@article{oai:naruto.repo.nii.ac.jp:00027672,
 author = {伊東, 治己 and ITO, Harumi},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {This paper tries to answer why Canadian French immersion education, in which Anglophone students study all or some of their school subjects in French, has been so successful in developing high-level French proficiency among Anglophone students without concomitant negative effects on the development of their first language proficiency and scholastic abilities. In order to achieve this goal, it is necessary to identify pedagogical, institutional and societal factors that have contributed to the success of immersion education, because immersion education itself is a multi-faceted educational enterprise. Among those three types of factorsfor success, this paper focuses on pedagogical factors, which are then divided into three subgroups; methodology factors, teacher factors, and learner factors. First of all, as methodology factors, this paper first identifies two subcategories; language learning factors and content learning factors. For the language learning factors, three sub-factors are identified; provision ofample and varied comprehensible input, integration of four language skills, and respect of learners' mother tongue. For the content learning factors, we specify two sub-factors; child-centred or learner-centred approach and integrated experiential approach. It is further postulated that the synthesis of language learning and content learning in immersion has also contributed substantially to the success of immersion education. Secondly, as teacher factors, two factors are identified; bilingual competence of immersion teachers and a sense of professionalism of immersion teachers. Finally, as learner factors, two factors are identified; homogeneity of learners and their high motivation for studying in immersion. This analysis is expected to help us to have a better understanding of why French immersion education has succeeded in Canada and how feasible it will be for us to start immersion education at Japanese schools. The paper concludes that this kind of improved understanding of Canadian immersion education should be essential and enlightening especially for those who are planning to transplant immersion education into their own schools as a way to update their practice of English language education.},
 pages = {138--160},
 title = {カナダのイマージョン教育の成功を支えた教授学的要因に関する研究},
 volume = {22},
 year = {2007},
 yomi = {イトウ, ハルミ}
}