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Master Thesis

Effets de l'instruction scolaire bilingue d'immersion sur l'apprentissage de la lecture en L1

Abstract : This thesis seeks to address the effects of immersive bilingual education on first language literacy education. Our aim is to provide a short, practical analysis of the stakes of an immersive bilingual education, issues and gains of such schooling and its specificities. Focusing on literacy learning in the early years, it outlines how young children demonstrate a better understanding of the arbitrary relation between sounds, written words and meaning when schooled in two or more languages and how young students from bilingual schools often have a higher mental flexibility. These two facts usually result in stronger literacy foundation for these children and thus in better reading skills. An experiment was conducted on 80 Australian children aged five to seven. Half of them were schooled in a traditional monolingual school while the other half was attending a French-English bilingual school. The children, who were all in the process of learning how to read, have demonstrated much stronger literacy skills when they were attending the bilingual school than when they were schooled in English only. Children from the bilingual school also showed higher cognitive abilities and phonological awareness, with a higher academic performance overall. Although more studies need to be carried out in a similar context, this thesis reveals that bilingual education allows children to be clearly ahead of their peers in literacy learning.
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Master Thesis
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Submitted on : Friday, December 6, 2019 - 10:56:14 AM
Last modification on : Tuesday, October 19, 2021 - 10:58:41 AM
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  • HAL Id : dumas-02393922, version 1


Manon Boutin-Charles. Effets de l'instruction scolaire bilingue d'immersion sur l'apprentissage de la lecture en L1. Linguistique. 2017. ⟨dumas-02393922⟩



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