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ERIC Number: EJ1150305
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1931-3152
EISSN: N/A
Examining Peer Language Use and Investment in a Distinct North American Immersion Context
Ballinger, Susan
International Multilingual Research Journal, v11 n3 p184-198 2017
Previous studies have shown that immersion students tend to speak the majority language during peer interactions, regardless of the language of instruction or their dominant language. Researchers have argued that the societal status of the majority language presents an obstacle to providing equitable support for both languages of instruction. To examine the effects of societal language status on students' language use and identity investment, this study quantified students' English and French language use in Quebec French immersion classrooms, a context where both languages of instruction hold equitable societal status. A microanalysis of their divergences from the languages of instruction was also undertaken using Norton's model of investment. This study sheds light on how language status works at the societal, classroom, and individual level to impact learners' classroom language use. Findings emphasize the importance of using both languages of instruction outside of school for development of learners' bilingual proficiency and bilingual identity.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A