By Stan Shapson, V D'Oyley
This ebook presents a conceptualisation of bilingual (French-English) and multicultural schooling. Its major reasons are to synthesise contemporary responses to bilingual and multicultural schooling; to spot the problems coming up out of the colleges’ responses to those new demanding situations; and to check destiny instructions for academic coverage.
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Additional resources for Bilingual & Multicultural Education: Canadian Perspectives (Multilingual Matters)
The teachers are also instructed not to over-correct the children's errors when they begin to speak French. This strategy is adopted in order to eliminate the frustrations and inhibitions that can result if learners are repeatedly corrected for making mistakes in their early use of the second language. Grammar and vocabulary are dealt with in the French language arts period. < previous page page_34 next page > < previous page page_35 next page > Page 35 Instruction in the English language is introduced into the immersion curriculum in either grade two (Lambert & Tucker, 1972) grade three (Genesee, 1978a) or, in some cases, as late as grade four or five (Genesee & Lambert, 1983; Gray, 1981).
Late immersion results English language development. There has been no evidence that the English skills of students participating in one-year late immersion programs beginning in grade seven have suffered (Genesee, Polich & Stanley, 1977). In fact, where differences have been found between LI and EC students, they favour the immersion group despite statistical controls on intelligence. Moreover, as in the case of ETI, there has been no evidence that below-average students in LI are handicapped in English language development as a result of the immersion experience; their language skills develop to the same level as those of below-average students in the regular English program.
Culturally, the Quiet Revolution was marked by the assurgence of the French language, which previously had occupied a position secondary to that of English despite the fact that 80% of the province's residents were French-speakingmany, in fact, spoke only French. French began to gain greater currency and much deserved legitimacy as a language of communication in all aspects of Quebec life, even in business, which had previously been completely dominated by the English language. This situation had serious repercussions for the English community.