primary school, it is nonetheless very relevant for secondary school teachers and provides some good ideas for making links which reinforce literacy in both languages.
This feasibility study investigated how language instruction can be designed to help learners build on first language (L1) knowledge in acquiring a new language. It seems likely that learners will benefit from activities that draw their attention to features of their L1, but attempts to bridge the first and second language (L2) curricula often break down because the teachers typically work in isolation and are uncertain how to proceed. We attempted to address these problems by designing a series of cross-linguistic aware- ness (CLA) activities to be implemented on a trial basis with 48 young francophone learners of English (age 9–10 years) at a school in Montreal, Quebec. We observed language instruction in their French (L1) classes and identified features and themes that lent themselves to reinvestment in their English (L2) classes. Then 11 CLA teaching packages were developed and piloted with in an intensive year-long English as a second language (ESL) program. Classroom observations, interviews with both L1 and L2 teachers, and learner journal responses indicated that the activities were well received and that CLA instruction can usefully address a wide variety of linguistic features. Problems highlighted by the study are discussed; we also outline new research that will explore whether this promising experi- mental pedagogy leads to distinct language learning benefits.