Longitudinal Study on the Acquisition of a Minority Language (French) in an Anglophone Community 

• We have been following a group of about 90 children since 2014/2015 using an accelerated longitudinal design (Duncan & Duncan, 2012).
• The language skills of these children were assessed in kindergarten, first grade, grade three and grade 9 (grade 9 data collection for second cohort currently underway).
• We seek to assess assess and analyse speaking, understanding, reading and writing skills in both French and English.
• The group consists of bilingual children for whom English is the dominant language, bilingual children for whom French is the dominant language and children with a developmental language disorder. ​
• Thank you to all the families and schools who have agreed to participate in this study.

IALP 2025 paper presentation