Psychological Factors Associated with the Early Immersion Experience. Draft.

Autor/inn/en	Hoge, Robert D.; Khan, Nishat Ali
Titel	Psychological Factors Associated with the Early Immersion Experience. Draft.
Quelle	(1994), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Cognitive Measurement; Comparative Analysis; Elementary School Students; Emotional Adjustment; English; Foreign Countries; French; Grade 1; Immersion Programs; Language Proficiency; Official Languages; Primary Education; Stress Variables; Student Adjustment; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Emotionale Anpassung; English language; Englisch; Ausland; Französisch; School year 01; 1. Schuljahr; Schuljahr 01; Immersionsprogramm; Language skill; Language skills; Sprachkompetenz; Office language; Amtssprache; Primarbereich; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kanada
Abstract	In French immersion programs in Canadian public schools, kindergarten is taught all in French, and the proportion of French instruction gradually decreases thereafter until in seventh grade instruction is only 50 percent French. This study examined the psychological adjustment of a group of first-grade children who had been enrolled in an early French immersion program (EFI) since kindergarten. These students were compared with a group of first-grade children from regular English (RE) classes. Also studied was a group of students in grades 1 through 3 who were transferring into the RE program; these students were compared with those remaining in the EFI program. Students were measured by parent and teacher ratings to assess cognitive functioning, language development, school-related stress, behavioral adjustment, and academic competencies. The results showed very little evidence of differences between the EFI and RE students in average levels of stress, academic competencies, or behavioral adjustment. Only one academic variable favored the RE class. The transferring students displayed exceptionally high levels of school-related stress reactions and behavioral dysfunction. (TM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC