English Language Immersion and Students' Academic Achievement in English, Chinese and Mathematics

Autor/inn/en	Cheng, Liying; Li, Miao; Kirby, John R.; Qiang, Haiyan; Wade-Woolley, Lesly
Titel	English Language Immersion and Students' Academic Achievement in English, Chinese and Mathematics
Quelle	In: Evaluation & Research in Education, 23 (2010) 3, S.151-169 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0790
Schlagwörter	Academic Achievement; Achievement Tests; Foreign Countries; Mathematics Achievement; English (Second Language); Language of Instruction; Chinese; Immersion Programs; Comparative Testing; Control Groups; Experimental Groups; Intermode Differences; Teaching Methods; Instructional Effectiveness; China + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; China; Chinesen; Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	Research has demonstrated that second language immersion is an effective means of facilitating primary school students' second language without undermining competence in their first language. Despite the rapid growth of English immersion (EI) programmes in China, only limited empirical research has been conducted to evaluate students' academic achievement in these programmes. This study addressed three primary research questions regarding EI students' academic achievement represented by English (L2), Chinese (L1) and mathematics. This study was conducted with a group of Grade 2 (n = 385), Grade 4 (n = 430) and Grade 6 (n = 183) students in immersion or non-immersion programmes in three schools in China. Cambridge Young Learners English Tests were employed as the L2 measure. School-issued achievement tests in L1 (Chinese) and in mathematics were also employed. The results show that immersion students, compared with non-immersion students, did better in English at all three grade levels. They also did similarly in Chinese and mathematics at Grades 2 and 4, but better at Grade 6. The findings from this evaluation study demonstrate a complex and developmental picture of students' academic achievement in English, Chinese and mathematics. (Contains 4 tables, 1 figure, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10