Spanish Achievement in a Maintenance Bilingual Education Program: Language Proficiency, Grade and Gender Comparisons

Medina, Marcello

doi:10.1080/15235882.1993.10162648

Bilingual Research Journal

1993

DOI: 10.1080/15235882.1993.10162648

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Spanish Achievement in a Maintenance Bilingual Education Program: Language Proficiency, Grade and Gender Comparisons

Marcello Medina¹

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Cited by 6 publications

References 16 publications

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Can learning a new language make you better at maths? A meta-analysis of foreign language learning and numeracy skills during early adolescence

Nucette,

Hamamura,

Leitao

et al. 2024

Bilingualism

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This systematic review and meta-analysis explore the correlation between foreign language instruction and mathematical skills in young adolescents, highlighting the significance of high school mathematical education and the adaptability of the adolescent brain. Focused on students starting second language programs between ages 8 and 13, following PRISMA guidelines, this review included 25 studies (1978–2020) with 785,552 participants. Using a random-effects model, the overall effect size revealed a statistically significant relationship between our variables, indicating a threefold higher likelihood of passing or achieving higher grades in mathematical tests for language-learning students. Moderating variables analyses identified socioeconomic status (SES) and intervention length as influencers of observed heterogeneity, with SES being the primary factor. Sensitivity analyses, including adding potentially missing studies and removing outliers, confirmed the robustness of the overall effect. Nonetheless, additional research is needed to enhance global diversity and comprehensively understand the interplay between language learning and cognitive function.

show abstract

Can learning a new language make you better at maths? A meta-analysis of foreign language learning and numeracy skills during early adolescence

Nucette,

Hamamura,

Leitao

et al. 2024

Bilingualism

View full text Add to dashboard Cite

show abstract

New trends in gender and mathematics performance: A meta-analysis.

Lindberg¹,

Hyde²,

Petersen³

et al. 2010

Psychological Bulletin

748

500

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In this paper, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = .05, indicating no gender difference, and VR = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents over the past 20 years: the NLSY, NELS88, LSAY, and NAEP. Effect sizes for the gender difference ranged between −0.15 and +0.22. Variance ratios ranged from 0.88 to 1.34. Taken together these findings support the view that males and females perform similarly in mathematics.

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The Effects of an Instructional Intervention on Dual Language Development Among First-Grade Hispanic English-Learning Boys and Girls: A Two-Year Longitudinal Study

Tong¹,

Lara‐Alecio²,

Irby³

et al. 2011

The Journal of Educational Research

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Spanish Achievement in a Maintenance Bilingual Education Program: Language Proficiency, Grade and Gender Comparisons

Cited by 6 publications

References 16 publications

Can learning a new language make you better at maths? A meta-analysis of foreign language learning and numeracy skills during early adolescence

Can learning a new language make you better at maths? A meta-analysis of foreign language learning and numeracy skills during early adolescence

New trends in gender and mathematics performance: A meta-analysis.

The Effects of an Instructional Intervention on Dual Language Development Among First-Grade Hispanic English-Learning Boys and Girls: A Two-Year Longitudinal Study

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