The focus of this article is how pedagogical theory and applied linguistic research informed the development of a multifaceted methodology designed to elicit middle school students' perspectives on bilingualism and their language identities within the context of a one-way French Immersion programme in New Brunswick, Canada. The theoretical context…

Although immersion programs are very popular in Canada, they are complex to implement and not as successful as we would hope them to be when it comes to the development of students' language skills. This article reports on the findings of a case study conducted within the context of an ongoing five-year grant funded project in Western Canada whose…

The purpose of this study was to describe perceptions of stakeholders (leadership of Concordia Language Villages, staff members and villagers of "Lac du Bois", the French Language Village of Concordia Language Villages), related to achievement of the mission statement. The research question was: How do stakeholders in "Lac du…

The present study examines the nonroutine problems that eight Anglo-American principals encountered in managing three elementary bilingual immersion schools in the Northwest United States. Using qualitative inquiry to collect data, I employed the multisited ethnographic research model. The principals reported nonroutine problems in the following…

This paper reports on the piloting of podcasts created to support Anglophone French Immersion (FI) students in academic listening. The authors developed a series of seven English language podcasts grounded in metacognitive and L2 listening theory to provide FI students with strategies to enhance L2 listening ability and note-taking skills for…

The present study was carried out in French immersion classrooms in an urban Quebec school board that is increasingly characterised by the heterogeneity of its French-dominant, English-dominant, and French/English bilingual student population. The study explored the extent to which a bilingual read-aloud project would (1) raise teachers' awareness…

Drawing on Language Awareness (LA) approaches developed for francophone classrooms and a sociocultural theoretical perspective on language and learning that posits the genesis of new knowledge construction is situated in social interactions and shaped by socio-historical context, we conducted a small-scale case study of the implementation of LA…

Language teachers are called upon to understand both the nature of students' intercultural competence and their own role in its development. Limited research attention has been paid to the relationship between the types of behaviour that language teachers model and the intercultural competence their students acquire. This article reports on a case…