Bilingual Competence and Students' Achievement in Physics and Mathematics

Autor/in	Farrell, Martin Peter
Titel	Bilingual Competence and Students' Achievement in Physics and Mathematics
Quelle	In: International Journal of Bilingual Education and Bilingualism, 14 (2011) 3, S.335-345 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Academic Achievement; Physics; Tests; Foreign Countries; Bilingualism; Language Proficiency; Second Language Learning; Cognitive Ability; Academic Ability; English (Second Language); Science Tests; Mathematics Tests; Linguistic Theory; Native Language; Semitic Languages; Secondary School Students; Malta + Suchen Sie Ihr Suchwort? Schulleistung; Physik; Examination; Prüfung; Examen; Ausland; Bilingualismus; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Denkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistische Theorie; Arabisch; Hebräisch; Sekundarschüler
Abstract	It has long been suggested that, in a bilingual setting, the proficiencies achieved in the first (L1) and second (L2) language may have a bearing on a subject's cognitive and, consequently, academic functioning. The study is set in Malta, a country in which Maltese (L1) and English (L2) are learnt simultaneously at school from age 5. It investigates the performance of 1262 students (aged 13) in examinations of Physics and Mathematics against their respective performance in English and Maltese. The results seem to support the "threshold hypothesis", first proposed by Jim Cummins, in that students who were highly proficient in "both" languages best performed in their respective Physics and Mathematics examinations. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10