Partner‐Language Learning Trajectories in Dual‐Language Immersion: Evidence From an Urban District

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.

Section: Introductionmentioning

confidence: 99%

Linguistic performance of dual language immersion students

Watzinger‐Tharp

Rubio

Tharp

2018

“…Students’ Cantonese proficiency in interpretive reading, interpretive listening, presentational writing, and presentational speaking was measured by a standardized online district administered assessment, Avant STAMP 4Se. This assessment has been used in previous studies (Burkhauser et al, ; Fortune & Song, ; Fortune & Zhang‐Gorke, ; Padilla et al, ; Xu et al, ). Because all students in the focal school were assessed at the end of the year, data for the participants in this study were pulled from the total‐school data set.…”

Section: Methodsmentioning

confidence: 99%

“…Informed by Burkhauser and her colleagues’ (2016) study, we used the phrase “partner language” to define non‐English language in this study. According to Burkhauser et al (), partner language was used “because it does not imply that either English or the non‐English language is the ‘target’ or ‘second’ language. Rather, the aim is for students, regardless of their native language, to become bilingual and biliterate.…”

mentioning

confidence: 99%

“…Rather, the aim is for students, regardless of their native language, to become bilingual and biliterate. This is achieved through teaching that encompasses both English and a classroom partner language, which is the first language for some students (especially those in two‐way programs) and the second or third language for others” (Burkhauser et al, , p. 429).…”

mentioning

confidence: 99%

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Student attitudes and Cantonese proficiency in a Cantonese dual immersion school

Yang

Leung

Tong

et al. 2018

Previous research reports the positive impact of dual immersion programs on students’ language proficiency, yet fewer studies have examined students’ attitudes in such programs. The current study examined student attitudes and language proficiency in a Cantonese dual immersion school and explored relationships between students’ attitudes and language proficiency in Cantonese. Language proficiency results showed that, on average, Cantonese immersion student performances indicated attainment of Intermediate High level in listening, Novice Mid level in reading, and Novice High level in writing. In addition, heritage learners outperformed non-heritage learners in reading and listening skills. Survey data revealed that heritage learners held more positive attitudes toward learning Cantonese compared to non-heritage learners but that there were no differences in attitudes toward the focal school between the two student groups. Regression analysis revealed that students’ attitudes towards the dual immersion school explained significant variance in their Cantonese reading, listening and speaking skills. Qualitative data also revealed that students’ positive attitudes toward their school were shaped by their experiences with their principal, teachers, and school activities. These findings shed light on the role that positive school and learning environments play in helping dual language immersion school students acquire proficiency in the partner language.

“…Findings from a number of studies have pointed out that both native speakers of English (e.g., Marian, Shook, & Schroeder, ; Padilla, Fan, Xu, & Silva, ; Steele et al, ) and nonnative speakers (e.g., Lindholm‐Leary & Block, ; Marian et al, ; Steele et al, ; Thomas & Collier, ) can reach high levels of academic achievement when they are assessed in English on standardized (national, state, and/or district) assessments. Although less extensive, there has also been research proving the linguistic benefits of immersion programs (Burkhauser et al, ; Fortune & Tedick, ; Padilla et al, ; Watzinger‐Tharp & Rubio, ) and the positive effect that immersion programs can have on students' motivation and attitudes toward college as well as their academic success (Lindholm‐Leary & Borsato, ).…”

Section: Looking Forwardmentioning

confidence: 99%

Language education in elementary schools: Meeting the needs of the nation

Rubio

2018

This article briefly reviews the social, political, and economic context that explains the present status of elementary language education in the United States and addresses the challenges identified by recent reports on the state of language education in the United States. Different curricular models of world language education—exploratory, sequential, and immersion—are discussed in regard to their ability to meet the need, expressed by the profession, to provide universal access to language education and produce graduates who have advanced levels of language proficiency. The article argues that in order to be successful, elementary programs have to be built with support and input from a variety of stakeholders, with careful consideration of the financial and human resources needed and with long‐term articulation plans. A state‐supported immersion program is used to illustrate how the integration of all these factors can lead to successful and scalable programs.