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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 |
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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
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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 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 |