scholarly journals Producing bilinguals through immersion education: Development of metalinguistic awareness

2012 ◽  
Vol 35 (1) ◽  
pp. 177-191 ◽  
Author(s):  
ELLEN BIALYSTOK ◽  
KATHLEEN F. PEETS ◽  
SYLVAIN MORENO
Keyword(s):  
Public Schools ◽  
Language Proficiency ◽  
Executive Control ◽  
Verbal Fluency ◽  
English Language ◽  
Developmental Differences ◽  
French Immersion ◽  
Metalinguistic Awareness ◽  
Education Development ◽  
Immersion Education

ABSTRACTThis study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French.

scholarly journals OMANI SCHOOL SUPERVISOR PERSPECTIVES OF CONTEXTUAL FACTORS IMPACTING UPON STUDENTS’ LIMITED ENGLISH PROFICIENCY: AN EXPLORATORY STUDY

2016 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
RAHMA AL-MAHROOQI ◽  
CHRISTOPHER DENMAN ◽  
FAISAL AL-MAAMARI
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Proficiency ◽  
Limited English Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Language Skills ◽  
Contextual Factors ◽  
School Students ◽  
English Language Skills

Since the beginning of Oman’s “modern era” in 1970, English has assumed a central role in the country’s education system and has acted as a lingua franca across a variety of domains. However, despite this, graduates of Omani public schools are often reported as lacking the English-language linguistic and communicative abilities demanded by higher education institutions and the world of work. Consequently, most high school graduates entering tertiary education are required to enrol in foundation programs to improve their English language skills, while the employability of graduates seeking jobs straight from high school has also been reported as being negatively affected. Within this context, the current research explored the ways in which contextual factors relate to Omani school graduates’ development of English language skills. To achieve this, eight high school English language teaching supervisors responded to an on-line, open-ended question about the contextual factors they believed caused Omani school students to graduate with low English language proficiency. Results indicate that participants believed families, parents, and “Englishness” are the most important contextual factors contributing to this issue. The practical implications of these findings are discussed.

Effectiveness of partial French immersion for children from different social class and ethnic backgrounds

1987 ◽  
Vol 8 (2) ◽  
pp. 137-152 ◽  
Author(s):  
Naomi E. Holobow ◽  
Fred Genesee ◽  
Wallace E. Lambert ◽  
Joseph Gastright ◽  
Myriam Met
Keyword(s):  
Public Schools ◽  
Social Class ◽  
Middle Class ◽  
Foreign Language ◽  
English Language ◽  
French Immersion ◽  
Black And White ◽  
Immersion Experience ◽  
Language Tests ◽  
Class Background

ABSTRACTA program of partial (half-day) French immersion in the Cincinnati Public Schools was evaluated in the kindergarten year. The English and French language development of participating native English-speaking children from both working and middle class backgrounds was assessed. The results indicated, firstly, that the pupils who spent half of their academic time in a foreign language (French) progressed just as well in English as carefully matched control pupils who followed a conventional all-English program. Secondly, it was found that socioeconomically underprivileged children (both black and white) benefited from an immersion-type introduction to a foreign language as much as pupils from middle class homes did. The degree of progress made in French was not linked with the social class background of the pupils even though this background factor clearly affected the students' performance on the English language tests. These results suggest that the immersion experience may help to diminish the effects of social class background.

Building Vocabulary of English Learners With Reading Disabilities Through Computer-Assisted Morphology Instruction

2016 ◽  
Vol 52 (3) ◽  
pp. 133-140 ◽  
Author(s):  
Ya-yu Lo ◽  
Adrienne L. Anderson ◽  
Kimberly Bunch-Crump
Keyword(s):  
Public Schools ◽  
Language Proficiency ◽  
English Learners ◽  
Reading Disabilities ◽  
English Language ◽  
Morphological Awareness ◽  
The United States ◽  
Instructional Program ◽  
Vocabulary Knowledge ◽  
Computer Assisted

Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key to vocabulary knowledge, which is an essential area of literacy instruction. This article provides justification for the use of explicit morphology instruction and offers a structure for developing a computer-assisted morphology instructional program to increase morphological awareness and vocabulary knowledge of English learners with reading disabilities.

scholarly journals An analysis of learners' spoken English in public and private schools

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Lina Vukosi ◽  
Corle Gertruida Smith ◽  
Eunice Rautenbach ◽  
Gary Collins
Keyword(s):  
Public Schools ◽  
Learning Environment ◽  
Language Proficiency ◽  
Private Schools ◽  
English Language ◽  
Oral Proficiency ◽  
English Language Proficiency ◽  
Main Question ◽  
Public And Private ◽  
The Difference

This study explored the various aspects of Grade 12 English as a first additional language (EFAL) learners’ oral proficiency and compared the different aspects of poor oral achievement in selected public and private schools in Gauteng, South Africa. Furthermore, it investigated reasons for the difference in the level of English oral proficiency of the learners in these schools. The difference in the level of English language proficiency was found to be linked to several sociolinguistic factors and environments that exert an influence on the teaching and learning environment. The South African learning environment is characterised by multicultural learners who attain English as a FAL. Public schools are state-governed schools and private schools are independent, often found in the CBD and owned by private stakeholders. The private schools are not necessarily elitist or wealthier than public schools in Gauteng which is a densely populated area. Learners’ oral proficiency was compared to determine which environment was perceived to facilitate the desired advanced level of English oral proficiency. The main question was: Which areas related to the oral English Language proficiency of Grade 12 FET English FAL learners need to be addressed and how does this differ between learners from private and public schools? This study dealt with the learner responses of stakeholders and FET Grade 12 learners in Gauteng in former model-C public schools in Soshanguve and private schools in the CBD of Tshwane. A mixed-methods research approach was followed in order to highlight specific areas and to uncover discrepancies pertaining to poor oral English language proficiency. This is followed by qualitative, semi-structured interview responses to clarify the central focus of the study. The findings also confirmed that a limited vocabulary, due to inadequate exposure to English at home was considered the primary cause of the problem.

scholarly journals DESARROLLO DE LA COMPETENCIA LINGÜÍSTICA EN IDIOMA INGLÉS EN LAS ESCUELAS PÚBLICAS DOMINICANAS

2017 ◽  
Vol 2 (1) ◽  
pp. 27
Author(s):  
Santa Yokasta Cabrera Perdomo ◽  
Olga Lidia Martínez Leyet
Keyword(s):  
Public Schools ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
School Level ◽  
Redes Sociales ◽  
High School Level ◽  
Language Competition ◽  
University Level ◽  
Development Of Language

La comunidad educativa de República Dominicana afronta nuevos paradigmas en el proceso de aprendizaje del idioma inglés en las escuelas públicas: la expansión imparable de la información, las redes sociales y el nuevo enfoque que plantea la propuesta curricular del nivel preuniversitario (enfoque por competencias). Otro aspecto de igual importancia es alcanzar un nivel lingüístico B2 (según el Marco Común de Referencia para Las Lenguas MCRL), lo que se convierte en uno de los grandes desafíos del Ministerio de Educación (MINERD).A los egresados del nivel preuniversitario se le exige cada vez con mayor fuerza el desarrollo de la competencia lingüística en idioma ingles como requisito para continuar estudios universitarios o para insertarse en el mundo laboral.En este trabajose presentan las causas y consecuencias de la situación problemática existente entre las necesidades actuales y las metodologías aplicadas actualmente para el desarrollo de las competencias lingüísticas del idioma inglés en el nivel preuniversitario. PALABRAS CLAVE: Marco Común de Referencia para Las Lenguas MCRL; competencias lingüísticas; nivel lingüístico. DEVELOPMENT OF LANGUAGE COMPETITION IN ENGLISH LANGUAGE IN DOMINICAN PUBLIC SCHOOLS ABSTRACT The educational community of Dominican Republic is facing new paradigms in the English learning process in public schools: the unstoppable expansion of information, social networks and the new approach raises the curricular proposal of pre-university level (competency-based approach). Another equally important aspect is to achieve a linguistic level B2 (according to the Common Framework of Reference for Languages ​​MCRL), which became one of the great challenges of the Ministry of Education (MINERD) .A pre-university level graduates will demands ever more strongly the development of linguistic competence in English language as a requirement to continue university studies or in entering the employment world. This article presents the causes of the existing problematic situation between current needs and methodologies applied currently for the development of language skills of English in high school level. KEYWORDS: Common Frame of Reference for Languages CEFR; language skills; language proficiency.

scholarly journals Good Night, Bat! : Good Morning, Squirrel! by P. Meisel

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Leah Den Haan
Keyword(s):  
Public Schools ◽  
English Language ◽  
Picture Book ◽  
Daily Basis ◽  
Read Aloud ◽  
French Immersion ◽  
Good Night ◽  
Young Readers ◽  
Good Morning ◽  
Grade One

Meisel, Paul. Good Night, Bat! : Good Morning, Squirrel! Highlights, 2016.Paul Meisel, Geisel Honor award winning author and illustrator, creates a humorous story about friendship and miscommunication. This fictional picture book follows homeless Bat on his journey to finding the perfect new home. Through whimsical mis-read notes the friendship between Bat and Squirrel blossoms.The literary content in this story is invaluable for young readers. Meisel demonstrates the complexities of the English language by playing with simple words and phrases while demanding that readers also read the images. This play on words offers a charming world in which young children can explore and expand upon their vocabulary.Complimenting this hilarious story are illustrations that demand the reader’s attention. At a first glance, the visuals appear gloomy due to the brown, green and grey tones. However, the expressions of Bat and Squirrel, along with the simple but easily misunderstood leaf note’s enable young readers to become enthralled in the world of Bat and Squirrel.Combining the two essential features of playing with language and reading illustrations, Good Night, Bat! Good Morning, Squirrel! is an essential read-aloud story for any early childhood classroom.Highly Recommended: 4 out of 4 starsReviewer: Leah Den HaanLeah Den Haan is a grade one French immersion teacher with Edmonton Public Schools. She has always enjoyed children’s literature and loves sharing her love of reading with her students on a daily basis.

A Large Scale Program in French Immersion

1976 ◽  
Vol 33 ◽  
pp. 1-25
Author(s):  
Merrill Swain ◽  
Henri C. Barik
Keyword(s):  
Public Schools ◽  
Grade Level ◽  
Large Scale ◽  
English Language ◽  
Language Skills ◽  
French Immersion ◽  
Immersion Program ◽  
Grade Levels ◽  
End Of Grade ◽  
English Language Skills

Abstract The school performance of pupils in Grades 1-3 of the French immersion program in operation in Ottawa public schools is evaluated in comparison with that of pupils in the regular English program. By the end of Grade I immersion program pupils taught reading in French lag behind their peers in the regular program in English language skills involving English reading, but they show some ability to transfer reading skills from French to English. By the end of Grade 2, following the introduction of English Language Arts into the curriculum for 60 minutes a day, immersion pupils still lag behind their regular program peers in most English language skills considered, although their level of performance is consistent with their grade level. By the end of Grade 3, immersion pupils match regular program pupils in all English language skills tested except spelling. At each grade level pupils in the two programs perform equivalently in mathematical skills and reveal similar IQ measures. Immersion pupils are more proficient in French than pupils of corresponding or higher grade levels receiving daily instruction in French as a second language, and do adequately in comparison with native French-speaking pupils.

scholarly journals Executive control performance and foreign-language proficiency associated with immersion education in French-speaking Belgium

2019 ◽  
Vol 23 (2) ◽  
pp. 355-370 ◽  
Author(s):  
Morgane Simonis ◽  
Lize Van der Linden ◽  
Benoit Galand ◽  
Philippe Hiligsmann ◽  
Arnaud Szmalec
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Executive Control ◽  
Formal Education ◽  
Receptive Vocabulary ◽  
Unique Contribution ◽  
Control Performance ◽  
Immersion Education ◽  
Foreign Language Proficiency ◽  
French Speaking

A large sample study (n = 513) was conducted to investigate executive control performance in pupils following an immersion education program. We recruited 10-year-old children (n = 128) and 16-year-old adolescents (n = 127) who were enrolled in English or Dutch immersion education in French-speaking Belgium for at least 4 school years. They were compared to non-immersed children (n = 102) and adolescents (n = 156) on a number of executive control tasks assessing inhibitory control, monitoring, switching and attentional abilities. Several control variables such as receptive vocabulary, nonverbal intelligence, socioeconomic status and other potentially relevant background variables were also considered. Our results show significant gains in foreign-language proficiency for the immersed compared to the non-immersed participants. These gains were however not associated with any measurable benefits on executive control. Our findings make a unique contribution to understanding how language and cognition develop through formal education methods that promote bilingualism.

English language and graduate employability

2019 ◽  
Vol 61 (1) ◽  
pp. 79-93 ◽  
Author(s):  
Siti Zaidah Binti Zainuddin ◽  
Stefanie Pillai ◽  
Francisco Perlag Dumanig ◽  
Adriana Phillip
Keyword(s):  
Public Schools ◽  
University Students ◽  
Language Proficiency ◽  
English Language ◽  
University Education ◽  
Content Type ◽  
Graduate Employability ◽  
Long Run ◽  
Wide Range ◽  
Malaysian Students

PurposeThe purpose of this paper is to examine the perspectives of Malaysian employers and students on the need for English language proficiency and skills for employment.Design/methodology/approachInterviews were conducted with employers from various organisations. Additionally, questionnaires were disseminated to undergraduates at four public universities in Malaysia. These were done to ascertain the perspectives of different stakeholders on the importance of English in securing employment, the effect of a marked regional accent or dialect on employability and industry’s expectations and requirements for new employees.FindingsEmployers and students agree that English plays a major role in employability. Whilst there was general agreement by both parties that good grammar and a wide range of vocabulary are important, the findings indicated several mismatches in terms of students’ perceptions and employers’ expectations. Among them is the use of the colloquial form of English at the workplace which was not favoured by employers. Employers also generally felt that knowledge of different types of writing styles could be learnt on-the-job. Furthermore, employers pointed out other essential skills for employability: the ability to communicate in other languages, confidence and a good attitude.Practical implicationsCognisant of the fact that English is essential in improving employability, initiatives to improve the level of English among Malaysian students must continue to be put in place. University students should be made aware of the different language skills sought by employers early in their university education. The mismatches between the perceptions of university students and the expectations of employers should be considered when planning English language courses and degree programmes. More structured feedback from industry on both would help to better prepare students for the world of work and to ease the transition from campus to career.Social implicationsIn relation to graduate employability, these English-language elite groups would have an advantage in securing employment especially in multinational companies, and this will, in a long run, create a larger gap between students from the international and public schools.Originality/valueWith the standpoint of two important parties, employers and students, a more comprehensive idea of the effect of English language on employability has been obtained.

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