METALINGUISTIC DEVELOPMENT IN FRENCH LEARNERS: Longitudinal Study of Metalinguistic Development of French

Record: Fanny Reader, Daniel Daigle, and Elisabeth Demont, ” Metalinguistic Development in French Learners Enrolled in an Immersion Programme: A Longitudinal Study” in European Journal of Developmental Psychology, (2013): 476-494. [Available Here]

Summary:

Fanny Reader is a professor of psychology at Strasbourg University in France. Her areas of expertise include developmental psychology and cognitive therapy. In addition to her research on education she has also published several articles about psychological and substance abuse disorders.

Daniel Daigle is a psycholinguistic professor at the University of Montreal. He specializes in not only linguistics but also in the study of French as a second language.

Elisabeth Demont is a professor of cognitive psychology at Strasbourg University. In addition to her work with cognitive psychology she has also worked and published articles in the area of education and memory.

Together these three individuals came together in order to create this study and write this research article. The main goal of their study was to look at and compare the metalinguistic abilities of students who begin learning a second language in elementary school and those students who did not begin to learn a second language until high school.

Continue reading

ACADEMIC ACHIEVEMENT THROUGH FLES: Young Learners Benefit from Foreign Language Study

Record: Carolyn Taylor, and Robert LaFayette, “Academic Achievement Through FLES: A Case for Promoting Greater Access to Foreign Language Study Among Young Learners” in The Modern Language Journal, (2010): 22-42. [Available Here]

Summary: Carolyn Taylor is a Professor of Education at the University of Wyoming. Her main focus is on secondary teaching. Robert LaFayette is an Emeritus Professor at Louisiana State University. He specializes in curriculum and instruction. Together these two professors collaborated to develop their common interest on the impact of early foreign language learning on academic achievement. Their study takes place on fifth graders who were introduced to foreign language in their third grade classes. This program is called FLES (Foreign Language Early Start). Continue reading

SECOND-LANGUAGE EDUCATION POLICY IN QUEBEC: Effects of Compulsory Elementary Foreign Language Education

Record: Gerald Fallon and Natalie Rublik, “Second-Language Education Policy in Quebec: ESL Teachers’ Perceptions of the Effects of the Policy of English as a Compulsory Subject at the Early Primary Level” in TESL Canada Journal, (2012): 58-73. [Available Here]

Summary:

Gerald Fallon is an Assistant Professor at the University of British Columbia’s Vancouver Campus. His field of expertise is Educational Administration and Curriculum Development. The majority of his research focuses on enhancing public education in British Columbia, Canada.

Natalie Rublik is an Associate Professor at the University of Quebec at Chicoutimi. She teaches in the Department of Arts and Humanities. She did her Doctoral Thesis on the development of oral fluency among Chinese learners of the English language. Her research is still focused on the development and outcomes of bilingual education as well as cultural experiences of international students in Canada.

Together these two professors studied the effects of the compulsory implementation of English as a second language in primary school as a result of the mandatory policy change of ESL education in Quebec, Canada.

Continue reading

ELEMENTARY SCHOOL FOREIGN LANGUAGE TEACHING: Longitudinal Success in L2 Education

Record: Nancy C. Rhodes, “Elementary School Foreign Language Teaching: Lessons Learned Over Three Decades (1980-2010)” in Foreign Language Annals 47, (2014): 115-133. [Available Here]

Summary: Nancy Rhodes is a sociolinguistics professional at the Center For Applied Linguistics in Washington D.C. She has a total of eight publications with the company. The Center For Applied Linguistics conducts research, develops language assessments and instructional materials to help enhance professional development and technical assistance service through online courses that provide information related to language and cultural diffusion. Continue reading

LONG-TERM EFFECTS OF STARTING AGE IN LANGUAGE LEARNING: Impact of Early Foreign Language Learning

Record: Carmen Muñoz. “Input and Long-Term Effects of Starting Age in Foreign Language Learning.” In International Review of Applied Linguistics in Language Teaching, (2011): 113-133. [Available Here]

Summary: Carmen Muñoz is a Professor of the English Studies Department of the University of Barcelona. She is interested in the acquisition of foreign language education from an early age.

In this study the author attempts to analyze the long-term effects of early foreign language education. She seeks to specifically look at the differences in the outcomes of naturalistic language learners and instructed language learners. She also looks at the differences even among instructed language learners, with respect to the age of initial exposure as well the duration of foreign language education.

Continue reading

BILINGUAL TWO-WAY IMMERSION PROGRAMS: Immersion and Academic Achievement

Record: Viorica Marian, Anthony Shook, and Scott R. Schroeder. “Bilingual Two-Way Immersion Programs Benefit Academic Achievement” in Bilingual Research Journal, (2013): 167-186. [Available Here]

Summary: Viorica Marian, Anthony Shook, and Scott R. Schroeder are all affiliated with Northwestern University Department of Communication Sciences and Disorders. They are members of the Bilingualism and Psycholinguistics Research Group at the university. Dr. Viorica Marian is the principal professor at Northwestern University. Her research focuses on bilingualism and multilingualism. Dr. Anthony Shook is a visiting professor at Northwestern University. He is interested in discovering how the brain processes multiple languages at once. Dr. Scott Schroeder is part of the post-doctoral research team. The bulk of his research is on the relationship between memory and language. His main focus is to determine the impact of bilingual audio-visual integration in the brain. Continue reading