Primary Research and Sources

This paper draws primarily upon 1) longitudinal research findings on newcomers within French, British, Canadian and American schools by Schiff, Fouquet-Chauprade, and The Harvard Migrant Project; 2) empirical and quantitative studies by the French Government; 3) reports by French regional education academies and self-reported, qualitative and quantitative data by their respective schools; 4) case studies and instructional materials produced by CASNAV: the French government agency that works directly with newcomers in French initiation classes; 5) recent studies of bilingual and multilingual literacy and numeracy concepts amongst young learners with symbolic heritage languages by Kenner, Sneddon, and Verhoeven, and 6) second language acquisition research findings by Chomsky, Cummins, Krashen, El Bina, Valles, Brittain and Orozco.