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Joy, Rhonda; Schulz, Henry; FitzPatrick, Beverly; Hancock, Stephanie – Canadian Modern Language Review, 2021
Poor retention rates for Core French, combined with the federal government's action plan to increase bilingualism in Canada, have led to the introduction of Intensive French (IF) in Grade 6 as an alternative for learning French. While anecdotal reports suggest that IF has no negative impact on English language skill development, empirical evidence…
Descriptors: Language Arts, Grade 6, Middle School Students, Intensive Language Courses
Bokhorst-Heng, Wendy D.; Marshall, Kelle L. – Canadian Modern Language Review, 2021
This study explores the identities that Grade 8 early French immersion students construct as learners of French within school-based communities of practice. It suggests a model by which metaphors on language learning can be considered a form of narrative used to both elicit and analyze metacognitive representations of their socially situated…
Descriptors: French, Figurative Language, Identification (Psychology), Grade 8
Roy, Sylvie; Galiev, Albert – Canadian Modern Language Review, 2011
The present article examines discourses on bilingualism in French immersion schools and connects local ideologies of bilingualism to a more global view of what it means to be bilingual in Canada. Bilingualism is usually regarded as two isolated monolingualisms (or monolingual systems) in which there is no place for code-switching, uneven language…
Descriptors: Junior High Schools, Immersion Programs, Official Languages, Ideology
Wiltse, Lynne – Canadian Modern Language Review, 2006
This article examines community practices, in particular oral discourse practices, in a junior high school classroom in an urban area of Western Canada. The purpose of the research was to determine what contribution a "community of practice" (COP) framework could make to the study of social interaction in a classroom setting. Qualitative…
Descriptors: Foreign Countries, Grade 9, Urban Areas, Social Structure