Indicators of an "Immigrant Advantage" in the Writing of L3 French Learners

Autor/inn/en	Knouzi, Ibtissem; Mady, Callie
Titel	Indicators of an "Immigrant Advantage" in the Writing of L3 French Learners
Quelle	In: Canadian Modern Language Review, 73 (2017) 3, S.368-392 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	French; Immigrants; Multilingualism; Social Status; Second Language Learning; Vocabulary Skills; Grammar; Accuracy; Writing (Composition); Writing Skills; Transfer of Training; Comparative Analysis; English (Second Language); Language Usage; Language Fluency; Immersion Programs; Elementary School Students; Foreign Countries; Native Speakers; Canada + Suchen Sie Ihr Suchwort? Französisch; Immigrant; Immigrantin; Immigranten; Mehrsprachigkeit; Multilingualismus; Sozialer Status; Zweitsprachenerwerb; Aktiver Wortschatz; Grammatik; Schreibübung; Writing skill; Schreibfertigkeit; Training; Transfer; Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Immersionsprogramm; Ausland; Muttersprachler; Kanada
Abstract	Grounded in the cross-linguistic influence(s) (CLI) literature, this study used objective measures to compare the use of English, lexical richness and syntactic complexity, and grammatical accuracy and fluency in the texts of three groups of Grade 6 French immersion students: Canadian-born anglophones (C-A), Canadian-born multilinguals (C-M), and immigrant multilinguals (I-M). Findings identified use of English, vocabulary richness, and grammatical accuracy as the discriminating variables that had the most effect on the quality of writing of the three groups. The differences in performance on these specific writing aspects were most salient between the C-A and I-M groups. We propose that, in our data, the social status of immigrants might have a more profound influence on a student's approach to language learning and investment than that of being multilingual, and that this can translate directly in certain areas of language performance. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01