One of the big changes we have seen involves the whole notion of literacy and multi-literacy in language learning. Whereas 10 or 15 years ago we were much more focused on learning an individual language and looking at that language as an entity, today we're much more interested as researchers and as teachers in how languages work together and complement one another.
One of the questions that I mentioned at the end of my presentation was about one of our doctoral students who is looking at how students' first or second language can help them learn French, and vice versa of course, how French can then help with students' development of their first and second language. That whole interconnection among languages and viewing literacy as a broader concept and not language specific is a big change. We're seeing quite a big emphasis on that, as well as an emphasis in research in looking at the benefits. For example, one of my students is looking at how students are learning to read. As I mentioned, we no longer have a grade 1 entry immersion program in New Brunswick. It was postponed until grade 3. This means they come in already having learned to read in English.
From a language teaching point of view, while I would like students to begin earlier, it does create some interesting opportunities for understanding how languages work and work together; how the students' ability to learn to read in English, for example, affects their ability to learn to read and write in French, and does learning to read and write in French have a positive impact on their first language reading and writing as well. This whole interconnectivity and literacy as a broader concept is a big one.