Literaturnachweis - Detailanzeige
| Autor/in | Esposito, Alena G. |
|---|---|
| Titel | Executive Functions in Two-Way Dual-Language Education: A Mechanism for Academic Performance |
| Quelle | (2021), (17 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Executive Function; Bilingual Education; Language Fluency; Educational Benefits; Rural Education; Low Income Students; Elementary School Students; Academic Achievement; Intelligence Tests; Spanish; Scores; English Language Learners; Wechsler Abbreviated Scale of Intelligence |
| Abstract | Children across the United States are increasingly learning academic content through two-way dual-language education (http://www.cal.org/twi/). This education model provides instruction through two languages in classrooms comprised of approximately equal numbers of native and non-native English speakers. For both language groups, this educational model is an effective approach for achieving second-language fluency (García & Náñez, 2011; Lindholm-Leary & Genesee, 2014). Importantly, both native and non-native English speakers in dual-language education programs perform as well or better academically than their peers in mainstream English classrooms (e.g., Marian, Shook, & Schroeder, 2013; Steele et al., 2017). However, the mechanisms that explain this academic advantage remain to be understood. We examined the possibility that enhanced executive functions through second-language exposure underlie the academic benefits of dual-language education in a rural, low-income, sample of elementary school students. [This is the online version of an article published in "Bilingual Research Journal." For the final published version of this article, see?EJ1292416.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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