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Susan Ballinger; Laurent Cammarata; Marianne Barker; Lana Zeaiter – Language Awareness, 2024
Research demonstrates that content, language, and literacy integration is challenging for teachers working in content-based instructional contexts such as immersion and Content and Language Integrated Learning. Although teacher preparation programs for content-based instruction contexts exist, it is unclear whether and how they help…
Descriptors: Bilingual Education, Immersion Programs, French, Foreign Countries
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Ginja, Tamirat Gibon; Chen, Xiaoduan – Educational Studies: Journal of the American Educational Studies Association, 2023
Although there is an increasing number of middle schools establishing English immersion programs, teachers are not well-understood immersion and its application, as educators would hope them to do. Inadequate attention is paid to how teachers teach, how in-service training influences their understanding, and their practice of teaching. There is a…
Descriptors: Middle School Teachers, English (Second Language), Second Language Instruction, Immersion Programs
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Sylvia Pantaleo – Journal of Early Childhood Literacy, 2025
During a 10-week classroom-based study in a school in western Canada, 17 Kindergarten children had multiple opportunities to learn about how elements of visual art, design and layout in picturebook artwork are fundamental to meaning-making when transacting with this format of literature. Student application of learning about the concepts under…
Descriptors: Kindergarten, Visual Arts, Art Education, Art Products
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Faidra Faitaki; Victoria A. Murphy – Second Language Research, 2024
Languages differ in their realization of the subject argument: non-null-subject languages, like English, require subjects to be phonologically overt; rather, null-subject languages, like Greek, allow the subject to be overt or null. This cross-linguistic difference can lead to the transfer of grammatical properties across languages during…
Descriptors: Preschool Children, English (Second Language), Second Language Learning, Second Language Instruction
Jee-Hee Kim; Tae-Hee Choi – Current Issues in Language Planning, 2025
As English is recognised as an influential language in the globalised world and social and economic capital for individuals, Koreans put tremendous effort and financial resources into learning English, instigating a social malady called 'English fever.' The fever has recently infiltrated early childhood education, leading to the expansion of…
Descriptors: Foreign Countries, Intervention, Early Childhood Education, English (Second Language)
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Emily Barnes; Neasa Ní Chiaráin; Ailbhe Ní Chasaide – Reading and Writing: An Interdisciplinary Journal, 2024
This paper examines the construct of bilingual phonemic awareness in Irish-English bilinguals. Though traditionally viewed as a skill or ability which transfers across languages, recent accounts have considered whether phonemic awareness has a language-specific component. This study used a cross-sectional design to examine this question. A total…
Descriptors: Bilingualism, Phonemic Awareness, Irish, English
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Mahammod Moninoor Roshid; Shaila Sultana – MEXTESOL Journal, 2024
The strengths and limitations of English as a Medium of Instruction (EMI) have been extensively studied in the field of English language teaching. However, limited attention has been given to the aspirations of non-elite middle-class parents in Bangladesh, who strongly value EMI for its perceived instrumental benefits, thereby creating a…
Descriptors: Foreign Countries, English (Second Language), Language of Instruction, Second Language Instruction
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Lima Becker, Mariana; Oliveira, Gabrielle – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2023
Concurrent with the rise in U.S. neo-nationalism is the growing influx of im/migrant children in the nation's schools. This article explores how a group of eight K-3 Brazilian bilingual teachers in a Portuguese-English Two-Way Immersion (TWI) program in the United States interact with neo-nationalist discourses pertaining to the theme of…
Descriptors: Bilingual Teachers, Elementary School Teachers, Primary Education, Foreign Countries
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Corinne E. Barrett DeWiele; Jason D. Edgerton – Journal of Multilingual and Multicultural Development, 2024
This paper examines the persistent, growing popularity of Canadian French immersion (FI) programmes. Critics charge that FI programmes are elitist, diverting already limited resources from other areas of the education system. We begin with a brief overview of the benefits of FI in Canada and enrolment trends. Next, sources of FI-related inequality…
Descriptors: Foreign Countries, Immersion Programs, Second Language Instruction, French
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Lü, Chan – Frontiers of Education in China, 2020
With the promise of achieving bilingualism, biliteracy, and cultural pluralism, Chinese immersion programs for students from kindergarten to 12th grade (K-12) in North America, especially the US, have been proliferating in the past two decades. Research on this rapidly growing population of non-native Chinese learners is also growing. This…
Descriptors: Immersion Programs, Chinese, Foreign Countries, Second Language Instruction
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Amparo Lázaro-Ibarrola; Raúl Azpilicueta-Martínez – Language Teaching Research, 2024
Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Learning Motivation
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Kateryn Rannu; Aleksandra Ljalikova; Katrin Poom-Valickis – Journal of Multilingual and Multicultural Development, 2024
Despite Estonia being ranked among the highest performing nations in the world-wide testing of students, these encouraging results are somewhat overshadowed by the challenge to overcome the divided school system with different languages of learning that impacts crucially on students' social, academic and professional paths. The study examines…
Descriptors: Teacher Attitudes, Second Language Learning, Second Language Instruction, Foreign Countries
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Hornsby, Michael; Dolowy-Rybinska, Nicole; Chojnicka, Joanna; Toutous, Jeanne – International Journal of Bilingual Education and Bilingualism, 2022
Breton (Brittany, France) and Lower Sorbian (Brandenburg, Germany) are two of the many endangered minority languages currently undergoing revitalization. In their cases, given that intergenerational transmission in a family setting has mostly ceased, language revitalization takes the form of educational initiatives, such as the immersion program…
Descriptors: Language Maintenance, Language Minorities, Language Skill Attrition, Second Language Learning
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Latisha Mary; Véronique Lemoine-Bresson; Anne Choffat-Dürr – Language Awareness, 2024
Many educators in immersion contexts support a policy of strict separation of languages in the classroom as the ideal model for second language acquisition and are reluctant to make connections between the dominant language, the target language and pupils' home languages. This can result in missed opportunities for drawing on pupils' entire…
Descriptors: Metalinguistics, French, Immersion Programs, Elementary School Students
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Reuter, Kathryn – BU Journal of Graduate Studies in Education, 2022
French Immersion instruction has often focused on the development of oral language as the primary method of early literacy learning. Manitoba Education endorses this focus with its curricular emphasis on oral language acquisition before formal reading and writing instruction. This article examines the role of early years French immersion teachers…
Descriptors: French, Literacy Education, Immersion Programs, Grade 1
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