Your search found 1885 results.

Descriptors:
Ethnicity; Language Acquisition; Immersion Programs; Parent Participation; Parent School Relationship; Uncommonly Taught Languages; Second Language Learning; Qualitative Research; Korean; English (Second Language); Interviews; Self Concept; Outcomes of Education; Bilingual Education; Parent Attitudes; Teacher Attitudes; Student Attitudes

Abstract:
This qualitative study examines the experiences of Korean-American students, parents and teachers in a newly instituted 50/50 Korean-English dual language immersion programme, where the majority of the students are of Korean descent. Based on home and school observations, as well as interviews with six Korean-American students and their parents and teachers, the data provided insights into the perceived benefits and challenges of participation in a dual language immersion programme. Although parents and children recognised the potential of the programme to develop bilingualism and biculturalism and foster stronger ethnic identity, they also perceived inequities in the ways in which the programme was organised and instruction was executed. The characteristics of the programme brought forth tensions for the parents and teachers in terms of expectations for language development in English vs. Korean, academic outcomes of bilingual vs. English-only education, parental involvement among Korean vs. non-Korean parents and instructional needs of Korean vs. non-Korean students. Furthermore, the analysis highlighted both shared perspectives as well as perspectives that were unique to children, parents and teachers arising from their different roles in the school. Implications for improved practices and policies for dual language immersion programmes for the less commonly taught languages are provided. (Contains 2 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Ideology; Language Planning; Language Maintenance; Interviews; Focus Groups; Romance Languages; Ethnography; Languages; Language Minorities; Classification; Cross Cultural Studies; Immersion Programs; Language Attitudes; Native Speakers; Second Language Learning; Social Class

Abstract:
This special issue devoted to Catalonia--one of the most successful and longstanding language movements in Europe--gives a unique opportunity to understand some of the complex social dynamics engendered as language revival unfolds and to appreciate the value of in-depth interviewing, focus groups, and ethnographic work in making sometimes subtle change-in-progress visible. With 30 plus years of proactive language planning behind it, Catalonia is a living laboratory for exploring the social dynamics and ideological transformations set in motion by language normalization projects. For the nearby Basque language advocates with whom the author works, the strong institutional support language revival has enjoyed along with the extensive immersion schooling program (now under some attack), has been a source of envy not easily reproducible in their own context. Nevertheless there are many parallels between the dynamics described for Catalonia and the Basque Autonomous Community. In her commentary to the papers by Pujolar and Gonzalez, Soler, and Frekko in this issue, the author will note some of the parallels but focus more generally on the lessons these studies hold for scholarship on minority language revitalization projects in general. Lessons that have to do with the value of ethnographic work on language ideology; the importance of class as a factor in language revitalization; the challenges of cross national comparison; and the necessity for refining ways of categorizing speakers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; English (Second Language); Creoles; Native Language; Official Languages; Language Attitudes; Language Role; College Students; Second Language Learning; Language Acquisition; Immersion Programs

Abstract:
This paper seeks to examine the role of the official and "de facto" languages of anglophone Caribbean islands such as Jamaica. In reflecting on their statuses as users of language, tertiary level students registered in a Year One Performing Arts Program provided much insights into the interplay of both languages that coexist in society and provide the referent point in the construction of Caribbean linguistic and cultural identities. The role of popular theoretical linguistic claims in understanding language attitudes and acquisition challenges provided much insight and contemplation. Post Primary Schools as fertile grounds to establish centers for needs driven language instruction were explored as a viable approach to language learning in Post Primary language Instructions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Adolescents; Teaching Methods; Cognitive Processes; Simulation; Student Attitudes; Statistical Analysis; Immersion Programs; Second Language Learning; Summer Programs; Resident Camp Programs; Cultural Activities; Aesthetics; Nonschool Educational Programs; Nonformal Education; Interviews; Qualitative Research

Abstract:
How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants' sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of "thinking space" qualities and data-driven categories of "experience space" qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program's daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Reading Comprehension; Reading Fluency; Immersion Programs; Elementary School Students; Grade 3; Structural Equation Models; Native Language; English (Second Language); Second Language Learning; Grade 4; Language Research; Reading Research

Abstract:
Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading comprehension is scarce. This study therefore investigated cross-language transfer between first-language (L1) and second-language (L2) reading fluency and reading comprehension in a group of 220 German elementary school students who were enrolled in English partial immersion programs. Students were tested in grades 3 and 4. Structural equation modeling was used to examine cross-language transfer in a cross-lagged panel design. Results showed moderate cross-language paths when controlling for autoregressive effects. These findings are in line with previous results showing reciprocal transfer effects between L1 and L2 reading comprehension and reading fluency. In addition, the overall dominance of paths from L2 to L1 over paths from L1 to L2 suggests immersion-specific relations that may be attributable to the plentiful opportunities for academic reading in the L2 at school. Hence, skills necessary for successful reading can evidently be acquired in an L2 context and transferred to the L1. These findings underline the importance of cross-language transfer between reading skills in immersion programs. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Teaching Methods; English (Second Language); Immersion Programs; Microteaching; Secondary School Teachers; Second Language Learning; Second Language Instruction; Language of Instruction; Language Fluency; Measures (Individuals); Inservice Teacher Education; Linguistic Performance; Content Area Reading

Abstract:
This exploratory study focuses on four non-native English speaking secondary content teachers in a short-term immersion program aimed at introducing them to language teaching methods for secondary school content instruction through the medium of English. Such programs have been found to have largely mixed results for language performance. This may be especially true of programs for teachers because task adequacy in teaching may not be shown by improved scores on traditional language performance measures. This study uses multiple complexity, accuracy and fluency measures to analyze transcripts of paired peer microteaching tasks at the beginning and end of a ten-week program. Analysis of the results shows that in general the teachers' language performances improved, but that there were complex interactions among the measures. In general the performance measures reflected task adequacy, but they may have been affected by nonlinguistic factors such as teaching aims. Although the study is limited because of its small size, it suggests that teacher language performances are complex and dynamic, and that even short-term programs with non-linguistic aims can have a positive effect on language performances. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Strategies; Immersion Programs; Preschool Children; Private Schools; Mandarin Chinese; Interviews; Urban Schools; Second Language Instruction

Abstract:
This study enlisted language immersion practitioners in highlighting and exploring the issues and challenges that accompany language immersion education. Comprehensive focused personal interviews of preschool Mandarin Chinese language immersion educators in a private school provided the basis of the study. The research literature reviewed indicated that when young children learn a new language it benefits them later in their education. These students have increased competency in their second language compared to children who do not received language instruction in early childhood. Four professionals who are bilingual in English and Mandarin, and one expert in immersion program were interviewed; all four participants worked in a Chinese Mandarin private preschool in the San Francisco area. Following an analysis of responses, the professionals outlined different instructional strategies and various challenges that characterize language immersion education. The study also provides a coherent comparison of this analysis with previous research works in adding value to language immersion schooling. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Teachers; Second Language Learning; Second Language Instruction; Teacher Attitudes; Elementary Secondary Education; Teaching Experience; Experienced Teachers; Teacher Education; Immersion Programs; Teacher Surveys; Teaching Methods; Classroom Techniques; Context Effect

Abstract:
Using data from a large-scale, mixed-method study involving 222 K-12 foreign language (L2) teachers and their supervisors (see Kissau, Yon, & Algozzine, 2011), in this article the researchers explore differences in beliefs across four demographic groups: experienced and inexperienced teachers, teachers with L2 teacher training and those without, teachers of different foreign languages, and immersion and traditional L2 teachers. While survey responses were similar in each of the comparisons, interview data emphasized that members of each group faced unique challenges that influenced their beliefs and classroom practices. The results speak to the need to tailor training to meet the needs of different groups of L2 teachers and for contextual factors to be incorporated into future research related to teacher beliefs. (Contains 2 table and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Choice; Change Agents; Immersion Programs; Magnet Schools; Participant Observation; Public Education; Federal Legislation; Empowerment; Parent Attitudes; Educational Policy; Educational Improvement; Case Studies

Abstract:
School choice policy, especially as embedded in No Child Left Behind, assumes that empowering parents with choice will improve education by holding schools accountable and will reenergize democratic participation in public education. While parents are seen as critical change agents, little research documents how engaging in school choice affects parents' lived experiences as citizens engaged in the democratic process. This 1-year case study based on parent interviews and participant observation at a foreign language immersion magnet school in Baton Rouge, Louisiana, suggests that choice works in complex, contradictory ways to both empower and disempower parents as participatory citizens in democratic change and that market-driven school choice situates parents as consumers and thus redefines education as a private rather than a public good. The implications for fulfilling the promises of parent empowerment through school choice are examined. (Contains 3 tables and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Policy Formation; English (Second Language); Second Language Learning; State Policy; Case Studies; Policy Analysis; English Language Learners; Immersion Programs; Second Language Instruction; Neoliberalism; Political Attitudes; Politics of Education; Goodness of Fit; Evaluation Methods; Scheduling; State Legislation

Abstract:
This historical case study focuses on policy making at the state level by analyzing the development of a new policy for English language learners (ELLs) in Arizona. "New institutionalism" is used as a framework, with political culture and educational regimes acting as environmental factors affecting state policy choices. Key events occurred between 1992, when "Flores v. State of Arizona" challenged the funding of instruction for ELLs, and 2006, when the legislature adopted a law creating an English Language Learners Task Force that was to develop a 4-hour-per-day structured English immersion (SEI) program for ELLs. Analysis indicates that the new policy is consistent with the state's traditionalistic political culture and emerging neoliberal political regime and with the mythical role of an immigrant's learning of English as a mark of becoming an American. Policy leaders used and altered the state's political institutions to advance their objectives. The study concludes with a four-prong test for assessing the fit of proposed policies with the current political context of the state. (Contains 3 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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