The classroom and immersion pedagogy

Esta ponencia aporta datos obtenidos de un estudio de observación en un aula que ha examinado cómo los profesores facilitan a los alumnos realimentación correctiva y no-correctiva mediante interacción significativa relacionada con el contenido. El estudio revela ambigüedad potencial desde el punto de vista del alumno que aprende una segunda lengua y sugiere que los profesores que se encuentran en tales contextos comunicativos necesitan integrar un enfoque más sistemático de la lengua iniciando "la negociación de la forma" con sus alumnos mediante la interacción sustancial (ej: facilitando técnicas de realimentación que fomenten la asimilación del alumno)Txosten honek, ikasgelan egindako behaketa-ikerketa batean lortutako datuak dakartza, eta bertan, edkiarekin elkarregin esanguratsuaren bitartez irakasleek ikasleei nola ematen dieten berrelikadura zuzentzailea nahiz ez-zuzentzailea aztertu da. Ikerlanak ahalezko anbiguotasuna erakusten du, bigarren hizkuntza ikasten ari den ikaslearen ikuspuntutik, eta iradokitzen du, halako testuinguru komunikatiboetan dauden irakasleek hizkuntzare ikusmolde sistematikoagoa integratu behar dutela, euren ikasleekin "eraren negoziazioa" hasiz funtsezko elkarreraginaren bitartez (adib: ikaslearen asimilazioa sustatzen duten berrelikadurako teknikak emanda)Cet exposé fournit des données obtenues à partir d'une étude d'observation dans une classe qui a examiné comment les professeurs procurent: aux élèves une realimentation corrective ou non-corrective au moyen d'une intéraction significative en rapport avec le contenu. L'étude révèle qui l'ambiguité potentielle du point de vue de l'élève qui apprend une deuxième langue et suggère que les profeseurs qui se trouvent dans de tels contextes communicatifs ont besoin d'intégrer una optique plus systématique de la langue "la négociation de la forme" avec leurs élèves moyennant l'intéraction subbstancielle (exemple: facilitant des techniques de realimentation qui encouragent l'assimilation

Form in immersion classroom discourse: In or out of focus?

Qualitative analyses of teacher-student interaction recorded during subject-matter lessons in grade 4 French immersion classrooms indicate that language form is often out of focus in immersion classroom discourse. Immersion teachers draw regularly on negotiation of meaning strategies to present content, by frequently repeating or recasting learner utterances and using numerous expansions, confirmations, and confirmation checks to do so. Because these interactional moves follow both ill- and well-formed learner utterances, they appear to respond to the meaning of learner utterances and, consequently, may not enable learners to notice the gap between their interlanguage and the target language. However, immersion teachers are still able to bring language form back into focus, without breaking the flow of interaction, by briefly engaging in the negotiation of form with students and then continuing to interact with them about content. With some reference to his past experience as an immersion teacher, the author discusses the pedagogical implications of these and other research findings related to corrective feedback.Les analyses qualitatives des interactions entre enseignants et élèves enregistrées dans des classes d’immersion au niveau de la 4e année du primaire démontrent que le discours immersif met peu en relief la forme langagière. Les enseignants se servent systématiquement de la négociation du sens pour présenter les contenus et cela par le biais de nombreuses répétitions et reformulations enchâsées dans des expansions, des confirmations et des demandes de confirmation. Puisque ces modifications conversationnelles semblent répondre au sens des énoncés des élèves, que la forme soit correcte ou non, elles ne semblent guère en mesure d’attirer l’attention des élèves sur le décalage entre leur interlangue et la langue cible. Les enseignants ont toutefois l’occasion de mettre en relief la forme langagière en employant brièvement la négociation de la forme au cours de l’interaction, sans en ralentir le flot. L’auteur, en tenant compte de ces résultats ainsi que de ceux d’autres recherches sur la rétroaction corrective et en se référant également à son expérience antérieure en tant qu’enseignant en immersion, identifie certaines répercussions de cette recherche sur l’enseignement immersif

Revitalization of Regional Languages in France Through Immersion

To pay tribute to the contributions made by Wallace Lambert in the field of immersion education at an international level, this article highlights initiatives undertaken to revitalize regional languages through immersion education in France. Based on the immersion model, school-based programs have been implemented in France to teach regional languages such as Occitan, Basque, and Catalan in the south, Corsican on the island of Corsica, Breton in the northwest, and German in the eastern regions of Alsace and Moselle. This article points out many differences across these regional contexts, but concludes by emphasizing common issues that need to be addressed across the different regions with respect to pedagogical practices and professional development

Lexical scaffolding in immersion classroom discourse

Adopting a sociocognitive perspective, this article presents a quantitative and qualitative analysis of interactional sequences of lexical scaffolding during read-aloud activities in a French immersion primary school in Montreal

Acquisition des pronoms d’allocution en classe de français immersif

Cet article vise à éclairer les raisons pour lesquelles les pronoms d’allocution en français persistent à créer des difficultés aux apprenants de français langue seconde en contexte immersif au Canada. À partir d’interactions entre enseignants et élèves enregistrées dans ce milieu, nous explorons la complexité de l’emploi des pronoms tu et vous du point de vue des apprenants en classes d’immersion. Nous confirmons les résultats d’autres études démontrant l’absence du vous de politesse dans le discours pédagogique ainsi que l’absence d’occasions offertes aux élèves pour employer le vous de pluralité. En outre, nous démontrons que tu remplit plusieurs fonctions dans le discours pédagogique : pronom personnel de deuxième personne, il marque le singulier et la familiarité, mais il possède aussi une fonction indéfinie et plurielle. L’exposition des jeunes à l’emploi du tu dans des contextes vraisemblablement pluriels s’ajoute à la difficulté qu’ils éprouvent en tant que locuteurs à titre principal de l’anglais sachant que cette langue n’a qu’un seul pronom recouvrant les fonctions exprimées en français par tu et vous. Nous proposons en guise de conclusion quelques solutions pédagogiques pour faciliter l’apprentissage des pronoms d’allocution en français.This article aims to shed light on why the acquisition of pronouns of address in French is so difficult for students in Canadian French immersion programs. Based on audio recordings of teacher-student interaction in immersion classrooms, we explore the complexity of the pronouns tu and vous from the perspective of immersion students. We confirm the results of previous studies showing that singular vous is absent from classroom discourse, as are opportunities for students to use plural vous. In addition, we show that tu serves a variety of functions in classroom discourse. It serves as a second-person pronoun of address to indicate singular and familiar reference, but it also indicates indefinite reference as well as plural reference. Exposure to seemingly plural uses of tu adds to the difficulty already experienced by young learners of French whose main language of communication, English, uses only one pronoun to encode the functions fulfilled by tu and vous. We conclude by proposing ways of facilitating the learning of pronouns of address for classroom learners of French as a second language

Enseignement centré sur la forme et acquisition du genre grammatical en français L2

Abstract This article first describes two studies previously published in English (Lyster, 2004; Lyster & Izquierdo, 2009) and then synthesizes their results to discuss how research setting and participants' age interact to differentially influence the effects of different types of corrective feedback. Both studies investigated the effects of form-focused instruction delivered in tandem with different types of corrective feedback on the acquisition of grammatical gender by classroom learners of French as a second language. Participants in Study 1 were eight classes of 179 French immersion students in Grade 5, while participants in Study 2 were two classes of 25 undergraduate students enrolled in a post-secondary intermediate-level French course. In both studies, classroom teachers provided form-focused instruction designed to draw attention to selected noun endings that reliably predict grammatical gender and also provided two different feedback treatments (recasts or prompts). Analyses of pretest, immediate-posttest, and delayed-posttest results showed a significant increase in the ability of students in both studies exposed to form-focused instruction to correctly assign grammatical gender. In the classroom study, however, child learners in French immersion classes benefited more from prompts than recasts, whereas in the lab study, university-level adult learners benefited equally from both prompts and recasts

Form in immersion classroom discourse: In or out of focus?

Abstract Qualitative analyses of teacher-student interaction recorded during subject-matter lessons in grade 4 French immersion classrooms indicate that language form is often out of focus in immersion classroom discourse. Immersion teachers draw regularly on negotiation of meaning strategies to present content, by frequently repeating or recasting learner utterances and using numerous expansions, confirmations, and confirmation checks to do so. Because these interactional moves follow both ill- and well-formed learner utterances, they appear to respond to the meaning of learner utterances and, consequently, may not enable learners to notice the gap between their interlanguage and the target language. However, immersion teachers are still able to bring language form back into focus, without breaking the flow of interaction, by briefly engaging in the negotiation of form with students and then continuing to interact with them about content. With some reference to his past experience as an immersion teacher, the author discusses the pedagogical implications of these and other research findings related to corrective feedback

Learning and teaching languages through content : a counterbalanced approach/ Lyster, Roy

xii, 172 p.; 26 cm