Foreign Language Learning in the Elementary Schools: A Comparison of Three Language Programs

Campbell, Russell N.; Gray, Tracy C.; Rhodes, Nancy C.; Snow, Marguerite Ann

doi:10.1111/j.1540-4781.1985.tb02526.x

Cited by 24 publications

(17 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the 50:50 program, available results (Christian et al, 1997) show that over half of the English speakers and most Spanish speakers become proficient in the second language, and both groups maintain high levels of proficiency in their native language. These data are consistent with immersion education results, showing greater proficiency among students in full (90: 10) as compared to partial (50:50) immersion programs (Campbell et al, 1985;.…”

Section: Language Proficiency and Academic Achievementsupporting

confidence: 89%

Bilingual Education

1997

View full text Add to dashboard Cite

Section: Language Proficiency and Academic Achievementsupporting

confidence: 89%

Bilingual Education

1997

View full text Add to dashboard Cite

“…This scenario is further complicated by the fact that instruction in foreign languages in the elementary school (FLES) does not yet have an extensive research base from which to draw guidance or to inform decision-making. Few classroom-based FLES studies have been conducted (for notable exceptions, see Clyne 1986;Campbell et al, 1985), and even fewer, if any, have been carried out in the elementary JFL class. A case of this worst case sce nario is illustrated in a recent study by Donato (1992).…”

mentioning

confidence: 99%

A Multiple Perspectives Analysis of a Japanese FLES Program

Donato

Antonek

Tucker

1994

Foreign Language Annals

View full text Add to dashboard Cite

This paper describes the development, implementation, and evaluation of the first year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Curriculum development followed ACTFL recommendations for proficiency‐based instruction. End‐of‐year information was collected from learners, parents, the Japanese teacher, and other school teachers. Results of student oral interviews indicated the development of a range of proficiency along the novice continuum. Data from prochievement interviews, teacher, and independent observer ratings indicated that an earlier start may result in more uniform gains for the majority of learners. In addition, a strong positive correlation was found between children's awareness of parental encouragement for language study and their Japanese attainment. All parents sampled cited specific examples of what their children had learned and a majority expressed strong positive feelings about the class. Within this positive context, we noted nonetheless an indication by the teacher of perceived program marginalization within the larger framework of the school's offerings. This and other factors associated with program implementation and the children's attainment are topics for continuing investigation and documentation.

show abstract

“…These data have shown that students achieve as well as (if not better than) students not in language magnets and that satisfaction with programs is high. Students appear to gain proficiency in their new language according to observations of staff and parents reported in local program evaluations and the professional literature (see, for example, Campbell, Gray, Rhodes and Snow 1985, Farmer 1980, Genesee 1987. Unfortunately, only limited data have been published on the language proficiency of students in language magnets.…”

Section: Language Magnets: a Look At The Resultsmentioning

confidence: 99%

Second Language Learning in Magnet School Contexts

Met¹

1992

Ann Rev Appl Ling

View full text Add to dashboard Cite

Magnet schools have had a significant influence on second language learning in the last two decades. Designed to reduce racial isolation by attracting students to a desegregated setting, magnet schools offer an attractive option for parents willing to consider alternatives to their neighborhood school. Since the 1970s and continuing through today, school systems have found that second language programs are an effective means of drawing parents and their children to new school settings. As a result, language magnets have proliferated and have had a profound impact on language instruction throughout the U.S.

show abstract

Foreign Language Learning in the Elementary Schools: A Comparison of Three Language Programs

Cited by 24 publications

References 0 publications

Bilingual Education

Bilingual Education

A Multiple Perspectives Analysis of a Japanese FLES Program

Second Language Learning in Magnet School Contexts

Contact Info

Product

Resources

About