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Immersion Research-to-Action Briefs

CARLA's new series of annual Immersion Research-to-Action Briefs provides a readily digestible means of keeping educators informed about ongoing research in the field of language immersion education that has implications for their daily practice.

Mathieu Brief ScreenshotSecondary Immersion Teaching and Learning: What Role do Classroom Materials Play?
November 2017
Corinne Mathieu (University of Minnesota) 

In the latest Brief, doctoral student Corinne Mathieu shares her research study fundings on immersion teacher use of classroom materials in a seventh-grade social studies context. The study shows that materials and the type of thinking skills teachers engaged had an important impact on both the quantity and quality of student language production.


Payesteh Brief Screenshot

Preschool Immersion Education in Persian
September 2016
Dr. Bita Payesteh (Texas Woman's University) and Dr. Tara Fortune (University of Minnesota)

Dr Payestech and Dr. Fortune highlight findings of Payestah's research on heritage language learners in an immersion preschool indicating that 100% Persian-medium education was not detrimental to children's English language development.


Payesteh Brief Screenshot

Reading Strategies: 
At Risk and High Performing Immersion Learners
September 2015
Renée Bourgoin (University of New Brunswick, Canada)

For the inaugural Brief, Dr. Renée Bourgoin (University of New Brunswick, Canada) drew upon her dissertation research that investigated at risk and typically developing readers’ use of reading strategies in Gr. 3 French immersion classrooms. 

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Last Modified: November 13, 2017 at 16:54