By Audrey Thomson, Agnes Martinet
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Many recent commentators (see Corson, 1991; Pease-Alvarez & Vasquez, 1994) offer educators useful guidelines for gathering information about the varieties and functions of language that figure in home, community, and school settings. Such information, often gathered by the students themselves, can become a resource in efforts to expand the understanding and active mastery of additional language varieties, and it can increase the language awareness of teachers as well as their students. Indeed, trained language teachers, even more than teachers of other subjects, can focus their professional knowledge of linguistics and current models of reciprocal language pedagogy on increasing the language awareness of everyone in their classrooms, including themselves, thereby expanding the recognition and control of the variety of pedagogical norms (Valdman, 1988) appropriate for their students.
Part of the reason for the perception of the great success of students in Canadian-French immersion programs is that, for the most part, results for immersion students have been compared to results of second language learning for students receiving instruction in French as a foreign language, not to native speakers of French. Immersion students unquestionably show greater functional control of French than do French as a foreign language students, though they are not generally equal to native speakers, particularly in the areas of productive skills of speaking and writing (see Harley, Allen, Cummins, & Swain, 1990).
The research summarized centers on formal second language learners in the North American context, with the principal focus on the many Canadian projects involving Anglophone students at various levels learning French. The reciprocal influence between attitudes and successful (or unsuccessful) language learning experiences is explored, as is the influence of parental attitudes on language learning, a signal factor in some school settings. Gardner concludes by presenting his own socioeducational view of language learning which merits attention because of its differentiated view of the multiple influences on successful language acquisition in formal and informal settings.
A Practical English Grammar by Audrey Thomson, Agnes Martinet