French Immersion and At-Risk Students: A Review of Research Evidence

By F. Genesee. 2007

136 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/233df3023144bb50841258b5688974d79eed5520

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Debra Jared
2. J. Cenoz
3. F. Genesee
4. D. Gorter
5. Judith F. Kroll
6. Elena Nicoladis
7. Jason Rothman
8. Jenifer Larson-Hall

In Language and Linguistics

1. Debra Jared
2. J. Cenoz
3. F. Genesee
4. D. Gorter
5. Naoko Taguchi
6. Jianda Liu
7. I. Miralpeix
8. M. Luz Celaya

Citations in the corpus

• Myths about Early Childhood Bilingualism (2015, background): “Research on immersion programs in Canada (Genesee, 2007) and the United States (Genesee & Lindholm-Leary, 2013) indicates further that immersion is suitable and effective for a wide variety of learners, including English-speaking students who often struggle in school.”
• Literacy development in early French immersion programs. (2008, background): “This issue has generated a considerable amount of discussion (Bernhard, 1993; Calvé, 1991; Genesee, 1992, 2004, 2007; Majhanovich, 1993; Mannavarayan, 2002; Murtagh, 1993/4; Rousseau, 1999; Wiss, 1989).”
• Critical Analysis of CLIL: Taking Stock and Looking Forward (2014, background): “In North America, as well, immersion programs are widely available to students with diverse backgrounds, including students from families with low socioeconomic status (Caldas and Boudreaux 1999; Genesee 2007) and minority ethnolinguistic groups (Holobow et al.”