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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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Fortier-Fréçon, Naomi & Leia Laing
2019. L’enseignement des traités autochtones dans une classe d’immersion française. L’apprentissage des thèmes reliés à la réconciliation dans un contexte français minoritaire. Cahiers franco-canadiens de l'Ouest 31:1 ► pp. 109 ff. DOI logo
Hamman-Ortiz, Laura
2019. Troubling the “two” in two-way bilingual education. Bilingual Research Journal 42:4 ► pp. 387 ff. DOI logo
Hamman-Ortiz, Laura
2023. Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom. International Journal of Bilingual Education and Bilingualism 26:1 ► pp. 69 ff. DOI logo
Hamman-Ortiz, Laura
2024. Cultivating a critical translanguaging space in dual language bilingual education. International Multilingual Research Journal 18:2 ► pp. 119 ff. DOI logo
Lyster, Roy
2019. Translanguaging in Immersion: Cognitive Support or Social Prestige?. The Canadian Modern Language Review 75:4 ► pp. 340 ff. DOI logo
Lyster, Roy
2019. Making research on instructed SLA relevant for teachers through professional development. Language Teaching Research 23:4 ► pp. 494 ff. DOI logo
Lyster, Roy & Fred Genesee
2019. Immersion Education. In The Encyclopedia of Applied Linguistics, ► pp. 1 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
Turner, Marianne
2019. Introduction. In Multilingualism as a Resource and a Goal, ► pp. 1 ff. DOI logo
Turner, Marianne
2019. Language and Multilingualism. In Multilingualism as a Resource and a Goal, ► pp. 19 ff. DOI logo
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
Annick De Houwer & Lourdes Ortega
2018. The Cambridge Handbook of Bilingualism, DOI logo
Díaz Pérez, Wendy, Donna Lee Fields & David Marsh
2018. Innovations and Challenges: Conceptualizing CLIL Practice. Theory Into Practice 57:3 ► pp. 177 ff. DOI logo
Jakonen, Teppo, Tamás Péter Szabó & Petteri Laihonen
2018. Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom. In Translanguaging as Everyday Practice [Multilingual Education, 28], ► pp. 31 ff. DOI logo
Jones, Sally Ann
2018. Telling cases of bilingual children’s reading and writing for English-medium school: Implications for pedagogy. The Australian Journal of Language and Literacy 41:3 ► pp. 166 ff. DOI logo

This list is based on CrossRef data as of 21 november 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.