The Teaching of Reading and Writing in Second- and Multi-Language Contexts

This study explored the impact of a supplemental reading intervention delivered in English in Grade 1 (Savage, Georgiou, Parrila, & Maiorino, 2018) on the performance of at-risk children educated in French Immersion schools. The intervention contrasted 'Direct Mapping and Set-for-Variability' with a 'Common and Best Practices' taught control condition in a matched quasi-experimental design. To test claims of crosslinguistic transfer, measures of English and French word reading were administered before and after intervention. Hierarchical linear modelling analyses confirmed that children in the intervention condition showed improved performance at post-test on measures of English and French regular, exception, and pseudoword reading compared to the control condition. Intervention-specific cross language effects on French word and pseudoword reading shown here provide partial support for causal models of transfer in bilingual reading development.

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“…There exists no consensus on the definition of transfer or the mechanism by which it operates (Savage & Côté, 2019;Koda, 2012a).…”

Section: Theories Of Cross-linguistic Transfermentioning

confidence: 99%

Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs

Côté

Savage

Petscher

2020

Scientific Studies of Reading

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“…This issue is important as the literacy needs of children in L2 classrooms are of particular concern (e.g. August & Shanahan, 2006;Savage & Côte, 2017). To this end we first explore research evidence on effective teaching more broadly construed and then more specifically on literacy, both drawn primarily from monolingual instructional contexts, before considering research in effective dual language literacy teaching.…”

Section: Similarities and Dissimilarities In The Teaching Of English mentioning

confidence: 99%

“…research concerns the extent to which teaching practices are optimal or evidence-based in nature (Cummins, 1998(Cummins, , 2007a(Cummins, , 2007b(Cummins, , 2014Savage & Côte, 2017). Most notably, Cummins has disputed the common process of teaching L1 and L2 separately, rather than valuing and synergistically using L1 capacities.…”

Section: Assessment Of 'Transmission' Models Of Education a Major Ismentioning

confidence: 99%

Similarities and dissimilarities in the teaching of English and French in a dual language instructional setting

Savage

Pace

2017

International Journal of Bilingual Education and Bilingualism

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This study investigates the relationships between the observed quality of classroom teaching assessing Atmosphere, Instruction, Management and Student Engagement, (AIMS, Roehrig & Christesen, 2010), and growth in reading and listening comprehension across grade 4 in typical English-French dual language learners. For the majority, (67%), English was a first language (L1), for 16% French was an L1. N = 332 children in 36 classrooms were assessed on reading and listening comprehension measures and observed in the fall and winter semesters in English and French. Results showed that, overall, ratings of AIMS sub-scales did not differ markedly across English and French classrooms. Classroom teaching quality ratings were not, however, correlated across English and French classes. AIMS ratings in either language for Atmosphere were reliable and relatively stable between fall and winter, as was Management in English. AIMS ratings predicted growth in classroom-level variance in reading and listening for English and French both concurrently and longitudinally. These results suggest that there are broad, stable commonalities in effective teaching in English and French classrooms that can be validly and reliably observed.Practically, such observations of (majority) second language teaching quality can facilitate assessment of student needs and mentoring and development needs of teachers.

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The Teaching of Reading and Writing in Second- and Multi-Language Contexts

Cited by 2 publications

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Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs

Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs

Similarities and dissimilarities in the teaching of English and French in a dual language instructional setting

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