Bilingual & Multicultural Education: Canadian Perspectives - download pdf or read online

By Stan Shapson, V D'Oyley

ISBN-10: 0585195706

ISBN-13: 9780585195704

ISBN-10: 090502835X

ISBN-13: 9780905028354

This ebook offers a conceptualisation of bilingual (French-English) and multicultural schooling. Its major reasons are to synthesise contemporary responses to bilingual and multicultural schooling; to spot the problems coming up out of the colleges’ responses to those new demanding situations; and to ascertain destiny instructions for tutorial coverage.

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Extra resources for Bilingual & Multicultural Education: Canadian Perspectives (Multilingual Matters)

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G. grades seven or eight). There are typically two types of LI, a one-year and a two-year option. g. Genesee, Polich & Stanley, 1977; Swain, 1978). g. Genesee, 1981a; Morrison, 1981). LI programs may be preceded by traditional or core French second language (FSL) instruction during the elementary grades (Genesee, Polich & Stanley, 1977; Halpern, Chapter 2) or they may be < previous page page_35 next page > < previous page page_36 next page > Page 36 preceded by special preparatory second language courses one or two years immediately prior to immersion (Swain, 1978).

In fact, there is some evidence that children from certain linguistic backgrounds, such as Italian, may have an advantage in learning French because of the similarity between languages. < previous page page_28 next page > < previous page page_29 next page > Page 29 Motivation has been suggested as a selection criterion. It is likely that a high level of motivation for second language learning is probably a prerequisite in an immersion program that starts in the later grade levels. However, this does not mean that a high level of motivation is required in an early immersion program.

Should second language teaching programs be provided, but rather, why are we now providing educational programs in such a way as to effectively exclude second language learning from the general population? The issue is less one of why an élite group is now benefiting from the effective forms of second language teaching, and more a question of why the non-élite members of society are not benefiting from such learning. In Canada at least, with two official languages, effective second language learning would offer one mechanism for removing the unnecessary distinctions that now occur in the graduates from our schools.

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Bilingual & Multicultural Education: Canadian Perspectives (Multilingual Matters) by Stan Shapson, V D'Oyley

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