By Stan Shapson, V D'Oyley
This publication offers a conceptualisation of bilingual (French-English) and multicultural schooling. Its major reasons are to synthesise fresh 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)
Both English and French television and radio have become widespread across Canada, although there still are a few localities where these media are not available in both languages. The functional strategy for second language learning presupposes some prior basic learning. Two types of situations using the functional strategy include: the use of the second language in one's own community, and the use of the language in exchanges. It is important to consider the relationship between the language of the community and success in language teaching programs.
Below-average students in the immersion programs, early and late, did not score significantly differently than the below-average students in the regular English program on tests of English language achievement (including reading, spelling, vocabulary, writing) or mathematics. Thus, the below-average students in immersion were not differentially handicapped in their first language development and academic achievement as a result of being in immersion. At the same time, the below-average students in immersion scored significantly higher than their below-average counterparts in the core FSL program on all of the French language tests (including listening comprehension, speaking, reading and grammar) attesting to their ability to benefit from the immersion experience.
An additional factor that may also account, in part at least, for the Montreal-Ottawa discrepancy is the nature of the programs themselves. Informal observations of the two programs indicate that the Ottawa ETI program uses a more individualized, activity-based approach whereas the Montreal programs are generally group-oriented and teacher-centred (Obadia, personal communication, 1978). Although there is a lack of formal, systematic evidence to validate this characterization of these programs, Stevens (1976) obtained some empirical evidence indicating that an individualized, activity-based approach to immersion can be very effective when implemented systematically relative to a more conventional group-oriented, teachercentred approach.
Bilingual & Multicultural Education: Canadian Perspectives (Multilingual Matters) by Stan Shapson, V D'Oyley