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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 5:1 (2017) ► pp.30–57

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Context-appropriate crosslinguistic pedagogy

Considering the role of language status in immersion education

 | McGill University
 | University of Regina
Published online: 20 April 2017
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https://doi.org/10.1075/jicb.5.1.02bal
In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.
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2022. Praktika eleanitzak eta euskara, ingelesa irakas-hizkuntza bihurtzen denean: kasu-azterketa bat. Fontes Linguae Vasconum :132 ► pp. 543 ff. DOI logo
Zhou, Wenying & Guofang Li
2022. Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in American immersion schools. Journal of Multilingual and Multicultural Development 43:6 ► pp. 569 ff. DOI logo
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Ballinger, Susan
2021. Oral Corrective Feedback in Content-Based Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 539 ff. DOI logo
Ballinger, Susan
2024. Cross-Linguistic Pedagogy and Awareness. In Reference Module in Social Sciences, DOI logo
Cohen, Cathy, Eurydice Bauer & Jacob Minniear
2021. Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders. Linguistics and Education 63 ► pp. 100905 ff. DOI logo
Hirsu, Lavinia, Sally Zacharias & Dobrochna Futro
2021. Translingual arts-based practices for language learners. ELT Journal 75:1 ► pp. 22 ff. DOI logo
Lindholm-Leary, Kathryn
2021. Dual Language Education Models and Research in Early Childhood Education in the USA. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 1 ff. DOI logo
Lindholm-Leary, Kathryn
2022. Dual Language Education Models and Research in Early Childhood Education in the USA. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 403 ff. DOI logo
Mård-Miettinen, Karita, Stephanie Arnott & Marie-Josée Vignola
2021. Early Immersion in Minority Language Contexts: Canada and Finland. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 1 ff. DOI logo
Mård-Miettinen, Karita, Stephanie Arnott & Marie-Josée Vignola
2022. Early Immersion in Minority Language Contexts: Canada and Finland. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 347 ff. DOI logo
Oliver, Rhonda & Masatoshi Sato
2021. Tasks for Children. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 416 ff. DOI logo
Sushkova, Natalia A. & Lara Ravich
2021. Theory and practice in language immersion camps: common challenges and how to solve them. Tambov University Review. Series: Humanities :195 ► pp. 139 ff. DOI logo
Ballinger, Susan, Sunny Man Chu Lau & Claude Quevillon Lacasse
2020. Cross-Linguistic Pedagogy: Harnessing Transfer in the Classroom. The Canadian Modern Language Review 76:4 ► pp. 265 ff. DOI logo
Kim Bower, Do Coyle, Russell Cross & Gary N. Chambers
2020. Curriculum Integrated Language Teaching, DOI logo
Lightbown, Patsy M. & Nina Spada
2020. Teaching and learning L2 in the classroom: It's about time. Language Teaching 53:4 ► pp. 422 ff. DOI logo
Payant, Caroline
2020. Exploring Multilingual Learners’ Writing Practices during an L2 and an L3 Individual Writing Task. The Canadian Modern Language Review 76:4 ► pp. 313 ff. DOI logo
Sato, Masatoshi & Isidora Angulo
2020. The role of L1 use by high-proficiency learners in L2 vocabulary development. In Languaging in Language Learning and Teaching [Language Learning & Language Teaching, 55], ► pp. 41 ff. DOI logo
Séror, Jérémie & Guillaume Gentil
2020. Cross-Linguistic Pedagogy and Biliteracy in a Bilingual University: Students’ Stances, Practices, and Ideologies. The Canadian Modern Language Review 76:4 ► pp. 356 ff. DOI logo
Tedick, Diane J.
2020. Foreword. In Curriculum Integrated Language Teaching, ► pp. xi ff. DOI logo
Cummins, Jim
2019. Multilingual literacies: opposing theoretical claims and pedagogical practices in the canadian context. Cahiers internationaux de sociolinguistique N° 16:2 ► pp. 75 ff. DOI logo
Fortier-Fréçon, Naomi & Leia Laing
2019. L’enseignement des traités autochtones dans une classe d’immersion française. L’apprentissage des thèmes reliés à la réconciliation dans un contexte français minoritaire. Cahiers franco-canadiens de l'Ouest 31:1 ► pp. 109 ff. DOI logo
Hamman-Ortiz, Laura
2019. Troubling the “two” in two-way bilingual education. Bilingual Research Journal 42:4 ► pp. 387 ff. DOI logo
Hamman-Ortiz, Laura
2023. Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom. International Journal of Bilingual Education and Bilingualism 26:1 ► pp. 69 ff. DOI logo
Hamman-Ortiz, Laura
2024. Cultivating a critical translanguaging space in dual language bilingual education. International Multilingual Research Journal 18:2 ► pp. 119 ff. DOI logo
Lyster, Roy
2019. Translanguaging in Immersion: Cognitive Support or Social Prestige?. The Canadian Modern Language Review 75:4 ► pp. 340 ff. DOI logo
Lyster, Roy
2019. Making research on instructed SLA relevant for teachers through professional development. Language Teaching Research 23:4 ► pp. 494 ff. DOI logo
Lyster, Roy & Fred Genesee
2019. Immersion Education. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo
Turner, Marianne
2019. Use of Languages Across the Curriculum. In Multilingualism as a Resource and a Goal, ► pp. 45 ff. DOI logo
Turner, Marianne
2019. Multilingual Practices and Opportunities to Learn. In Multilingualism as a Resource and a Goal, ► pp. 251 ff. DOI logo
Turner, Marianne
2019. Introduction. In Multilingualism as a Resource and a Goal, ► pp. 1 ff. DOI logo
Turner, Marianne
2019. Language and Multilingualism. In Multilingualism as a Resource and a Goal, ► pp. 19 ff. DOI logo
Turner, Marianne
2021. Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia. Language Teaching Research 25:1 ► pp. 61 ff. DOI logo
Annick De Houwer & Lourdes Ortega
2018. The Cambridge Handbook of Bilingualism, DOI logo
Díaz Pérez, Wendy, Donna Lee Fields & David Marsh
2018. Innovations and Challenges: Conceptualizing CLIL Practice. Theory Into Practice 57:3 ► pp. 177 ff. DOI logo
Jakonen, Teppo, Tamás Péter Szabó & Petteri Laihonen
2018. Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom. In Translanguaging as Everyday Practice [Multilingual Education, 28], ► pp. 31 ff. DOI logo
Jones, Sally Ann
2018. Telling cases of bilingual children’s reading and writing for English-medium school: Implications for pedagogy. The Australian Journal of Language and Literacy 41:3 ► pp. 166 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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