Pathways to Learning Mathematics for Students in French-Immersion and English-Instruction Programs

Autor/inn/en	Xu, Chang; Di Lonardo Burr, Sabrina; Skwarchuk, Sheri-Lynn; Douglas, Heather; Lafay, Anne; Osana, Helena P.; Simms, Victoria; Wylie, Judith; Maloney, Erin A.; LeFevre, Jo-Anne
Titel	Pathways to Learning Mathematics for Students in French-Immersion and English-Instruction Programs
Quelle	In: Journal of Educational Psychology, 114 (2022) 6, S.1321-1342 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Chang) ORCID (Di Lonardo Burr, Sabrina) ORCID (Skwarchuk, Sheri-Lynn) ORCID (Douglas, Heather) ORCID (Lafay, Anne) ORCID (Osana, Helena P.) ORCID (Simms, Victoria) ORCID (Wylie, Judith) ORCID (Maloney, Erin A.) ORCID (LeFevre, Jo-Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000722
Schlagwörter	Foreign Countries; Immersion Programs; French; English; Language of Instruction; Grade 2; Grade 3; Elementary School Students; Problem Solving; Word Problems (Mathematics); Mathematics Skills; Arithmetic; Oral Language; Receptive Language; Predictor Variables; Mathematics Instruction; Language Proficiency; Correlation; Canada; Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children; Keymath Diagnostic Arithmetic Test + Suchen Sie Ihr Suchwort? Ausland; Immersionsprogramm; Französisch; English language; Englisch; Teaching language; Unterrichtssprache; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Problemlösen; Textaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Oral interpretation; Mündlicher Sprachgebrauch; Rezeptive Kommunikationsfähigkeit; Prädiktor; Mathematics lessons; Mathematikunterricht; Language skill; Language skills; Sprachkompetenz; Korrelation; Kanada
Abstract	Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (M[subscript age] = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation) and two that did not (i.e., arithmetic fluency and number line estimation). Students in both English-instruction (n = 92) and French-immersion programs (n = 152) completed tasks in English. Students in French-immersion programs also completed word-problem solving and transcoding tasks in French. The models were framed within the Pathways to Mathematics model, with a focus on the linguistic pathways for students in English-instruction and French-immersion programs. For tasks with oral language processing, performance in Grade 3 was predicted by students' English receptive vocabulary for both English-instruction and French-immersion students, even when French-immersion students were tested in French, controlling for performance in Grade 2. In contrast, for tasks without oral language processing, receptive vocabulary in either English or French did not predict performance in Grade 3, controlling for performance in Grade 2. These results have implications for teaching mathematics within the context of immersion education. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01