Stephen; Ballinger, Susan; Sarkar, Mela – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2019
French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada's two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse…
Descriptors: French, Immersion Programs, Second Language Learning, English
Direct linkBoyson, Beverly A.; Semmer, Martha; Thompson, Lynn E.; Rosenbusch, Marcia H. – Foreign Language Annals, 2013
Educators have generally believed that foreign language instruction should begin in kindergarten or earlier to promote optimum oral language development (e.g., Abbott, 1998; Curtain & Dahlberg, 2010; Rhodes & Pufahl, 2010; Rosenbusch, 1991; Swender & Duncan, 1998). This article describes two Spanish programs in the Westport…
Descriptors: Kindergarten, Second Language Instruction, Second Language Learning, Oral Language
Kong, Stella; Hoare, Philip – International Education, 2012
This paper investigates the development of academic language proficiency through immersion in middle school programmes in Hong Kong and Xi'an. The study reveals that in both contexts students have exposure to complex academic language through teacher talk and textbooks; however, there is not sufficient support for students' academic language use…
Descriptors: Academic Discourse, Foreign Countries, Language Proficiency, Middle School Students
