Raising a multilingual child (part 2) or why I chose a monolingual daycare (by Dr. Catherine Levasseur)

As a new language-learning-crazy-mom who tries to expose her child to a maximum of languages, I made what would seem a bad decision: I chose a monolingual daycare for my baby. Yes I did. Even worse than that, I chose a monolingual day care in the majority language. Adios! Goodbye! Au revoir! plurilinguisme, le sort en est jeté, direz-vous. Well, I had my reasons and I haven’t lost hope in raising a wonderful multilingual child. Here is why. Continue reading

Teachers unite! A call to reclaim ‘bilingual/multilingual’ (by Lauren Godfrey-Smith)

I was recently teaching an ESL class of intermediate-level adults when the topic of being bilingual/multilingual came up; we’d been listening to a news story about how being bilingual boosts brainpower and decreases the chance of memory problems later in life. When I asked my students if they felt bilingual, I was sorry to see only a few of the two dozen students raise their hands. And yet, when I asked them to tell me whether they used English every day for communicative tasks like doctor’s appointments and grocery shopping and parent-teacher interviews, they all said yes.

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Vive l’Acadie! Sociolinguistic reflections of a « tête carrée » (by Stephen Davis)

We are thrilled to have our first guest blogger, Stephen Davis. He is a student in the Master of Arts in Second Language Education program at McGill University. He has taught in a French immersion program in Saskatoon, SK, and volunteers with non-profit organizations in Canada and internationally. His research interests include multilingual education, French immersion, and language education for newcomers to Canada.
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