Time & Length of Session
Receptive and Expressive Language in Early French Immersion
The language used in the descriptions reflects the language of the sessions.
Authors: Ann Sutton, PhD, Université d'Ottawa, Ottawa, ON; Frédéric Downing-Doucet, S-LP student, University of Ottawa; Émilie Drouin, S-LP student, University of Ottawa; Magali Gauthier-Gagnon, S-LP student, University of Ottawa; Julie Rodrigue, S-LP student, University of Ottawa; Fardous Sahouli, S-LP student, University of Ottawa; Myriam Talbot, S-LP student, University of Ottawa; Christina Charles, research assistant, University of Ottawa; Genessee, F., Kay-Raining Bird, E., Chen, X. University researchers, PhD, Oracheski, J., Pagan, S.; School Board team, PhD.
This study explored receptive and expressive language in children with and without speech or language impairments in early French immersion (EFI). Participants were 21 grade 4 English-speaking children (11 with and 10 without speech or language impairments), in EFI since kindergarten. On standardized tests of receptive vocabulary, sentence comprehension, sentence production and a story-telling task, scores were higher in English than French and the response pattern differed across languages. There were no significant differences between children with and without impairments, suggesting no negative impact of EFI. Further studies should explore more fully differences related to impairment type and severity.