Integrating into the French Sector: An Evaluation of Linguistic and Academic Achievement of Students from Different Ethnic Backgrounds at the Grade 3 Level.

Autor/inn/en	Adiv, Ellen; Dore, Francine
Institution	Protestant School Board of Greater Montreal (Quebec). Instructional Services Dept.
Titel	Integrating into the French Sector: An Evaluation of Linguistic and Academic Achievement of Students from Different Ethnic Backgrounds at the Grade 3 Level.
Quelle	(1983), (35 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Elementary Education; Ethnic Groups; Foreign Countries; French; Grade 3; Haitian Creole; Haitians; Language Proficiency; Social Integration; Canada (Montreal) + Suchen Sie Ihr Suchwort? Schulleistung; Elementarunterricht; Ethnie; Ausland; Französisch; School year 03; 3. Schuljahr; Schuljahr 03; Language skill; Language skills; Sprachkompetenz; Soziale Integration
Abstract	A study of the linguistic proficiency and academic achievement of grade 3 students from different ethnic backgrounds included three groups: (1) ethnic minority students who spoke no French at home; (2) Haitian students who spoke French and Creole at home; (3) monolingual French speakers. All students attended schools in the French sector of the Protestant School Board of Greater Montreal. French language proficiency was measured by a reading test, a vocabulary and grammar test, and an oral production test. Tests were administered in the spring of 1982 and 1983 to 274 children. Academic achievement was measured by two mathematics tests. Results show that: (1) the first group scored significantly lower than the others on all the French language tests except a grammar subtest; (2) there were no significant differences beween the second and third groups on the written French tests, but the oral performance of the second group was significantly lower; and (3) the group differences on the mathematics tests were marginal. It is concluded that the academic achievement of the students from various ethnic backgrounds differs only a little from their francophone peers', and the level of French proficiency of the Haitian students is similar to that of native speakers of the same age, except for oral production. However, the other students from various ethnic backgrounds have not yet reached native-like competence in French. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC