Cognitive and Attitudinal Consequences of Following the Curricula of the First Four Grades in a Second Language.

Autor/inn/en	Tucker, G. R.; und weitere
Institution	McGill Univ., Montreal (Quebec).
Titel	Cognitive and Attitudinal Consequences of Following the Curricula of the First Four Grades in a Second Language.
Quelle	(1971), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Auditory Perception; Biculturalism; Bilingual Education; Creativity Tests; Cultural Awareness; Curriculum Design; Educational Innovation; English; French; Grade 4; Language Programs; Language Skills; Language Tests; Minority Groups; Program Evaluation; Second Language Learning; Self Concept; Social Attitudes + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Creativity test; Kreativitätstest; Cultural identity; Kulturelle Identität; Lehrplangestaltung; Instructional innovation; Bildungsinnovation; English language; Englisch; Französisch; School year 04; 4. Schuljahr; Schuljahr 04; Language skill; Sprachkompetenz; Language test; Sprachtest; Ethnische Minderheit; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Selbstkonzept; Social attidude; Soziale Einstellung
Abstract	This report presents an evaluation of a bilingual education program in which English-speaking children receive most of their school instruction in French. The paper discusses details of the program and curriculum and reports on the tests conducted to evaluate the program. Results are presented of tests examining English and French language skills, arithmetic, intelligence and creativity, sensitivity to foreign sounds, attitudes toward ethnolinguistic groups, and self concept. The program evaluators feel that bilingualism can be most efficiently attained if biculturalism or culture sensitivity is pursued at the same time. At the end of grade 4, the children can read, write, speak, understand, and use French far better than students who follow typical French-as-a-second-language programs. (VM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01