The Bilingual Advantage for Immigrant Students in French Immersion in Canada: Linking Advantages to Contextual Variables

Autor/in	Mady, Callie
Titel	The Bilingual Advantage for Immigrant Students in French Immersion in Canada: Linking Advantages to Contextual Variables
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 3, S.235-251 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1041875
Schlagwörter	Foreign Countries; Bilingual Education; Immigrants; English; French; Language Proficiency; Immersion Programs; Elementary School Students; Grade 6; Second Language Learning; Language Tests; Questionnaires; Likert Scales; Metalinguistics; Learning Strategies; Statistical Analysis; Scores; Comparative Analysis; Canada + Suchen Sie Ihr Suchwort? Ausland; Bilingual teaching; Bilingualer Unterricht; Immigrant; Immigrantin; Immigranten; English language; Englisch; Französisch; Language skill; Language skills; Sprachkompetenz; Immersionsprogramm; School year 06; 6. Schuljahr; Schuljahr 06; Zweitsprachenerwerb; Language test; Sprachtest; Fragebogen; Likert-Skala; Metalanguage; Metasprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse; Kanada
Abstract	This study compares the English and French proficiencies of three groups of early French immersion participants at the Grade 6 level: Canadian-born English-speaking, Canadian-born multilingual, and immigrant multilingual students. In addition to English and French multi-skills tests, the participants completed a questionnaire designed to gather data on metalinguistic awareness, strategy use and self-assessments of their languages. The results showed that the immigrant group outperformed the other two groups on the French proficiency tests whereas there were no significant differences on the English tests or in self-assessed language of origin proficiencies for the multilingual groups. Superior performance of the immigrant group was not determined to be a result of enhanced metalinguistic knowledge or strategy use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01