Dispelling the Monolingual Myth: Exploring Literacy Outcomes in Australian Bilingual Programmes

Autor/inn/en	Fielding, Ruth; Harbon, Lesley
Titel	Dispelling the Monolingual Myth: Exploring Literacy Outcomes in Australian Bilingual Programmes
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 3, S.997-1020 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fielding, Ruth) ORCID (Harbon, Lesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1734531
Schlagwörter	Literacy; Bilingual Education Programs; Elementary School Students; Second Language Learning; Second Language Instruction; Foreign Countries; Numeracy; Standardized Tests; Outcomes of Education; Academic Achievement; Comparative Analysis; Teacher Attitudes; Test Results; Educational Benefits; Korean; Japanese; Mandarin Chinese; Indonesian; Content and Language Integrated Learning; English (Second Language); Native Language; Australia + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Rechenkompetenz; Standadised tests; Standardisierter Test; Lernleistung; Schulerfolg; Schulleistung; Lehrerverhalten; Bildungsertrag; Koreanisch; Japaner; Japanisch; CLIL; Lernkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Australien
Abstract	The enduring monolingual mindset in English-speaking countries results in widespread belief that additional language learning takes time away from literacy in the societal language. Yet, extensive research has shown that time spent learning additional languages enhances learners' literacy skills, providing first language literacy is sufficiently supported. This paper examines the achievements of students at four primary schools in Australia, where bilingual programmes were implemented to teach subject content through an additional language. Data from the national standardised literacy and numeracy assessment were gathered to compare students within the bilingual programmes with those not in the bilingual programmes. Results show higher performance for students in the bilingual programmes compared to their peers in monolingual classes. Drawing on data from a broader study of formal and informal assessment in these schools, this paper presents the standardised test results and teacher qualitative beliefs about literacy development. Findings show that the bilingual style of learning suits children irrespective of many contextual factors and that children's literacy in English is enhanced by the addition of a second or subsequent language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01