Sharon Lapkin Books and Monographs | Book Chapters | Refereed Journal Articles Published Conference Proceedings | Technical Reports Other Publications | Unpublished Materials

Books and Monographs

M. Turnbull, J. Bell, & S. Lapkin. (Eds.). (2002). From the classroom: Grounded activities for language learning. Toronto: University of Toronto Press.

Lapkin, S. & Turnbull, M. (Eds.) (1999). New research in FSL/Nouvelles recherches en FLS. Canadian Modern Language Review (special issue), 56(1).

Lapkin, S. (Ed.). (1998). French as a second language education in Canada: Recent empirical studies. Toronto: University of Toronto Press.

Book Chapters

Lapkin, S. (in press) Writing to learn a second language: Grade 7 immersion students respond to reformulation. In S. Peterson (Ed.), Untangling some knots in teaching writing. Newark, DE: International Reading Association.

Swain, M., & Lapkin, S. (in press). Lexical learning through a multitask activity: The role of repetition. In D. Tedick & T. Fortune (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education. Clevedon, Avon, UK: Multilingual Matters.

Swain, M. & Lapkin, S. (in press). “Oh, I get it now!” From production to comprehension in second language learning. In D. M. Brinton & O. Kagan (Eds.), Heritage language acquisition: A new field emerging. Mahwah, NJ: Lawrence Erlbaum.

Swain, M., & Lapkin, S. (in press). The distributed nature of second language learning: A case study. In S. Fotos & H. Nassaji (Eds.), Focus on form and teacher education: Studies in honour of Rod Ellis, Oxford University Press.

Swain, M., & Lapkin, S. (2005). Multilingualism through immersion? In D. Wolff (Ed.), Mehrsprachige Individuen - vielsprachige Gesellschaften (Plurilingual individuals - multilingual societies) (pp. 191-206). Bern: Peter Lang.

Lapkin, S. (2003). Untangling second language writers’ and teachers’ knots with reformulation. In S. Peterson (Ed.), Untangling some knots in teaching writing (pp. 66-76). Newark, DE: International Reading Association.

Turnbull, M., Bell, J., & Lapkin, S. (2002). Getting started: A conceptual framework for second language classroom activities. In M. Turnbull, J. Bell, & S. Lapkin (Eds.) From the classroom: Grounded activities for language learning (pp 1-13). Toronto: University of Toronto Press.

Swain, M. & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and assessment. London, UK: Pearson Education.

 Lapkin, S. (1998). Introduction. In S. Lapkin (Ed.) French second language education in Canada: Empirical studies (pp. xiii-xxiv). Toronto: University of Toronto Press.

Lapkin, S., Hart, D., & Harley, B. (1998). Case study of compact core French models: Attitudes and achievement. In S. Lapkin (Ed.), French as a second language education in Canada: Recent empirical studies. Toronto: University of Toronto Press.

Hart, D., & Lapkin, S. (1998). Issues of social class bias in access to French immersion education. In S. Lapkin (Ed.), French as a second language education in Canada: Recent empirical studies. Toronto: University of Toronto Press.

Hart, D., Lapkin, S., & Swain, M. (1998). Characteristics of the bilingual private sector job market with special reference to French immersion graduates: Exploratory studies. In S. Lapkin (Ed.), French as a second language education in Canada: Recent empirical studies. Toronto: University of Toronto Press.

Turnbull, M., Lapkin, S., Hart, D., & Swain, M. (1998). Time on task and immersion graduates' French proficiency. In S. Lapkin (Ed.), French as a second language education in Canada: Recent empirical studies. Toronto: University of Toronto Press.

Lapkin, S., Hart, D., & Swain, M. (1995). A Canadian interprovincial exchange: Evaluating the linguistic impact of a three-month stay in Quebec. In B.F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 67-94). Amsterdam: John Benjamins.

Refereed Journal Articles

Lapkin, S., Mady, C., & Arnott, S. (2006). Preparing to profile the FSL teacher in Canada 2005-06: A literature review. Réflexions, 25(1), 15-17.

Swain, M., & Lapkin, S. (2005). The evolving socio-political context of immersion education in Canada: Some implications for program development. International Journal of Applied Linguistics, 15(2), 169-186.

Lapkin, S., & Swain, M. (2004). What underlies immersion students’ production: The case of avoir besoin de. Foreign Language Annals, 37, 349-355.

Turnbull, M., Lapkin, S., & Hart, D. (2003). Grade 6 French immersion students’ performances on large-scale reading, writing and mathematics tests: Building explanations. Alberta Journal of Education, 49(1), 6-23.

Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285-304.

Lapkin, S., Swain, M., & Smith, M. (2002). Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. Modern Language Journal, 86, 485-507.

Qi, D. S., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10, 277-303.

Turnbull, M., Lapkin, S., & Hart, D. (2001). Grade three immersion students' performance on tests of literacy and mathematics: Results from Ontario (1998-99). Canadian Modern Language Review, 58.

Lapkin, S., & Swain, M. (2000). Task outcomes: A focus on immersion students' use of pronominal verbs in their writing. Canadian Journal of Applied Linguistics, 3, 7-22.

Swain, M. & Lapkin, S. (2000). Task-based second language learning: The uses of first language use. Language Teaching Research, 4, 253-276.

Turnbull, M. & Lapkin, S. (1999). Introduction: New research in FSL. Canadian Modern Language Review, 56, 3-6.

Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82(3), 320-337.

Lapkin, S., & Swain, M. (1996). Vocabulary teaching in a grade 8 French immersion classroom: A descriptive case study. The Canadian Modern Language Review, 53(1), 242-256.

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16 (3), 371-391.

Warden, M., Lapkin, S., Swain, M., & Hart, D. (1995). Adolescent language learners on a three-month exchange: Insights from their diaries. Foreign Language Annals, 28 (4), 537-550.

Lapkin, S., Harley, B., & Taylor, S. (1993). Research directions for core French in Canada. Canadian Modern Language Review, 49 (3), 476-513.

Lapkin, S., Argue, V., & Foley, K.S. (1992 and 1993). Annotated list of French tests: 1991 update. Canadian Modern Language Review, 48 (4), 780-807. Reprinted in Language Testing Update, 12 and 13.

Published Conference Proceedings

Lapkin, S., & Swain, M. (2000). How tasks make a difference: Some insights from adolescent immersion learners' writing. In J. Dicks (Ed.), Colloquium proceedings: Bilingual child, global citizen [On-line]. Available: http://www.unb.ca/slec/events/actes/titlepage.html

Technical Reports

Turnbull, M., Hart, D., & Lapkin, S. (2000). French immersion students' performance on Grade 3 and 6 provincial tests: Potential impacts on program design. Toronto: OISE/UT Modern Language Centre.

Handscombe, J. &  Lapkin, S. (2000). American Community Schools ESL/Modern Language Programs Audit. Toronto: OISE/UT Modern Language Centre.

Hart, D., Lapkin, S., & Harley, B. (1996). From the teachers' viewpoint: Implementing Alberta Education's new FSL program. Toronto: OISE Modern Language Centre.

Lapkin, S., Hart, D., & Harley, B. (1995). Revitalizing core French: Follow up to the Carleton case study. Report to the Carleton Board of Education. Toronto: OISE Modern Language Centre.

Lapkin, S., Harley, B., & Hart, D. (1995). Revitalizing core French: The Carleton case study. Report to the Carleton Board of Education and Canadian Heritage. Toronto: OISE Modern Language Centre.

Hart, D., Lapkin, S., & Swain, M. (1994). Impact of a six-month bilingual exchange program: Attitudes and achievement. Report to the Department of the Secretary of State. Toronto: OISE Modern Language Centre.

Hart, D., & Lapkin, S. (1994). Attrition from French immersion programs in a northern Ontario city: `Push' and `pull' factors in two area boards. Report to Canadian Heritage. Toronto: OISE Modern Language Centre.

Other Publications

Lapkin, S. (2005). [Review of the book Plan twenty thirteen (2013): Strategies for a national approach in second language education]. Canadian Modern Language Review, 61, 587-589.

Turnbull, M., Bell, J., & Lapkin, S. (in press). Adaptations for From the classroom: Grounded activities for language learning. Toronto: Canadian Modern Language Review.

Lapkin, S. (2003). Rising to the challenge: A research perspective on how to double the proportion of secondary school graduates with a functional knowledge of their second official language. Office of the Commissioner of Official Languages website [http://www.ocol-clo.gc.ca/symposium/documents/lapkin/lapkin_e.html].

Lapkin, S. (2002). Reformulation, collaborative dialogue and L2 learning: A Canadian example. Applied Linguistics Forum, 22(2), 1, 9.

Lapkin, S., Harley, B., & Hart, D. (2001). Block scheduling for language study in the middle grades: A summary of the Carleton case study. In Canadian Parents for French, The state of French-Second-Language Education in Canada, 2001 (pp. 24-25). Ottawa, ON: Author. (Reprinted in abridged form from Learning Languages, 2, 1997).

Lapkin, S., & Weinrib, A. (2000). OISE-Ontario Institute for Studies in Education; Modern Language Centre. In M. Byram (Ed.), Routledge encyclopedia on language teaching and learning (pp. 455-456). London: Routledge.

Lapkin, S. (2000). What's wrong with errors? In Canadian Parents for French (Ed.), The State of French-Second-Language Education in Canada, 2000. Ottawa: Canadian Parents for French.

Lapkin, S., Harley, B., & Hart, D. (1999). Block scheduling for language study in the middle grades: A summary of the Carleton case study. Learning Languages, 20(3), 4-8.

Swain, M., & Lapkin, S. (1996). Peer interaction and second language learning: Focus on meaning versus focus on form in meaningful contexts. Le Journal de l'Immersioin, 20(1),22-24.

Unpublished Materials

Argue, V., Lapkin, S., & Swain, M., with J. Howard, J. & L. Lévy. (1990). Teaching French in French immersion: An overview at grades 6 to 8. Video cassette (VHS, 1 hour, 15 min.) and User Guide. (French version: L'enseignement du français en classe d'immersion: De la 6e à la 8e année). Toronto: OISE Modern Language Centre.

Harley, B., Hart, D., Lapkin, S., Rowen, N., & Scane, J. (1988-90). Grade 12 core French test package. Toronto: OISE Modern Language Centre.

Harley, B., Argue, V., Hart, D., Lapkin, S., & Scane, J. (1995). Grade 8 core French test package. Toronto: OISE Modern Language Centre.

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