Article published in:
Journal of Immersion and Content-Based Language Education
Vol. 5:1 (2017) ► pp. 30–57

Context-appropriate crosslinguistic pedagogy

Considering the role of language status in immersion education

| McGill University
| University of Regina
In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.
Keywords: bilingual education, French immersion, translanguaging, crosslinguistic pedagogy, biliteracy instruction, language status


This article is currently available as a sample article.

Published online: 20 April 2017
https://doi.org/10.1075/jicb.5.1.02bal

Full-text

Context-appropriate crosslinguistic pedagogy
References

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