Volume 47 in the Second Language Acquisition series.

Includes bibliographical references.

1. Introduction
Sociolinguistic Variation in First Language Speech Communities -- Variation in Second Language -- Research on the Learning of Sociolinguistic Variation by Second Language Learners

2. Methodology
Research -- Goals -- Characteristics of the French Immersion Student -- Population under Study -- Speaker Sample -- Corpora Used as Comparative Norms -- Research Hypothesis -- Data Analysis

3. Variation in L1 Spoken French
Grammatical Variation -- Lexical Variation -- Extra-Linguistic Constraints -- Linguistic Constraints -- Phonetic Variation -- Conclusion

4. Students' Learning of Variation
Frequency and Treatment of Variants in the French Immersion Students' - Educational Input -- Comparison of the Frequency and Treatment of Variants in Teachers' - Classroom Discourse and the Teaching Materials -- Types and Frequency of Variants Used by the French Immersion Students -- Learning the Linguistic and Stylistic Constraints of Sociolinguistic Variation -- Effect of Independent Variables on the Learning of Sociolinguistic Variation

5. The Potential Benefits of Increased FL1 Input in an Educational Context
Introduction -- Effects of Increased FL1 Speakers in an Educational Context -- Conclusion

6. Conclusion
Introduction -- Sociolinguistic Variation in the Educational Input of French Immersion Students -- Educational Implications of Results -- Limitations and Directions for Future Study

Appendices :
Appendix A: Semi-Directed Taped Interview Schedule - Including Reading Passages -- Appendix B: Student Questionnaire Survey -- Appendix C: Objectives of the Ontario Ministry of Education Concerning the Development of Sociolinguistic Competence by Secondary School French Immersion Students -- Appendix D: Results of the GoldVarb Analyses of the Sociolinguistic Variables Focused upon in the Current Research

"This book reports the findings of an extensive research project on the acquisition of the native norms of spoken French variation by French immersion students who have learnt their second language primarily in an educational context. The project focused on a range of phonetic, lexical and grammatical sociolinguistic variants documented in studies of contemporary first language varieties of spoken French, and assessed the extent to which the students master the linguistic and extra-linguistic factors which govern variant choice. The book also discusses pedagogical strategies to improve the students' mastery of spoken French variation. The book represents an important contribution to an under-researched aspect of advanced Second Language Acquisition in an institutional setting." (Book Cover)