Literaturnachweis - Detailanzeige
Autor/in | Esposito, Alena G. |
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Titel | Executive Functions in Two-Way Dual-Language Education: A Mechanism for Academic Performance |
Quelle | In: Bilingual Research Journal, 43 (2020) 4, S.417-432 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1523-5882 |
DOI | 10.1080/15235882.2021.1874570 |
Schlagwörter | Executive Function; Bilingual Education; Language Fluency; Educational Benefits; Rural Education; Low Income Students; Elementary School Students; Academic Achievement; Intelligence Tests; Spanish; Scores; English Language Learners; Wechsler Abbreviated Scale of Intelligence |
Abstract | Children across the United States are increasingly learning academic content through two-way dual-language education (http://www.cal.org/twi/). This education model provides instruction through two languages in classrooms comprised of approximately equal numbers of native and non-native English speakers. For both language groups, this educational model is an effective approach for achieving second-language fluency (García & Náñez, 2011; Lindholm-Leary & Genesee, 2014). Importantly, both native and non-native English speakers in dual-language education programs perform as well or better academically than their peers in mainstream English classrooms (e.g., Marian, Shook, & Schroeder, 2013; Steele et al., 2017). However, the mechanisms that explain this academic advantage remain to be understood. We examined the possibility that enhanced executive functions through second-language exposure underlie the academic benefits of dual-language education in a rural, low-income, sample of elementary school students. Dual-language education and participating school system. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |