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Ciara O'Toole – Journal of Multilingual and Multicultural Development, 2024
Assessing vocabulary knowledge is an important part of establishing language proficiency in bilingual children. The crosslinguistic lexical tasks (CLTs) provide a framework for testing vocabulary development in three-to-six year-olds using a standard procedure and comparable items for multiple languages. This study describes the development of the…
Descriptors: Irish, English (Second Language), Second Language Learning, Task Analysis
Sung, Ko-Yin – International Journal of Bilingual Education and Bilingualism, 2022
This study explored the development of oral narrative retell proficiency among Mandarin Chinese-English dual language immersion (DLI) learners in Utah. The study compared the younger and the older DLI learners' oral narrative retelling production in order to provide information regarding the Mandarin narrative developmental trend of the DLI…
Descriptors: Oral Language, Mandarin Chinese, Immersion Programs, Second Language Learning
Pasquarella, Adrian; Deacon, Helene; Chen, Becky X.; Commissaire, Eva; Au-Yeung, Karen – International Journal of Disability, Development and Education, 2014
This study examined the within-language and cross-language relationships between orthographic processing and word reading in French and English across Grades 1 and 2. Seventy-three children in French Immersion completed measures of orthographic processing and word reading in French and English in Grade 1 and Grade 2, as well as a series of control…
Descriptors: Language Processing, Reading, French, English
Deacon, S. Hélène; Commissaire, Eva; Chen, Xi; Pasquarella, Adrian – Reading and Writing: An Interdisciplinary Journal, 2013
As children learn to read, they become sensitive to the patterns that exist in the ways in which their language(s) are represented in print. This skill is known as orthographic processing. We examined the nature of orthographic processing in English and French for children in the first grade of a French immersion program, and the relationship…
Descriptors: French, Immersion Programs, Elementary School Students, Second Language Learning
Rose, Marda C. – ProQuest LLC, 2013
This study examines proposals made during planning talk--a speech act that has received little attention in previous literature--to determine the applicability of the stages of second language (L2) pragmatic development posited by Kasper and Rose (2002). Although Kasper and Rose suggest that formulas play a prominent role in L2 pragmatic…
Descriptors: Pragmatics, Spanish, Second Language Learning, Immersion Programs
Hadi-Tabassum, Samina – Educational Leadership, 2005
Hadi-Tabassum believes having a separate life context for each language she learned in childhood enabled her to switch easily among five different tongues. She states that the success of dual immersion bilingual programs is largely dependent on whether they immerse students in each of the involved languages separately and help students have a…
Descriptors: Immersion Programs, Bilingual Education, Second Language Learning, Second Language Instruction

Fagan, William T.; Hayden, Helen Mary – Canadian Modern Language Review, 1988
A study of the writing processes of ten fifth-grade French immersion students examined 22 features of their writing in both English and French. Differences across languages occurred in eight features, and students displayed a wide range of writing process behaviors in both languages. (Author/MSE)
Descriptors: Comparative Analysis, Contrastive Linguistics, English, French
Cowan, J. Ronayne; Sarmed, Zohreh – 1976
This study examined bilingual children's performance in reading Persian and English at grades one, three and six. Two types of programs, one an immersion curriculum and the other a split curriculum where half the daily instruction is in one language and the remaining half is in the other, were compared with monolingual control groups. The results…
Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingualism

Beniak, Edouard – 1984
Three studies are presented, each of which is a comparison of the acquisition of an aspect of the French verb system by three groups of speakers. The speakers are: young Anglophones learning French as a second language in an early French immersion program in Montreal; young monolingual Francophones attending elementary French language schools in…
Descriptors: Bilingual Students, Children, Comparative Analysis, Elementary Education

Dodson, C. J.; Thomas, Sara E. – Journal of Multilingual and Multicultural Development, 1988
Presents a longitudinal examination of the effects of certain types of schooling (bilingual, immersion, mixed-language) on the concept development of monolingual, developing bilingual, or competent bilingual children in Wales. Results indicated that immersion programs temporarily retarded concept development of second language beginners.…
Descriptors: Bilingual Education Programs, Concept Formation, English, Foreign Countries
Vignola, Marie-Josee – 1995
The study described here attempted to shed light on decision-making during first language (English) and second language (French) writing processes of French immersion program graduates. It also replicated part of a previous study on the role of first language (L1) writing skills and second language (L2) competence when writing in L2. A think-aloud…
Descriptors: College Students, Decision Making, English, Foreign Countries

Bae, Jungok; Bachman, Lyle F. – Language Testing, 1998
A study investigated the factorial distinctiveness of two receptive language skills, listening and reading, and the equivalence of factor structure across two groups. Subjects were 156 students, Korean-Americans and non-Korean-Americans, in grades two through four in a two-way bilingual education program. Students were tested in listening and…
Descriptors: Elementary Education, English, English (Second Language), Grade 2