Research on heritage language (HL) development often focuses on immigrants' identity and social network as predictors of HL maintenance. However, an important and overlooked factor is the socio-political circumstances that trigger emigration, such as whether immigrants relocate due to economic hardship or political turmoil. This study examines if…

This article shares a participatory action research project about the use of technology, specifically online Indigenous language courses, to learn and teach Indigenous languages. The research collaborators are the NETOLNEW "one mind, one people" Partnership, 7000 Languages, and two Indigenous Partners who have created courses with 7000…

French immersion (FI) programs in Canada have historically served predominantly Canadian-born, English-speaking students and families in their endeavour to learn both of the country's official languages, French and English. However, FI programs are becoming increasingly culturally and linguistically diverse as a result of increased global…

Task-based language teaching (TBLT) is a pedagogical approach that involves identifying real-world tasks that learners need to be able to do in the target language and then developing classroom-appropriate, context-specific versions of these tasks. In this paper, we use Long's methodological principles for TBLT to evaluate a task-based approach…

This study explores the cross-linguistic reading strategies that 16 Grade 3-4 French immersion pupils schooled in Saskatchewan used while reading two types of dual-language children's books: translated and integrated. In the first type, the same text appears in both French and English, whereas in the second one, English and French are integrated…

Research on first language, second language, and multilingual socialization has flourished over the past three decades in many formal and informal educational contexts around the world. One relatively recent site for such research, particularly for multilingual students learning English as an additional language, is post-secondary institutions…

Second language (L2) learning is widely acknowledged as complex due to variables such as learner, context, and target language. Such variables are particularly relevant to the learning of immigrant or indigenous languages in countries such as Canada, the United States, and New Zealand. The motivational roles of such variables are considered…

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 article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…

Roberge defines the 1.5 Generation as "those who immigrate as young children and have life experiences that span two or more countries, cultures and languages" (2009, p. 4). In US and Canadian higher education, the term has gained considerable recognition, with the scope of the term broadening among some educators to include…

The Miqqut project was a participatory action research project through which Inuit language and literacy learning was embedded in a traditional skills program. Community-based researchers tracked learners' progress through entrance, exit, and post-program interviews and questionnaires, as well as through participant observation. Results show that…

This study examined the performance of Mandarin-speaking students in a K-Grade 4 50/50 Chinese/English bilingual program. The program was intended to facilitate students' learning of English and their adjustment to English-medium instruction within the school context. The bilingual-program students were compared to students from Mandarin-speaking…

This paper examines the impact of L1/L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n = 75) at two different levels of proficiency. The results…

This article draws on data from an ethnographic multiple-case study on the identity, positioning, and interactions of Spanish as a heritage language (SHL) students in regular Canadian high school Spanish classes. Interview and classroom observational data are discursively analyzed to reveal the presence of a form of language ideology that equates…

The current study sets out to investigate collocational knowledge for a set of 13 English amplifiers among native and nonnative speakers of English, by providing a partial replication of one of the projects reported on in Granger (1998). The project combines both phraseological and distributional approaches to research into formulaic language to…