Learning Strategies in Elementary Language Immersion Programs. Final Report. Reporting Period: FY 1993-1996.

Autor/inn/en	Chamot, Anna Uhl; und weitere
Institution	Georgetown Univ., Washington, DC.
Titel	Learning Strategies in Elementary Language Immersion Programs. Final Report. Reporting Period: FY 1993-1996.
Quelle	(1996), (204 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Strategies; Elementary Education; Elementary School Teachers; FLES; Grade 1; Grade 2; Grade 3; Grade 4; Immersion Programs; Inservice Teacher Education; Instructional Effectiveness; Language Teachers; Learning Strategies; Longitudinal Studies; Professional Development; Protocol Analysis; Second Language Learning; Second Languages; Self Efficacy; Surveys; Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehrstrategie; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Immersionsprogramm; Lehrerfortbildung; Unterrichtserfolg; Language teacher; Sprachunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Second language; Zweitsprache; Self-efficacy; Selbstwirksamkeit; Survey; Umfrage; Befragung; Lehrerverhalten
Abstract	A 3-year, three-part study investigated the learning strategies (LS) of children in grades 1-4 learning a foreign language (French, Spanish, Japanese) in an immersion setting and assisted immersion teachers in using LS for instruction. A sample of 72 high-rated and low-rated students were followed for 2 to 3 years. Professional development activities familiarized teachers with ways of incorporating LS into curricula. Data were gathered from students using think-aloud interviews and questionnaires concerning LS use and self-efficacy, and from teachers using interviews. Research focused on: (1) which LS are used by more effective and less effective learners; (2) whether and how the strategies change over time; (3) whether students using LS more frequently perceive themselves as effective language learners; (4) differential LS use by language; (5) relationship between language proficiency and LS use; (6) types of teacher development supportive of LS instruction in language immersion; and (7) immersion teachers' beliefs about effectiveness of LS instruction. Results are reported and discussed. Appended materials include information on LS, questionnaires, and interview forms. Contains 37 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01