Integrating Language and Content in Immersion Classrooms: Research Perspectives
Abstract
L'observation en classes d'immersion suggere que l'on prete peu (ou pas) attention a l'usage de la langue seconde par les eleves pendant l'enseignement du contenu de matieres, telles que les sciences humaines et les mathematiques. L'A. examine la recherche qui traite des facons d'integrer l'enseignement de la langue et du contenu, en contexte d'immersion francaise, et conclut que les enseignants d'immersion devraient organiser les activites pedagogiques, soit dirigees par l'enseignant, soit completees par des groupes d'eleves dans des tâches collaboratives, de maniere a integrer un enseignement analytique de la forme a l'enseignement du contenu
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Conditional verb forms are rare in the natural talk of immersion teachers, comprising on average only about 3 per cent of all finite verbs used.
“One observation study of several immersion classrooms (reported in Swain, 1996) showed that conditional verb forms were rare in the natural talk of immersion teachers, comprising on average only about 3 per cent of all finite verbs used.”
From Research on form-focused instruction in immersion classrooms: implications for theory and practice (2004) · cites this paper as Swain, 1996
Decontextualised grammar lessons appear to have minimal effect in classrooms where learners' exposure to the L2 has been primarily message-oriented.
“The latter emphasise the learning and categorising of forms rather than relating these forms to their communicative functions and appear to have minimal effect in classrooms where learners' exposure to the L2 has been primarily message-oriented (Swain, 1996).”
From Research on form-focused instruction in immersion classrooms: implications for theory and practice (2004) · cites this paper as Swain, 1996
Cited by
Sorted by citations
Learner proficiency and focus on form during collaborative dialogue
Leeser, M. J. (2004) · Language Teaching Research · doi:10.1191/1362168804lr134oa · Cited by 419 · see citing works
Research on form-focused instruction in immersion classrooms: implications for theory and practice
LYSTER, R. (2004) · Journal of French Language Studies · doi:10.1017/s0959269504001826 · Cited by 111 · see citing works
- Authors
- Swain, M.
- Corresponding author
- Swain, Merrill
- Venue
- The Canadian Modern Language Review
- Published
- 1996-06
- Volume
- 52
- Issue
- 4
- Pages
- 529-548
- ISSN
- 0008-4506 (ISSN-L)
- 1710-1131
- OpenAlex
- W23990249
- Cited by
- 131
- References
- 0
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 2 · 2022: 4 · 2021: 2 · 2020: 2 · 2019: 7 · 2018: 7 · 2017: 2 · 2016: 4 · 2015: 8 · 2014: 6 · 2013: 9 · 2012: 9
- FWCI
- 88.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Canadian Modern Language Review/ La Revue canadienne des langues vivantes (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Social Sciences › Linguistics and Language › French Language Learning Methods
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- French immersion, second language use, CLIL, cooperative learning, mathematics education
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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