Oral Proficiency Development of K-4 Learners of the Swiss Two-Way Immersion Program FiBi ("Filière Bilingue") in a Highly Multicultural Context

Autor/inn/en	Buser, Melanie; Melfi, Giuseppe
Titel	Oral Proficiency Development of K-4 Learners of the Swiss Two-Way Immersion Program FiBi ("Filière Bilingue") in a Highly Multicultural Context
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 1, S.328-341 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buser, Melanie) ORCID (Melfi, Giuseppe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1675583
Schlagwörter	Foreign Countries; French; German; Immersion Programs; Oral Language; Language Proficiency; Kindergarten; Elementary School Students; Bilingual Education; Public Schools; Program Effectiveness; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Französisch; Deutscher; Immersionsprogramm; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Bilingual teaching; Bilingualer Unterricht; Public school; Öffentliche Schule; Schweiz
Abstract	The "Filière Bilingue" (FiBi) is a Swiss public two-way immersion program integrating French-speaking, German-speaking and allophone learners (having neither French nor German as an L1) in each class. Located in the bilingual city of Biel/ Bienne, the "diglossic" situation represented by the use of Swiss German and standard German results in francophone students learning both the dialect and the standard language up to a certain degree. In school, standard German is gradually introduced and exclusively used to teaching from Grade 1 on. Our longitudinal study reports findings from statistical analyses of FiBi learners' oral proficiency development in French and German (n = 138) and their monolingually taught peers (n = 94) by means of 1173 interviews during their first four years (K-4). Findings show that FiBi learners' performance in their registration language is significantly higher than in control classes during Kindergarten. Allophone learners' performance of both groups impressively increases but FiBi allophone learners' performance appears to be significantly higher compared to their monolingually taught peers. Regarding the partner language, performance in French of K-4 German-speaking FiBi learners impressively improves. Probably due to the diglossia, performance in German of French-speaking FiBi learners also significantly increases although less impressively. To conclude specific pedagogical implications are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01