Academic Achievement
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Third-grade students from were randomly assigned to receive 30-minute Spanish lessons three times a week for one semester. 这些课程的重点是口语和听力技能,全部用西班牙语进行. Students in the Spanish classes scored significantly higher than the group that did not receive Spanish instruction in math and language on the Metropolitan Achievement Test (MAT). 阅读成绩没有显著差异.
重访基本技能:外语教学对阅读的影响, math, and language arts. Learning Languages, 2(3), 20-31.
Armstrong, P. W., & Rogers, J. D. (1997).
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本研究描述了规划, development, implementation, 以及对堪萨斯城学校外语磁石计划的星际网赌登录, Missouri Public School District. 该计划的结果似乎支持了研究中发现的论点, over time, second language learners (1) have improved test scores; (2) are able to think divergently; (3) achieve in their first language; and (4) attract and maintain parent involvement.
堪萨斯城的外语浸入式课程, Missouri Public Schools, 1986-1996 [Abstract]. 论文摘要国际a - 58(10), 3838.
Cade, J. M. (1997).
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This study looked at the effects of foreign language study on the verbal achievement of middle school students as measured by three subtests of the Comprehensive Tests of Basic Skills. The students were compared with students who did not have language study but were enrolled in the Challenge Reading program. 研究得出结论,阅读理解的表现, language mechanics, and language expression was significantly higher in favor of the experimental group (foreign language study) when such variables as academic aptitude and level of performance in the treatment were statistically controlled.
The effect of middle school foreign language study on verbal achievement as measured by three subtests of the Comprehensive Tests of Basic Skills [Abstract]. 论文摘要国际-A 55(07), 1856.
Carr, C.G. (1994).
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This study looked at the effects of 20 minutes of daily Spanish instruction on academic achievement. Students were given the Iowa Every-Pupil Test of Basic Skills in September of students’ fourth and fifth grade years. Students receiving Spanish instruction scored higher than the control group in language skills, work study skills, and arithmetic, 但这一差异在统计学上并不显著. Likewise, the control group scored higher than the experimental group in reading vocabulary and reading comprehension, 但差异并不显著. The author concludes that foreign language instruction does not hinder academic achievement.
外语教学对小学基础学习的影响: A second report. The Modern Language Journal, 47(1), 8-11.
Johnson, C. E., Flores, J. S., & Eillson, F. P. (1963).
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In this pilot study, two third-grade classrooms were used to compare the effects of foreign language instruction on basic skills. One classroom received Spanish instruction for 25 minutes per day for the spring semester, while the other class followed the regular curriculum with no foreign language instruction. Analysis of the results showed the groups receiving language instruction had higher mean scores than the control group in arithmetic and English grammar, although their scores were slightly lower than the control group in English punctuation, comprehension, and vocabulary.
外语教学对小学基础学习的影响. The Modern Language Journal, 45(5), 200-202.
Johnson, C. E., Ellison, F. P., & Flores, J. S. (1961).
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Classes from six schools were used with the experimental groups devoting 15 minutes per day to Spanish instruction over a three-year period. The Iowa Tests of Basic Skills and the Stanford Social Studies test served as measurements. 得出的结论是:(1)从算法中删除时间, language and social studies had no detrimental effect upon measured achievement in subject areas from which the time was taken; (2) measured intelligence is positively correlated with measured achievement in the learning of Spanish.
The teaching of Spanish in the elementary schools and the effects on achievement in other selected subject areas., 100. from ERIC database.
Haak, L. A., & Leino, W. B. (1963).
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114名来自四个班级的三年级学生参与了本研究. 学生们在年级分配上是“平等的”, age, intelligence, and socio-economic status, 教师的法语流利程度被“等同于”. These experimental groups received daily 15-minute French lessons from their classroom teachers, 他们都被描述为法语“流利”. The French instruction was aural-oral and did not include reading or writing in the target language. The Stanford Achievement Test was given as a pre-test at the beginning of the school year, 另一种形式的测试在学年结束时进行. At one of the school sites, the experimental group scored significantly higher than the control group on the average arithmetic scores, but not on average reading, spelling, or language. At the other school site, students receiving foreign language instruction scored significantly higher on the average arithmetic and spelling sections, 但不包括考试中一般的阅读和语言部分.
FLES and academic achievement. The French Review, 36(5), 499-507.
Lopato, E. W. (1963).
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在路易斯安那州进行的一项全州范围的研究揭示了第三种情况, fourth, and fifth graders who participated in 30-minute elementary school foreign language programs in the public schools showed significantly higher scores on the 1985 Basic Skills Language Arts Test than did a similar group that did not study a foreign language. Further, by fifth grade, the math scores of language students were also higher than those of students not studying a foreign language. 两组都按照种族进行匹配, sex, and grade level, and the academic levels of students in both groups were estimated by their previous Basic Skills Test results and statistically equated. The results of the analysis suggest that foreign language study in the lower grades helps students acquire English language arts skills and, by extension, math skills.
在路易斯安那州学习第二语言和基本技能. U.S.; Louisiana, from ERIC database.
Rafferty, E. A. (1986).
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A project was begun in 1973 in the Indianapolis Public School system based on the hypothesis that English language skills and the control of syntactic structures can be measurably improved through participation in a specially designed Latin FLES program stressing the importance of Latin root words. Goals of the project were to assess whether or not the study of Latin and classical civilization will: (1) expand the verbal functioning of sixth grade children in English, (2)拓宽他们的文化视野,激发他们对人文学科的兴趣. 该项目面向六所学校的大约400名六年级学生, all studying Latin and classical civilization in a program coordinated with their regular classes. They received a thirty-minute lesson each day 5 days per week taught by a Latin specialist. 目前的项目星际网赌登录报告显示了词汇知识的总体增长, reading, language, spelling, math computation, math concepts, math problem solving, 第一年之后是社会研究, and gains in spelling, reading, 在课程的第二年和第三年学习数学概念, 从大都会成就测试的子测试结果可以看出.
通过语言学习迁移提高阅读能力. 美国星际网赌登录学会拉丁项目星际网赌登录报告,1973-74、1974-75、1975-76.From ERID database.
Sheridan, R. (1976).
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比较了719名学生的学习成绩第一名, 2nd-, 而三年级的学生在外语部分浸入式课程中与1年级的学生相比,320名相同年级的学生,人口结构相似, but not in an immersion program. Students were tested to determine performance in mathematics and English language arts, 以及目标语言(日语)的口语能力, Spanish, (法语)是针对浸入式学生的. Immersion students scored at least as well, and to some extent better than, nonimmersion students. There was no evidence that the immersion experience hampered academic and cognitive development. In target language proficiency, 浸入式的学生在目标语言的口语能力方面取得了稳步的进步, 在第二学年结束时达到中级熟练程度范围的上限.
Academic achievement through Japanese, Spanish, or French: The first two years of partial immersion. Modern Language Journal, 77(2), 170-179. from PsycINFO database.
Thomas, W. P., Collier, V. P., & Abbott, M. (1993).
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Assessed a Canadian French immersion program in which English-speaking pupils attending English schools are taught partially or completely in French. The program involved nearly 33% of the children who entered the Ottawapublic school system in kindergarten. Two groups were matched according to socioeconomic status characteristics and were generally from a middle to upper-middle-class background. Students were administered several measures including the Canadian Cognitive Abilities Test and Canadian Tests of Basic Skills. 只有五年级的学生参加了大都会科学测试. French immersion pupils were given a set of achievement tests in French and tests of reading comprehension in French. Results indicate that immersion group students were in general on the same level with or ahead of the regular English in most academic areas considered (e.g.(勤工俭学技能和数学),法语成绩令人满意.
法语浸入式课程星际网赌登录:渥太华五年级学习. 加拿大行为科学杂志,10(3), 192-201. from PsycINFO database.
Barik, H. C., & Swain, M. (1978).
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Examined the effectiveness of double-immersion (DI) programs in which English-speaking children receive curriculum instruction in 2 second languages (Hebrew and French) before or along with 1st-language instruction. French second-language proficiency of Grade 5 DI students was as good as that of comparable students in single-immersion programs in French only and better than that of non-immersion students with conventional French-as-a-second-language instruction. None of the DI groups showed deficits in 1st-language development or academic achievement.It is concluded that DI, especially if begun early, can be an effective means for English-speaking children to acquire functional proficiency in 2 non-native languages and that instruction in the 1st language in the beginning of the program has no long-term benefits to first-language development but may slow down second-language learning.
为使用多数语言的儿童提供三语教育. Child Development, 54(1), 105-114. from PsycINFO database.
Genesee, F., & Lambert, W. E. (1983).
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We analyzed data from Ontario's provincial testing program to ascertain if the reading, writing, and mathematics skills of grade 6 immersion students were comparable to those of regular English program students. The analysis confirms the results of earlier program evaluations that any lags in immersion students' achievement in reading, writing, and math disappear by grade 6. 对于这一结果,我们提供了两种解释. 滞后解释认为,采取阅读, writing, and math in French until the end of grade 3 creates a lag in achievement until English is introduced into the curriculum, 之后,浸入式学生的表现就会赶上普通学生. The selection explanation suggests that immersion test performance improves by grade 6 relative to regular English program counterparts because the composition of the grade 6 cohort is more select than that of earlier cohorts.