Partner-Language Learning Trajectories in Dual-Language Immersion: Evidence from an Urban District

Autor/inn/en	Burkhauser, Susan; Steele, Jennifer L.; Li, Jennifer; Slater, Robert O.; Bacon, Michael; Miller, Trey
Titel	Partner-Language Learning Trajectories in Dual-Language Immersion: Evidence from an Urban District
Quelle	In: Foreign Language Annals, 49 (2016) 3, S.415-433 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12218
Schlagwörter	Second Language Learning; Second Language Instruction; Immersion Programs; Bilingualism; Academic Achievement; Spanish; Japanese; Mandarin Chinese; Elementary School Students; Middle School Students; Language Proficiency; Language Tests; Standards; Elective Courses; Scores; Comparative Analysis; Native Language; English (Second Language); Reading Skills; Writing Skills; Listening Skills; Oral Language; Urban Areas; Outcomes of Education; Oregon (Portland) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Bilingualismus; Schulleistung; Spanisch; Japaner; Japanisch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Standard; Elective course; Wahlkurs; English as second language; English; Second Language; Englisch als Zweitsprache; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Urban area; Stadtregion; Lernleistung; Schulerfolg
Abstract	Research has demonstrated that students in dual-language immersion programs perform as well as, or better than, their peers in core academic content areas by late elementary school. However, the extent to which immersion education fosters bilingualism has received less attention in the literature. Using data from a four-year efficacy study of dual-language immersion education in the Portland Public Schools in Oregon, this study reports the skill levels that 1,284 dual-language immersion students achieved in their classroom partner languages (Spanish, Japanese, and Mandarin Chinese) between third and eighth grades. The authors found that by eighth grade, the average dual-language immersion student, regardless of language, performed at least at the Intermediate Low sublevel, and often higher, on Standards-Based Measurement of Proficiency assessments of nearly all language skills tested (listening, reading, writing, and speaking). In comparison, eighth graders in the Portland Public Schools who began taking Spanish as an elective in upper elementary or middle school scored only at about the Novice Mid sublevel. After four years of immersion learning (grades K-3), fourth-grade students whose home language was Spanish scored similarly in reading and speaking to their immersion peers whose home language was not Spanish; however, they outperformed their immersion peers in listening and writing. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01