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摘要：In order to explore student learning experiences in English language classes, this study employed a qualitative data collection method known as narrative frames, which uses prompts to stimulate written expression of ideas. Data were collected through narrative frames on three different occasions from 36 second-year high school students in a team-taught EFL classroom in Japan, in both English and Japanese. After collecting the frames, individual interviews were conducted with two students from the class and their team teachers to further enquire about their experience, particularly with regard to the use of narrative frames. Findings suggest that the narrative frame technique proved to be a beneficial tool for improving learner autonomy. It facilitated the students becoming responsible for their learning in general, and encouraged them to become more serious about their learning of the English language. Methodological implications for the future use of narrative frames are provided. Adapted from the source document

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摘要：This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French. Adapted from the source document

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摘要：This article is part of a study that examined the narratives of 19 Indian women about the impact of Hindi or English medium education on their lives. In the current article, an interview segment containing a hypothetical narrative recounted by one of these participants, Aditi, is analysed. The analysis uses conversation analysis (CA) tools to reveal the presence of conflicting Discourses regarding the value attached to English speakers by the two interactants. One of these leads to significant trouble in the talk that is attended to by Aditi through recounting a hypothetical narrative to justify her perspective. The study shows how the two planes of the narrative-the narrated world and the interactional narrating plane-are used by Aditi to critique hegemonic Discourses about English speakers. A CA-based sequential analysis reveals the embedding of the narrative in its local interactional setting while also displaying that the act of narration can be a site for the enactment of resistance to societal Discourses. Adapted from the source document

摘要：Several projects that are in progress at the Research Centre for Language Education and Acquisition in Multilingual Societies (RCLEAMS), one of four Institute-level Research Centres at the Hong Kong Institute of Education, are highlighted. These include projects in the following fields: (1) the Asian Corpus of English (ACE);(2) trilingualism and trilingual education in minority regions of China; (3) linguistic and cultural ecology; (4) using the local/regional language as the language of internationalization (Cantonese and Putonghua in Hong Kong); (5) perceptions of English language suitability and processes of language assessment recruitment in Filipino call centres; (6) effects of language aptitude and personality on linguistic performance in English as a second language in two Chinese populations; (7) boundary-crossing teacher trainees; (8) vocabulary development among learners of English in a Hong Kong primary school; and (8) the Multilingual project: policy and implementation. Adapted from the source document

摘要：There has always been a common-sense view that the number of languages that children learn, whether through natural exposure or educational intervention, has consequences for their development. The assumption was that these consequences were potentially damaging. Even now, after approximately 50 years of research on the topic, parents remain concerned about their children's development when it includes a bilingual experience. It is now clear that although parents were correct that speaking more than one language has consequences, the assumption about the nature of these consequences is not: the outcome of the experience is in fact the opposite of what many early researchers claimed and what many contemporary parents intuitively believe. In contrast to early warnings about negative consequences, bilingualism turns out to be an experience that benefits many aspects of children's development. Although there are documented delays in acquiring some formal aspects of each language, such as vocabulary (Bialystok 2010), bilingualism has either no effect (intelligence) or positive effects (metalinguistic awareness, cognitive development) on development. Adapted from the source document

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摘要：Canada's federal policy of multiculturalism within a bilingual framework (1971) means that in British Columbia French remains a modern language with a certain degree of privilege. While in BC only 1.3% of the population describe their first language as French (Statistics Canada, 2006), French immersion education is growing, with 7.6% of children studying in French immersion schools between kindergarten and grade 12 (BC Ministry of Education, 2010). Many studies have analyzed the learning of French in Canadian French immersion schools (Cummins, 1983; Dagenais & Day, 1999; Dagenais & Moore, 2008; Heller, 2001, 2006; Swain, 1974, 2000). However, there has been a lack of research into the language and literacy practices of French immersion graduates enrolled in anglophone universities. We address this issue by presenting data from an ongoing three-year longitudinal study, funded by the Social Sciences and Humanities Research Council of Canada, into the language and literacy practices of French immersion graduates studying at an English-medium university in Vancouver, Canada. In this context, the study focuses on the complex interaction between language practices, processes of identity construction, and discourses around the French language which the participants in the study encounter in their social and educational spaces. Adapted from the source document

摘要：This paper presents a critical study of summative assessment at the primary school level in three countries of southern Francophonie -- namely Mali, Mauritania, Seychelles -- that operate with bilingual curricula. It provides an analysis of the links and divergences between curricula and assessment, notably the assessment modes fit to a competence-based approach (CBA), the implementation of qualification procedures (conception, application, marking) and their affordances and limits from the point of a curriculum designed to provide bilingual education. Adapted from the source document

摘要：The present article examines discourses on bilingualism in French immersion schools and connects local ideologies of bilingualism to a more global view of what it means to be bilingual in Canada. Bilingualism is usually regarded as two isolated monolingualisms (or monolingual systems) in which there is no place for code-switching, uneven language proficiencies, or certain varieties of French. Although French immersion students choose French because it is one of the official languages and it is valuable to speak additional languages, they face the challenge of not speaking like native speakers of French. The present article presents ethnographic and sociolinguistic research, conducted in two junior high schools in Alberta, which indicates that although French immersion offers cognitive and social benefits to students, their challenge is to be recognized as bilinguals. Looking at discourses on bilingualism is important for enabling every student learning French in Canada to have a 'voice'. Adapted from the source document

摘要：There is general agreement that research informs the design of curriculum. In multilingual contexts, the theoretical assumptions which underpin empirical investigations and the quality of knowledge provided to the community of practice is a determining element in the way curriculum is both conceived and produced. This paper re-examines research undertaken on language issues in Mauritius and in some other islands of the Indian Ocean. It aims to show how observations previously put forward and based on the hypothesis that language operate within fixed boundaries and in a compartmentalised manner are erroneous. In fact, the paper argues that so long as research is not ready to validate actual language usage, the curriculum will not respond to the actual needs of both teachers and learners. Adapted from the source document

摘要：This study examines the Spanish use of students and teachers at a US two-way immersion school. Students and teachers from Grades 1, 3, and 8 (5-6-year-olds, 7-8-years-olds, and 12-13-year-olds, respectively) were observed and interviewed, and students completed questionnaires to determine what factors influenced their language of choice and their divergence from Spanish when it was the language of instruction. Although students showed an overall preference for English, particularly in interactions with peers, findings indicate that students' language background, culturally relevant teaching activities, teacher language use, and students' sensitivity to others' need for language accommodation influenced their use of Spanish with peers. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：Research in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test-Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and mother tongue vocabulary were found to be significant predictors of English vocabulary, controlling for mother's years of education and family income. The curriculum emphasis of the kindergarten center was also found to be a significant predictor of English vocabulary. Adapted from the source document

摘要：Research suggests that late bilinguals may have persistent difficulties with the automatic access and use of some second language structures because of a lack of underlying integrated knowledge of those structures. In contrast, early bilinguals show advantages in aspects of language use that require this type of automatic knowledge. This study investigated whether early and late English-Spanish bilinguals evidence integrated knowledge of agreement in Spanish by examining their sensitivity to agreement errors while reading for comprehension. The results of a pilot and two experiments indicate that both early and late bilinguals do possess integrated knowledge of subject-verb number agreement and noun-adjective gender agreement in Spanish, although sensitivity to agreement errors interacts with properties of the experimental stimuli. Adapted from the source document

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摘要：In contrast to more traditional approaches that look at one language at a time, in this issue we propose a holistic approach that takes into account all of the languages in the learner's repertoire. First, we discuss some ideas about the monolingual bias both in research and in language teaching. Then we look at multilingual practices among multilingual speakers that include phenomena such as codeswitching, translanguaging, and codemeshing. These ideas are followed by a short introduction for each of the contributions to this special issue. Adapted from the source document

摘要：This article summarizes the individual contributions to this special issue and discusses the advantages and implications of adopting a multilingual approach. The advantages include the possibility of examining language practices in context and providing insights about the way languages are acquired and used. This multilingual approach also opens new paths for research and language assessment and has implications for language teaching. Adapted from the source document