Linguistic Performance of Dual Language Immersion Students

Autor/inn/en	Watzinger-Tharp, Johanna; Rubio, Fernando; Tharp, Douglas S.
Titel	Linguistic Performance of Dual Language Immersion Students
Quelle	In: Foreign Language Annals, 51 (2018) 3, S.575-595 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12354
Schlagwörter	Immersion Programs; Bilingual Education Programs; Grade 6; Chinese; Language Proficiency; Longitudinal Studies; French; Spanish; Language Tests; Program Evaluation; Case Studies; Interpersonal Communication; Linguistic Performance; Listening Skills; Reading Skills; Oral Language; Second Language Learning; Teaching Methods; Educational Policy; Language of Instruction; Second Language Instruction; Native Language + Suchen Sie Ihr Suchwort? Immersionsprogramm; School year 06; 6. Schuljahr; Schuljahr 06; China; Chinesen; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Französisch; Spanisch; Language test; Sprachtest; Programme evaluation; Programmevaluation; Case study; Fallstudie; Case Study; Interpersonale Kommunikation; Reading skill; Lesefertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Fremdsprachenunterricht
Abstract	The assessment of dual language immersion (DLI) students' proficiency in the partner language plays a key role in program evaluation. This article reports findings from a large-scale study, drawing on cross-sectional assessment data from 73 schools and longitudinal data from 25 schools. Students were tested in the interpretive (listening and reading) and interpersonal (listening/speaking) modes of communication, using the ACTFL Assessment of Proficiency Towards Performance in Languages. The cross-sectional analysis shows that French and Spanish students performed at Intermediate Low across skills in fourth or fifth grade and Intermediate Mid in sixth grade. Sixth-grade Chinese DLI students attained near Intermediate Mid in listening and Novice High to Intermediate Low in reading and speaking. Across languages, students achieved the highest ratings in listening and, overall, performed more strongly in listening and reading than speaking. A regression analysis of students' change scores over time revealed significant progress in nearly all tested skills and languages. Baseline scores and partner language (Chinese, French, or Spanish) accounted for significant variation in growth rates; between-school differences were found not to be significant. The article discusses implications for assessment instruments and DLI policy and also addresses some instructional implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01