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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
DOI logo
https://doi.org/10.1075/jicb.5.1.02bal
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2023. Boosting Bilingual Metalinguistic Awareness Under Dual Language Activation: Some Implications for Bilingual Education. Language Learning 73:3 ► pp. 683 ff. DOI logo
Turner, Marianne
2019. Use of Languages Across the Curriculum. In Multilingualism as a Resource and a Goal, ► pp. 45 ff. DOI logo
Turner, Marianne
2019. Multilingual Practices and Opportunities to Learn. In Multilingualism as a Resource and a Goal, ► pp. 251 ff. DOI logo
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Turner, Marianne
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Turner, Marianne
2021. Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia. Language Teaching Research 25:1 ► pp. 61 ff. DOI logo
Villabona, Nerea & Mikel Gartziarena
2022. Praktika eleanitzak eta euskara, ingelesa irakas-hizkuntza bihurtzen denean: kasu-azterketa bat. Fontes Linguae Vasconum :132 ► pp. 543 ff. DOI logo
Villarreal, Izaskun & Amaia Martínez-Sánchez
2023. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Wang, Tiange & Jin Sook Lee
2023. Curriculum bridging across Chinese and English instructional times in a one-way dual language education program. Bilingual Research Journal 45:3-4 ► pp. 315 ff. DOI logo
Zhou, Wenying & Guofang Li
2022. Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in American immersion schools. Journal of Multilingual and Multicultural Development 43:6 ► pp. 569 ff. DOI logo
Zoeller, Emily & Yesenia V. Garcia-Torres
2023. “It Makes Me More Aware of What I Should be Looking for”: Using Holistic Assessment to Foster Strength-Based Understanding of Students’ Biliteracy Development. Literacy Research: Theory, Method, and Practice 72:1 ► pp. 179 ff. DOI logo

This list is based on CrossRef data as of 1 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.