A Mandarin/English Two-Way Immersion Program: Language Proficiency and Academic Achievement

Autor/inn/en	Padilla, Amado M.; Fan, Lorraine; Xu, Xiaoqiu; Silva, Duarte
Titel	A Mandarin/English Two-Way Immersion Program: Language Proficiency and Academic Achievement
Quelle	In: Foreign Language Annals, 46 (2013) 4, S.661-679 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12060
Schlagwörter	Second Language Learning; English (Second Language); Mandarin Chinese; Immersion Programs; Language Tests; State Standards; Literacy; Oral Language; Language Arts; Elementary School Students; Program Descriptions; Writing Tests; Reading Tests; Mathematics Tests; Second Language Instruction; Native Language; Language Proficiency; Academic Achievement; Scores; Standardized Tests; Heritage Education; Program Implementation; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Immersionsprogramm; Language test; Sprachtest; Alphabetisierung; Schreib- und Lesefähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Sprachkultur; Writing test; Schreibtest; Lesetest; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Schulleistung; Standadised tests; Standardisierter Test; Kalifornien
Abstract	A Mandarin/English two-way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program-created assessment measures. Fifth-grade students also took the Mandarin STAMP 4Se test online to assess their oral and literacy performance. In addition, all second- through fifth-grade students participated in the mandated California Standards Tests for English language arts, writing (fourth grade), math, and science (fifth grade). Results showed that across grades, Mandarin immersion students acquired high-level performance in oral/listening, reading, and writing in Mandarin. A comparison of Mandarin heritage students with non-heritage students in the immersion program initially favored heritage students in the acquisition of Mandarin; however, this advantage was not statistically significant in the later grades. On the mandated California standardized tests, the non-immersion students from the same school in the second and third grades had higher scores on the English language arts and math test, but in the upper grades, Mandarin immersion students scored higher than their non-immersion peers in these two subject areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10