Language Skills of Bilingual and Trilingual Students in Canadian French Immersion

• In Event: 77.030 - French as a Second Language Programs in Canada: Perception, Assessment, and Academic Outcomes

Abstract

Objectives or purposes
This paper examines the language development of three groups of Canadian students: French-English bilinguals, French-English trilinguals (English Language Learners) and English monolinguals. The first two groups are enrolled in French immersion programs. Monolinguals are used as a baseline group since they represent the majority of students in Canada.
Perspective(s) or theoretical framework
While extensive research has been conducted on oral language of monolingual children, much less is known about bilingual and, especially, trilingual (multilingual) children (Gagarina, 2016; Hipfner-Boucher et al., 2014; Squires et al., 2014). The groups of interest in the present study are English-speaking emergent bilinguals and English language learners (trilinguals) enrolled in French immersion programs. As French is the primary language of instruction (approximately 80% of the time), English is only taught occasionally or learned in informal social situations. For trilingual students, they also speak a different language at home so their development of English is furthermore restricted. This presents a unique language learning environment for us to examine how trilingual children acquire English and French oral language skills.
Data sources, evidence, objects, or materials
Sixty school-aged children (7-12) received a battery of language measures in one or both languages. For all three groups, there were about 20 children in each of three age ranges, 7-8, 9-10, and 11-12. All children received two narrative measures including a story stem measure and a simplified version of the Test of Narrative Language (TNL; Gillam & Pearson, 2004). Receptive vocabulary was assessed with the PPVT in English and a parallel measure in French. In addition, a non-word repetition measure was administered. Parents also completed a demographic questionnaire about family background, education level and home language use.
Methods, techniques, or modes of inquiry
In this paper, we focus on narrative variables at the word and sentence levels, including mean length of utterances (MLU) in words, number of clauses/utterance, number of different words, and number of utterances with an error, and mazing. The narrative measures have been transcribed and coded, and the language data will be analyzed through ANOVAs and multi-level analyses to examine the levels of development across the three groups.
Results and/or substantiated conclusions or warrants for arguments/point of view
We will compare the performance on the language variables between the three groups. Within each group, we will examine development with age. Based on previous research (Au-Yeung et al., 2015), we predict that bilinguals and trilinguals will have comparable levels of French proficiency. It remains to be seen whether trilinguals will be behind in English language skills due to reduced exposure and whether the gap between trilinguals and bilinguals will change over time.
Scientific or scholarly significance of the study or work
The results will enhance our understanding of language development of French immersion children from diverse backgrounds. It is vital to understand the levels of proficiency in English and French in children whose first language is not English. This could be used as a foundation for further studies, particularly those of an interventional nature.

Authors

• Diana Burchell

• Bonita Squires

• Janani Selvachandran

• Patricia Cleave