Academic Achievement of Students in Dual Language Immersion

Autor/inn/en	Watzinger-Tharp, Johanna; Swenson, Kristin; Mayne, Zachary
Titel	Academic Achievement of Students in Dual Language Immersion
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 8, S.913-928 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watzinger-Tharp, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1214675
Schlagwörter	Bilingual Education Programs; Immersion Programs; Elementary School Students; Grade 3; Grade 4; Mathematics Achievement; Language of Instruction; Chinese; French; Spanish; English; English (Second Language); Second Language Learning; Comparative Analysis; Scores; Institutional Characteristics; Student Characteristics; Program Implementation; Language Arts; Academic Achievement + Suchen Sie Ihr Suchwort? Immersionsprogramm; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching language; Unterrichtssprache; China; Chinesen; Französisch; Spanisch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachkultur; Schulleistung
Abstract	This article reports on a study that investigated achievement in math of third and fourth grade dual language immersion (DLI) students, building on research that has demonstrated the academic achievement of students who receive content instruction predominantly in the target language. Our study expands the scope and methodology of prior research by including one-way programs in three languages (Chinese, French and Spanish) and two-way Spanish-English programs; and by relying on propensity matching to mitigate possible effects of school and student differences. In our third grade study, we compared students' math scores in relation to their English Language Arts (ELA) achievement to control for pre-existing differences between DLI and non-DLI students. DLI students who attained the same levels in ELA, and who received math instruction in a target language, performed at the same level as their non-DLI peers in third grade math tests given in English. For the fourth grade study, we compared DLI students to a propensity-matched non-DLI group. DLI students grew more in math than their counterparts not in DLI. The results from this natural experiment indicate that students in a DLI program that has been implemented state-wide were able to succeed academically in math. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01