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The article reports findings of a one-year long study involving ethnographic data-gathering procedures with a symbolic interactionist perspective done on Anglophone and Francophone teachers and staff of an early French immersion program in a bilingual school in Montreal, with the purpose to get a better understanding of the efficacy and outcomes of bilingual education programs, particularly when it comes to meeting their foundational social objectives, which is placed in contrast with other bilingual education studies that restrict their focus on linguistic or academic achievements of the learners. (This paragraph could have been much stronger had you also included a summary of the methodological tenets in the study)In the findings of the study, (This paragraph would have been much stronger had you included analysis on the assumption of the researchers in relation to their discussion of the findings).the interaction between English and French-speaking staff is mentioned to be rather conflictual and predictably aligned with the broader underlying tension between the two social groups, raising questions on the effectiveness of such bilingual programs in meeting their ultimate social goals of reducing tension and maximizing positive interaction between the two socially conflicting groups. It would have been better had you included the summary of findings in a different paragraph. As reported, in order to align best with their academic duties, the teachers and staff adopted strategies that safeguard surface harmony, such as minimum contact and informal interaction, thereby preventing any awkward cultural confrontation, and predominant use of English, diminishing the impact of reflection of identity, in cross-group communication. The dominance of English is obvious, as not only a majority of the academic teaching in both regular and immersion curricula is in English, but also the English staff tacitly displays negative attitude towards the inclusion of the immersion program and early French language teaching. The study also reports the special role and additional duties of the school principal in gaining loyalty of both the groups (Yes, how did the researchers do that?)  and in controlling staff tension. 

I chose to critically analyze and comment on the methodology used in the present study. The study began with an assumption that the sociocultural context of a highly controlled, restricted school environment can faithfully represent the social processes and characteristics that reflect and govern dynamic interactions in the fabrics of a bilingual society at large. In my view, this may or may not be entirely correct (Yes, why? How would you justify your point here?) . Besides this, reporting findings from just one immersion school is not enough to arrive at a definitive conclusion (But this was ethnography – any conclusion made should be a definitive conclusion in the context of the study). Perhaps, the data gathering from a non-immersion school would have acted as a control in the experiment, and from another immersion school with a different language pair would have reinforced the results. Next, the study began with a strong expectation bias of finding conflictual interaction between the individuals English and French-speaking cultures of the Quebec. This reduces credibility of the ethnographer in impartially observing any instances of positive interaction patterns. And, in fact, there are no personal friendships and positive contact scenarios reported at all between any individual of either group to any other individual of the supposedly conflicting group (This was a very good point to make. The point would have been much stronger had you elaborated on it and provided some literary assertion.). The chances of zero noise in any experiment, social or scientific, in my opinion is rather unlikely. Lastly, (Participatory bias was a good point to make, but it did not seem that this affect the data in the slightest. During the whole period of data collection, evidence of tension was quite tangible) the presence of an outsider or a non-participant observer intruding the classrooms and staffrooms, constantly investigating interaction patterns, could possibly give a different, possibly milder, version of the actual group interaction status.

Where is the conclusion?

Refrence list?

Introduction 

Listening comprehension is the effective procedure that creates the best application to learn things in a proper manner and assist to create the future assessment in a particular way. Listening strategies thus generate the best application in order to captivate the listeners. Different perceptions and the listening strategy instruction create some of the best curriculum for the learners (Hung, 2015).  The second language learners and the positive instruction cater the perfect base for the further development and growth criteria. The skilled learners get the best preferences to incorporate the integrated listening strategy and proceed symmetrically for some of the better purposes. Planning and implementation criteria generate some of the best foundation that positively caters transferable and recognized factors for the entire purposes (Chen et al. 2015). Global suggestion along with the different activities collaborates for the improved status for listening instruction. The strategy based listening criteria benefit the learners in a proper manner. 

Critical review of the methodology 

Catering better attention along with the attention for speed stream culminate different outcomes that help to generate the proper foundation for further appraisal. Extensive listening and listening logs are the best-preferred application that deliver the suggestive skills for the learners (Gilakjani, A. P., & Sabouri, 2016). 

Strength 

The comprehensive approach is the traditional structure for the listening criteria that connect with the learners' aptitude in a particular manner (Rost & Candlin, 2014). Approaches towards skill practices and the preferred implication deliver the systematic base for the improvement structure in the listening practices (Richards & Rodgers, 2014). The testing conditions along with the overreliance on the memory of the listener get focused for the entire basis so that the application can generate proper base (Richards & Rodgers, 2014). The different learners' perceptions and the possible implications can access for the diverse implications in order to comprehend the other possibilities in market. 

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