Roy Lyster|Jorge Quiroga|Susan Ballinger
The effects of biliteracy instruction on morphological awareness
McGill University|McGill University|McGill University
classroom intervention study investigated effects biliteracy instruction grade 2 students morphological awareness french english three pairs partner teachers frenchenglish participating professional development project codesigned implemented biliteracy tasks across french english classes together comprised total 80 students identified dominant either french english frenchenglish bilinguals biliteracy instruction integrated linguistic focus derivational morphology thematic focus illustrated storybooks intervention separate measures morphological awareness french english administered subsample students n 45 well comparison group students n 20 receiving instruction experimental group significantly outperformed comparison group french english yet students language dominance accounted english measure englishdominant students experimental group significantly outperformed counterparts comparison group