Linking languages through a bilingual read-aloud project

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Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education (2017, background): “This issue has been addressed in classroom studies by Ballinger (2013, 2015), Lyster et al. (2009), and Lyster et al. (2013), all of which focused on French and English teachers’ use of each language to teach literacy skills to the same group of immersion students.”
The effects of biliteracy instruction on morphological awareness (2013, methodology): “The initiative built on a previous study undertaken by Lyster, Collins, and Ballinger (2009) in collaboration with six teachers in the same school board.”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “Despite the problematicity of student interaction in immersion, the opportunity to speak and practice the L2 with peers remains one of the program's potential core benefits (see Lyster, Collins, & Ballinger, 2009 ), particularly in contexts such as the classrooms in Study 2, where both English- and”
Content-based language teaching: Convergent concerns across divergent contexts (2011, background): “Even in some English-speaking school boards in the province of Quebec, where Canadian French immersion programs were first launched with homogenous groups of English-speaking children, increasingly heterogeneous classrooms consist of French-dominant, English-dominant, and French–English bilingual st”