This study explores how language exposure may shape oral narrative skills in three first grade French-English emergent bilinguals attending an international programme at a state school in France. The students come from three different home language backgrounds (English dominant; French dominant; both French and English). Parent questionnaires provide information on current and cumulative exposure and home literacy practices. Spontaneous oral narratives are elicited in French and English. Microstructure, macrostructure, and narrative quality analyses show that while one language may appear to be dominant, notably for certain microstructure skills, performance in other areas may be superior in the other language. The study highlights how different actors’ agency (children, parents, siblings, teachers) may contribute to language learning trajectories and outcomes, steering dual language acquisition. For teachers, the study reiterates the complexity of language learning and the need to diversify activities to ensure that students are processing and producing language appropriately.

这项研究探讨了在法国一所国立学校参加国际课程的三名一年级法语-英语紧急双语者中，语言暴露如何影响口头叙事技巧。学生来自三种不同的家庭语言背景（英语为主；法语为主；法语和英语）。家长问卷调查提供有关当前和累积接触率以及家庭识字实践的信息。自发的口头叙述是用法语和英语引起的。微观结构，宏观结构和叙事质量分析表明，尽管一种语言似乎占主导地位，特别是对于某些微观结构技能而言，但在其他领域的表现可能会优于另一种语言。该研究强调了不同演员的代理机构（儿童，父母，兄弟姐妹，教师）可能有助于语言学习的轨迹和结果，指导双语学习。对于教师而言，该研究重申了语言学习的复杂性，并且需要开展多样化的活动以确保学生正确地处理和产生语言。