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A study described, analyzed, and evaluated a project to rear three French-English bilingual children in a predominantly English-speaking environment. Using weekly tape recordings of spontaneous dinnertime conversation, a ratio of French-to-English utterances was calculated, and correlated with linguistically significant events documented in field notes. Increased French communication was closely associated with proximate immersion in French-speaking situations outside the home, as well as increased exposure to American television within the home. Using multiple longitudinal measures of academic achievement, including standardized achievement tests, grades, and intelligence tests, it was found that parental use of French only in the home has not hindered the children's English academic achievement. In addition, intelligence of the twin girls, measured with English diagnostic instruments, increased significantly over time. (Contains 39 references.) (Author/MSE)

Descriptors: Academic Achievement, Bilingualism, Case Studies, Discourse Analysis, Elementary Secondary Education, English, Family Environment, French, Intelligence Quotient, Language Patterns, Language Role, Language Usage, Longitudinal Studies, Second Language Learning, Second Languages

Autor: Caldas, Stephen J.; Caron-Caldas, Suzanne

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8302&id=ED403773

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