Experience d'apprentissage bilingue precoce: Resultats des eleves de Monthey et de Sion a la fin de la 2e Anee Primaire, Annee 1998/99 (Experience of Preschool Bilingual Education: Results from Students in Monthey and Sion at the End of Second Grade, 1998/99 Year).

Autor/inn/en	Bregy, Anne-Lore; Brohy, Claudine; Fuchs, Gaby
Institution	French Inst. for Research and Educational Documentation, Neuchatel (Switzerland).
Titel	Experience d'apprentissage bilingue precoce: Resultats des eleves de Monthey et de Sion a la fin de la 2e Anee Primaire, Annee 1998/99 (Experience of Preschool Bilingual Education: Results from Students in Monthey and Sion at the End of Second Grade, 1998/99 Year).
Quelle	(2000), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Communicative Competence (Languages); Foreign Countries; French; German; Kindergarten; Language Proficiency; Participant Observation; Primary Education; Questionnaires; Second Language Instruction; Second Language Learning; Student Attitudes; Student Motivation; Switzerland + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Französisch; Deutscher; Language skill; Language skills; Sprachkompetenz; Teilnehmende Beobachtung; Primarbereich; Fragebogen; Fremdsprachenunterricht; Zweitsprachenerwerb; Schülerverhalten; Schulische Motivation; Schweiz
Abstract	During the 1994-1995 school year, the town of Sierre/Siders implemented and evaluated the first bilingual kindergarten class in the Valais canton of Switzerland. The following year the towns of Sion/Sitten and Monthey in the same canton also launched bilingual education classes. In these bilingual classes German is introduced as a second language of instruction from the age of 4 or 5. Bilingual instruction is maintained during the primary grades and is planned to continue at the secondary level. At the end of the second grade of primary school (after 3-4 years of bilingual instruction) the competencies of the first and second language pupils were evaluated. Results show that bilingual education had no detrimental effects on the development of the first language nor upon academic achievement. This holds true even for pupils who experience learning difficulties. The analysis of second language (L2) oral production also provided data for a description of acquisitional stages for some pupils. At the end of the second grade, the pupils in the bilingual classes have sufficient receptive oral competencies to allow them to learn new scientific contents adapted to their age and their cognitive level. They are capable of reacting to linguistic input formulated by external persons and of mastering relatively complex communicative situations. A questionnaire administered to the pupils shows that they have positive attitudes toward the L2 and a strong motivation to learn it. (Contains 39 references.) (Author/KFT)
Anmerkungen	IRDP, Faubourg de l'Hopital 43, Case Postal 54, CH-2007 Neuchatel 7, Switzerland (CHF. 5.90). Tel: 41-0-32-889-86-14; Fax: 41-0-32-889-69-71; Web site: http://www.irdp.ch.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC