Academic Achievement through Japanese, Spanish, or French: The First Two Years of Partial Immersion

Thomas, Wayne P.; Collier, Virginia P.; Abbott, Martha G.

doi:10.2307/328941

Cited by 7 publications

(3 citation statements)

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“…Some of our research studies have examined native English speakers’ achievement in two-way dual-language classes. We consistently find that they also achieve at significantly higher levels than their peers not in dual language (Collier, 1992a; Thomas & Collier, 2002, 2009, 2012, 2014; Thomas, Collier, & Abbott, 1993; Thomas et al, 2010).…”

Section: Research Findingsmentioning

confidence: 60%

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Collier¹,

Thomas²

2017

Ann Rev Appl Linguist

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187

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This chapter summarizes the findings of 32 years of research from all of our longitudinal studies to date, conducted in 36 school districts in 16 U.S. states, more than 7.5 million student records analyzed, following English learners (of all language backgrounds) as far as Grades K–12. These studies are very generalizable to all regions and contexts of the United States and have been replicated in other countries, answering questions regarding program effectiveness for policymakers in education. We have shown that English-only and transitional bilingual programs of short duration only close about half of the achievement gap between English learners and native English speakers, while high-quality, long-term bilingual programs close all of the gap after 5–6 years of schooling through the students’ first and second languages (L1 and L2). In addition, our studies answer the linguistic question of how long it takes student groups to reach grade-level achievement in their L2, and we have developed and refined our theoretical Prism model by collecting and analyzing program effectiveness data, basing the Prism model on our empirical findings.

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Section: Research Findingsmentioning

confidence: 60%

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Collier¹,

Thomas²

2017

Ann Rev Appl Linguist

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187

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“…Thomas, Collier, and Abbott () conducted a study on early partial programs in French, Japanese, and Spanish in Fairfax County (Virginia). This 2‐year longitudinal analysis examined 234 study participants in Grades 1–3 using the Student Oral Proficiency Rating, a nonstandardized measure based on teacher judgment on a scale ranging from 0 (no proficiency) to 25 (native speaker proficiency) in five domains: listening comprehension, fluency, vocabulary, pronunciation, and grammar.…”

Section: English‐proficient Immersion Students’ L2 Oral Language Profmentioning

confidence: 99%

“…. and made] grammar errors that generally did not affect the flow of communication” (Thomas et al., , p. 178). Unfortunately, Thomas et al.…”

Section: English‐proficient Immersion Students’ L2 Oral Language Profmentioning

confidence: 99%

Oral Proficiency Assessment of English‐Proficient K–8 Spanish Immersion Students

Fortune

Tedick

2015

The Modern Language Journal

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This cross‐sectional study used assessments developed by the Center for Applied Linguistics to examine the oral proficiency of 218 K–8 English‐proficient students in 4 Spanish immersion programs. Following a comprehensive review of assessment results for English‐proficient immersion learners, the article reports findings from statistical analyses. Ratings of student proficiency were significantly higher between Kindergarten and Grade 2 and between Grades 2 and 5; however, no significant differences were found between Grades 5 and 8, lending empirical support to the plateau effect identified in earlier immersion studies. Furthermore, positive moderate to strong correlations were found between teacher ratings and ratings assigned by trained assessment administrators. The article discusses implications for assessment tools and practices, immersion program design, and pedagogy.

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Learn from the Experts: Collaborative Language Learning and Language Ideology Awareness

Barbosa

2021

Language Learning in Anglophone Countries

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Academic Achievement through Japanese, Spanish, or French: The First Two Years of Partial Immersion

Cited by 7 publications

References 0 publications

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research

Oral Proficiency Assessment of English‐Proficient K–8 Spanish Immersion Students

Learn from the Experts: Collaborative Language Learning and Language Ideology Awareness

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