Academic achievement in English: Minority home language students in early French immersion

IF 1.3 2区 文学 0 LANGUAGE & LINGUISTICS International Journal of Bilingualism Pub Date : 2024-08-19 DOI:10.1177/13670069241267250
Tamara Sorenson Duncan, Ann Sutton, Fred Genesee, Xi Chen, Elizabeth Kay-Raining Bird, Stephanie Pagan, Joan Oracheski
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Abstract

Aims and Objectives:Increasingly, students who speak a minority language at home (minority-L1) enroll in Early French Immersion in Canada. A frequent question is the extent to which they develop academic abilities in English. Accordingly, this study asks: (a) Do a similar percentage of minority-L1 students meet provincial standards for academic achievement when tested in English when they attend French immersion compared to English language of instruction? (b) What are the outcomes for minority-L1 students with relatively low English proficiency? and (c) What factors contribute to minority L1-students’ academic achievement when evaluated through English?Methods:We compared performance on province-wide assessments of English reading, writing, and mathematics for Grade 3, minority-L1 students enrolled in French immersion ( n = 196) and in English ( n = 169).Data and Analysis:Chi-square analyses compared the percentage of participants meeting the provincial standard in each academic domain in French immersion and English programs. Predictors of performance within two English proficiency groups ( low and not low) were investigated using binary logistic regression analyses.Findings and Conclusions:In each domain, a similar percentage of minority-L1 students in French immersion and in English met the provincial standard, illustrating that immersion programs are suitable for minority-L1 students. Logistic regression revealed some overlap in individual difference factors, but the constellation of significant predictors differed for students with low English proficiency and those with relatively higher levels of proficiency. Individual learner profiles need to be considered when determining how to support these students.Originality:This study specifically considered performance of minority-L1 students across programs and examined if predictors of achievement in English are comparable for students with different levels of English proficiency.Significance:As school boards work to improve inclusivity within their programs, this study offers much needed evidence concerning the performance of minority-L1 students in dual language programs.
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英语学习成绩:早期法语沉浸式教学中的母语为少数民族的学生
目的和目标:在加拿大,越来越多在家中讲少数民族语言(少数民族-L1)的学生参加早期法语沉浸式学习。一个经常出现的问题是,他们在多大程度上发展了英语学习能力。因此,本研究提出了以下问题:(a) 与英语教学相比,参加法语沉浸式教学的少数族裔一级学生在英语测试中达到省级学业成绩标准的比例是否相似?(b) 英语水平相对较低的少数民族初一学生的学习成绩如何? (c) 用英语评估少数民族初一学生的学业成绩时,哪些因素会影响他们的学业成绩?方法:我们比较了全省范围内三年级少数民族初一学生在英语阅读、写作和数学评估中的成绩,分别是参加法语沉浸式课程的学生(196 人)和参加英语课程的学生(169 人)。研究结果和结论:在每个学科领域,法语沉浸式课程和英语课程中达到省标准的少数族裔 L1 学生的比例相似,这说明沉浸式课程适合少数族裔 L1 学生。逻辑回归显示,个体差异因素有一些重叠,但对于英语水平较低的学生和英语水平相对较高的学生来说,重要的预测因素的组合有所不同。原创性:这项研究特别考虑了少数族裔 L1 学生在不同项目中的表现,并考察了不同英语熟练程度的学生的英语成绩预测因素是否具有可比性。意义:随着学校董事会努力提高其项目的包容性,这项研究提供了有关少数族裔 L1 学生在双语项目中表现的急需证据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.20
自引率
6.70%
发文量
76
期刊介绍: The International Journal of Bilingualism is an international forum for the dissemination of original research on the linguistic, psychological, neurological, and social issues which emerge from language contact. While stressing interdisciplinary links, the focus of the Journal is on the language behavior of the bi- and multilingual individual.
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Limited input and the acquisition of Finnish: The evolution of a child speaker in a multilingual environment Relative clause attachment preferences of late bilinguals Relations among degree of bilingualism and bilateral information processing in children and adults Dual drivers of bilingual semantic accent: Semantic relations and input limitations Academic achievement in English: Minority home language students in early French immersion
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