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Abstract

Bilingual story time programs found in local community libraries not only benefit children, they can also serve a need for L2 college students: the development of their communicative skills in an authentic environment. In addition to linguistic benefits, experiential learning has proven to prepare students for real-world skills, such as networking, mock professional experience and a sense of community engagement. This paper recounts how a world language story time program supports L2 learners’ three modes of communication, as articulated by ACTFL, and necessary for language development. Based on students’ perceptions, this study highlights their increase in motivation and confidence in L2 usage, and lays out the organization of such a program.

Bio Note

Frédérique Grim (Ph.D. University of Illinois at Urbana-Champaign) is an Associate Professor of French and Second Language Acquisition at Colorado State University, training pre-service and in-service Second Language teachers, as well as Graduate students. Her publications relate to topics such as bilingual education, pronunciation instruction, of service-learning, culture instruction, L1 and L2 use, and anglicisms.

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