Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison

Autor/inn/en	Xu, Xiaoqiu; Padilla, Amado M.; Silva, Duarte M.
Titel	Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison
Quelle	In: Foreign Language Annals, 48 (2015) 1, S.26-38 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12123
Schlagwörter	High School Students; Second Language Programs; Second Language Learning; Second Language Instruction; Immersion Programs; Mandarin Chinese; Role; Elementary School Students; Comparative Analysis; Case Studies; School Districts; Metacognition; Language Proficiency; Standards; Language Tests; Heritage Education; Reading Skills; Writing Skills; Oral Language; Program Effectiveness; Advanced Courses + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Rollen; Case study; Fallstudie; Case Study; School district; Schulbezirk; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Language skill; Language skills; Sprachkompetenz; Standard; Language test; Sprachtest; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Fortgeschrittenenunterricht
Abstract	This study compared the Mandarin performance of elementary immersion program students and high school world language program students in the same school district. A cross-sectional design was employed to gather information on Mandarin proficiency of fourth and fifth graders and Level 4 and Level 5 (AP Chinese) high school students who took the Mandarin Standards-Based Measurement of Proficiency assessment at the end of the school year. Results indicated that immersion students slightly outperformed the comparison high school group in reading but lagged slightly behind in writing and speaking skills, for which assessment tasks required higher levels of cognitive awareness. Findings also showed that while only a few nonheritage speakers in the high school world language program continued to Level 5 (AP), most nonheritage speakers remained in the immersion program for the full duration and performed as well, or nearly as well, as the heritage speakers when exiting the program. Further studies are needed, but the findings provide a strong rationale for the role of Mandarin immersion programs in assisting students to develop higher levels of linguistic proficiency in Mandarin. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01