Learning through Two Languages: Studies of Immersion and Bilingual Education

Snow, Marguerite Ann

doi:10.2307/3587516

Cited by 18 publications

(27 citation statements)

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“…The latter ones may turn into partial IM programmes in later years in order to provide additional teaching in the pupils' L1 (e.g. Genesee, 1987). In Germany, total IM programmes are not possible because, according to the Standing Conference of the Ministers of Education and Cultural Affairs (KMK, 2013), the school subject German must be taught in German.…”

Section: Different Clil Programmesmentioning

confidence: 99%

“…The available evidence suggests that deficits may initially occur in very intensive CLIL programmes, particularly regarding pupils' command of morpho-syntax, but these deficits seem to balance out after one or two years (e.g. Genesee, 1987, but see Yadollahi et al, 2020Zaunbauer & Möller, 2007). Whereas L1 literacy skills appear to develop ageappropriately in all types of bilingual contexts, such evidence is still not available for oral skills.…”

Section: German Skillsmentioning

confidence: 99%

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English in Primary Education: Concepts, Research, Practice

2022

Forum Lehrerinnen- Und Lehrerbildung

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This volume focuses on the teaching of English as a foreign language to young learners at primary school. The volume features an introduction that covers essentials of teaching English to young learners from a theoretical, empirical, and neuroscientific perspective while also discussing the notion of a principled mindset, competence development, transcultural learning, the use of materials and literature, and lesson planning. The subsequent contributions cover reading and writing, bilingual programs, the transition from primary to secondary school, storybooks, the importance of self-selected fiction, anti-bias education, ways of encouraging young learners to speak, and professional advice for primary English language educators based on a qualitative analysis of interviews. Based on an international TEFL lecture series, researchers, teacher educators, and practising teachers from Germany, Switzerland, and the United States share their insights into these central issues and offer theoretical concepts for the professional development of (pre-service) primary school English teachers. Practical ideas and examples included in this volume aim to make theoretical constructs accessible and relatable for future teachers of English. The afterword features a look ahead by critically examining future challenges of primary school educators and highlighting (1) the great importance of an early start with English as a foreign language and (2) the need for developing national educational standards. This volume provides a research-based and practice-oriented foundation for (pre-service) English teachers wishing to expand their knowledge and gain an insight into recent developments in foreign language learning theories and concepts. Although mostly aimed at primary school educators, particularly the introductory chapter will be equally relevant for university students or teachers focusing on vocational and secondary school teaching, so that they develop an understanding of specific features of primary English language education and, as concerns secondary school teachers, can contribute to a smooth transition in the fifth grade.

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Section: Different Clil Programmesmentioning

confidence: 99%

Section: German Skillsmentioning

confidence: 99%

English in Primary Education: Concepts, Research, Practice

2022

Forum Lehrerinnen- Und Lehrerbildung

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“…Eso sí, es importante recordar que el programa debe implementarse bajo unas condiciones favorables (apoyo claro por parte de todos los estamentos educativos) y siempre teniendo en mente un objetivo realista: un nivel de conocimiento de una L2 aprendida en un contexto formal como es la escuela. Siempre que se den unas condiciones de bilingüismo aditivo, es decir, cuando el aprendizaje de la L2 no suponga ningún riesgo o rémora para el normal desarrollo de la L1, las diferentes investigaciones realizadas demuestran que este tipo de enseñanza produce ventajas cognitivas, culturales e incluso psicológicas en contextos tan diferentes como el canadiense (Genesee, 1987;Swain y Lapkin, 1982;Johnson y Swain, 1997), el catalán (Artigal, 1997) o el vasco (Lasagabaster, 2000a(Lasagabaster, , 2000b(Lasagabaster, , 2000c. En cualquier caso se precisa de más estudios en el contexto finlandés que ayuden a determinar tanto los aspectos positivos como los negativos del mismo, ya que la actividad investigadora se encuentra todavía en un estado embrionario y debe dar aún mucho más de sí misma, puesto que con el apoyo de datos concretos se puede proceder a actuar en la misma clase y a mejorar la formación del profesorado (Björklund, 1997).…”

Section: Algunas Consideraciones Finalesunclassified

El aprendizaje de lenguas a través de los programas de inmersión en Finlandia

Björklund

Lasagabaster

2002

Infancia y Aprendizaje

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Este artículo pretende introducir al lector en los programas de inmersión que se desarrollan en Finlandia, ya que tan sólo existe un artículo en castellano sobre dichos programas y hace referencia a los primeros estadios de su puesta en marcha. Para ello, y tras una pequeña introducción sobre el contexto sociolingüístico en el que se desarrolla esta experiencia de aprendizaje, se procede a la definición y caracterización de este tipo de programas, antes de pasar a analizar su establecimiento en la región de Vaasa (en un principio, ya que el éxito obtenido ha conducido a su extensión por otras regiones del país). A continuación se examinan los resultados obtenidos tanto en la L1 (finlandés) como en la L2 (sueco), puesto que consideramos que pueden resultar de interés para todas aquellas personas inmersas en la enseñanza de segundas lenguas y en la educación bilingüe. Palabras clave: Bilingüismo, programas de inmersión, aprendizaje de la L1 y la L2, multilingüismo.

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“…In the domain of language development, the main question of interest with respect to DLI programs has been whether they are successful in teaching a second language (L2) (Calderón & Minaya-Rowe, 2003;Cloud et al, 2000), and generally, studies indicate that they are (Campbell et al, 1985;Genesee, 1987;and see Howard et al, 2003 for a review). Less is known about the development and maintenance of native language (L1) skills of children attending DLI programs, although findings that do exist generally agree that DLI programs can also support children's L1 maintenance (Björklund & Mård-Miettinen, 2011;Bostwick, 2001;Genesee, 1987;Howard & Christian, 1997;for oral skills;Ha, 2001;Lambert et al, 1973;Mehisto & Asser, 2007;Padilla et al, 2013;Serrano & Howard, 2003; for writing skills). In the current study, we evaluated the effect of DLI exposure on native language skills of English-L1-speaking children over the period of 1 year.…”

mentioning

confidence: 99%

“…The novel contribution of this study is its focus on processing-based measures of vocabulary and morphosyntax that emphasize efficiency of processing, in addition to accuracy. The vast majority of prior work that tested the effect of DLI on L1 maintenance in majority-speaking children utilized accuracy-based standardized language measures or classroom observations and samples of class work (Burkhauser et al, 2016;Genesee, 1987;Ha, 2001;Howard & Christian, 1997;Lambert et al, 1973;Lambert & Tucker, 1972;Padilla et al, 2013;Serrano & Howard, 2003;Steele et al, 2017;Swain & Lapkin, 1982;Watzinger-Tharp et al, 2021) that may be less sensitive to dual-language exposure than efficiency-based measures. We investigated both vocabulary and morphosyntactic processing skills because of the possibility that these two linguistic domains may be differentially sensitive to the effects of L2 exposure.…”

mentioning

confidence: 99%

Immersion in dual-language programs does not impede children’s native language processing

Neveu

Gangopadhyay

Weismer

et al. 2022

International Journal of Bilingualism

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Aims and Objectives: The benefits of dual-language immersion (DLI) versus English-only classrooms for minority-language speakers’ acquisition of English have been well documented. However, less is known about the effect(s) of DLI on majority-language speakers’ native English skills. Prior studies largely used accuracy-focused measures to index children’s language skills; it is possible that processing-based tasks are more sensitive to the effects of DLI experience. Methodology: Thirty-three monolingual native English-speaking children attending English-only classrooms and thirty-three English-speaking children attending English-Spanish DLI matched in age, gender, nonverbal IQ, and socio-economic status were tested twice, 1 year apart, on standardized and processing-based measures of English vocabulary and morphosyntax. Analysis: We ran linear mixed-effects models to examine the extent to which group and time would predict scores on knowledge-based measures of vocabulary and morphosyntactic knowledge, as well as accuracy and reaction times on processing-based measures of English vocabulary and morphosyntax. Findings: Results revealed comparable levels of growth in English for both groups. A subtle effect of DLI was observed on a lexical-decision task: bilinguals were slower in Year 1 but both groups were equally efficient in Year 2. These results indicate that DLI programs have minimal impact on majority-language speakers’ native-language skills in the age-range tested. Originality: This study is the first to longitudinally examine processing-based native language outcomes in bilingual children in DLI classrooms. Significance: We do not find evidence that DLI exposure carries a cost to native language development, even when indexed by processing measures. This should reassure parents, educators, and policymakers in that there are no downsides to DLI.

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Learning through Two Languages: Studies of Immersion and Bilingual Education

Cited by 18 publications

References 0 publications

English in Primary Education: Concepts, Research, Practice

English in Primary Education: Concepts, Research, Practice

El aprendizaje de lenguas a través de los programas de inmersión en Finlandia

Immersion in dual-language programs does not impede children’s native language processing

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