Swedish immersion in the early years in Finland

Björklund, Siv; Mård-Miettinen, Karita; Savijärvi, Marjo

doi:10.1080/13670050.2013.866628

Cited by 34 publications

(18 citation statements)

References 13 publications

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“…Similar to findings by Björklund, Mård-Miettinen, and Savijärvi (2014), Taylor (1992Taylor ( & 1998, Weber and Tardif (1990), routines became important parts of the French language learning environment in this study as well. The consistency of the routines created a sense of stability for the children, which was important to the effectiveness of the overall environment for learning French.…”

Section: Discussionsupporting

confidence: 90%

“…They suggest that routines provide a framework for new linguistic elements and can scaffold meaning for children with no prior knowledge of French; similarly, an absence of routines limits their L2 learning (Taylor, 1998). Björklund, Mård-Miettinen, and Savijärvi (2014) note that "routines are natural contexts that offer more individual communication than many of the structured activities in large or small groups" (p. 199) and are ideal for L2 immersion environments. As will be discussed, the éducatrices in the FFL child care centre made significant use of routines and gestures, particularly with new arrivals to the centre.…”

Section: Select Literature and Theoretical Considerationsmentioning

confidence: 99%

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Pedagogy and Learning Environment in a Franco-Ontarian Child Care Centre

Russette

Taylor

2014

L & L

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In order to succeed in French First Language (FFL) schools, students must have a working knowledge of French. For many Anglophone and Allophone students, the journey toward official bilingualism through FFL schooling begins in FFL child care centres. The programs offered in these centres were designed to foster the linguistic and literacy development of Franco-Ontarian children before they enter the FFL L-6 school system (CLR-Net, 2009; Government of Canada, 1982, 2008 & 2012; Ministère de l'éducation, 2004; Ontario MEO, 2005). This paper investigates whether éducatrices in FFL child care centres can meet all children’s French needs and, if so, how?

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Section: Discussionsupporting

confidence: 90%

Section: Select Literature and Theoretical Considerationsmentioning

confidence: 99%

Pedagogy and Learning Environment in a Franco-Ontarian Child Care Centre

Russette

Taylor

2014

L & L

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“…In line with earlier reviews in different ECEC settings (Bialystok, 2018;Buysse et al, 2014), we concluded that research showed positive effects of foreign language ECEC on children's foreign language development (Bergström et al, 2016;Buyl & Housen, 2014;Cheour et al, 2002;Ferjan Ramírez & Kuhl, 2017Hidaka et al, 2012). In several studies, children mostly developed receptive skills in the foreign language (Łockiewicz et al, 2018, also see Rohde, 2010), which echoes other research in different bilingual ECEC contexts (Björklund et al, 2014;Prošić-Santovac & Radović, 2018). This might be linked to the young age of children, in which they are also still developing their first language.…”

Section: Summary Of Review Findingssupporting

confidence: 89%

The effects of foreign language programmes in early childhood education and care: a systematic review

Thieme

Hanekamp

Andringa

et al. 2021

Language, Culture and Curriculum

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This systematic review investigates the effects of foreign language programmes in early childhood education and care (ECEC), which are increasingly popular. Foreign language ECEC centres familiarise very young children with a foreign language, and in general also expose them to the majority language. This review synthesises research on the effects of foreign language ECEC on children's development of the foreign language, majority language, first language, and wellbeing, as well as programmerelated and child-related factors that influence language development and wellbeing. The reviewed studies indicate that foreign language ECEC fosters foreign language development, without negatively impacting the majority and first language. Children can experience positive wellbeing in these programmes, but only if programmes are play-based and if the language policy is not too strict. Some studies report that programme characteristics, such as input quantity, language policy, and teacher strategies, modulate the effects of foreign language ECEC on language development and wellbeing. Few of the reviewed studies examined child characteristics, but the available findings indicate that children's age, as well as their temperament and inclass behaviour, are related to foreign language learning. However, these findings need to be interpreted with caution, because research into foreign language ECEC is still in its infancy.

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“…Meanwhile, "research in Europe has tried to find out whether findings so far concerning the beneficial impact of CLIL contexts are comparable with those reported in the literature on the results of Canadian immersion programs of different sorts" (Roquet & Pérez-Vidal, 2017, p. 490). The findings "related to L1 development and academic achievement in the L2 have been replicated, for the most part, in other regions of the world where similar programs with majority language students have been implemented" (Genesee, 2004, p. 551) along with the examples such as English immersion program at Katoh Gakuen in Japan (Bostwick, 2001) and the Swedish immersion program in Finland (Björklund, Màrd-Miettinen, & Savijärvi, 2013).…”

Section: Introductionmentioning

confidence: 80%

How EFL College Learners Perceive CBI Experience

Kang¹

2018

engtea

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This study examined EFL college-level learners' perception toward the contentbased instruction (CBI) by focusing on their participation in and expectation on the courses practiced in a strong form of CBI. Having analyzed the data collected from a questionnaire, observation and interview, the study found that the participants, 39 students who enrolled in two different CBI courses at a university in South Korea, put top priority on the enhancement of content-knowledge considering their CBI course as a content-course, not as a language-course. Second, the participants seemed to prefer participation opportunities induced by a required and prepared speaking task such as presentation through which they can practice a formal speech appropriate for their education experience and cognitive maturity. They also seemed to favor instructor-initiated interaction rather than being put into pair-or group-discussion between and among themselves. Third, the lack of participation was mainly attributed to the lack of understanding contents rather than lack of language skills. Based on the research findings, the study made suggestions on how to offer CBI courses more effectively for a particular group of EFL college-level learners who already earned basic interpersonal communication skills (BICS), yet to reach cognitive academic language proficiency (CALP).

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Swedish immersion in the early years in Finland

Cited by 34 publications

References 13 publications

Pedagogy and Learning Environment in a Franco-Ontarian Child Care Centre

Pedagogy and Learning Environment in a Franco-Ontarian Child Care Centre

The effects of foreign language programmes in early childhood education and care: a systematic review

How EFL College Learners Perceive CBI Experience

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