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Instructional Strategies and SLA in Early French Immersion

Published online by Cambridge University Press:  07 November 2008

Birgit Harley
Birgit Harley
Affiliation:
Ontario Institute for Studies in Education
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Abstract

Examining the role of instruction in second language acquisition (SLA) entails not only a specification of what aspects of SLA stand to be affected but also a clear conception of what is meant by instruction. In this paper the potential of various instructional strategies for promoting SLA among child second language (L2) learners is considered in relation to empirical findings in early French immersion programs. Several principles are proposed concerning the what, when, and how of code-focused L2 instruction in a communicatively oriented school-based acquisition context. These proposals need to be put to the test in further experimental research.

Type
Articles
Information
Studies in Second Language Acquisition , Volume 15 , Issue 2 , June 1993 , pp. 245 - 259
Copyright
Copyright © Cambridge University Press 1993

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