This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a…

This study examined how the experiences of African-American and white students in a partial French immersion second grade classroom in Louisiana differed from the experiences of students in a regular education classroom. It focused on students' perceptions of themselves and others, students' interactions with their teacher and peers, parental…

This study examines how instruction in the first language (L1), Chinese, and in the second language (L2), English, affects a large sample of students' academic achievement in L1, L2, and content, nonlanguage school subjects, including mathematics, science, geography, and history, in their first 3 years of high school. For all four content area…

Presents a longitudinal examination of the effects of certain types of schooling (bilingual, immersion, mixed-language) on the concept development of monolingual, developing bilingual, or competent bilingual children in Wales. Results indicated that immersion programs temporarily retarded concept development of second language beginners.…

Compared 20 good and poor readers in a second-grade French immersion program to 20 good and poor readers in regular English second-grade classes on various indexes of reading accuracy and speed. Found that English-only students achieved independent reading in greater numbers than French immersion students did in either French or English. (MDM)

A study examined minority-language use at a Tucson (Arizona) dual-language school and shifting patterns of language dominance in the surrounding Mexican American neighborhood. The minority-language resources most immediately available--held by fluent bilingual elders and recent Mexican immigrants--were less used than those of majority-language…

This document is the result of two years of intensive, dedicated work by a remarkable team of nearly two dozen researchers. It takes the first steps on a long overdue journey to fully understanding the realities and promise of ESL program service in community colleges across the nation. The report offers an in-depth look into several community…

This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school's mathematics specialist and the multi-graded (grades 2-3) classroom teacher as they…

A study investigated the reading and writing strategies used by four students in a Japanese immersion program at an Australian university. Data were gathered through classroom observation, open-ended interviews, and think-aloud protocols. Analysis revealed that the students had a limited repertoire of strategies. Their reading and writing of kanji…

A study assessed the strengths, weaknesses, and degree of implementation of the reading dimension in the English Language Arts curriculum in grades 4, 8, and 11 of English language schools in Manitoba, Canada. At each grade, the student test assessed five major areas of reading performance. Assessment materials consisted of a student test, a…

A study investigated the relationship between the degree to which students in an elementary foreign language immersion program use appropriate grammar, sentence structure, and vocabulary, and how many minutes per week teachers use direct instruction to teach these skills. Elementary foreign language teachers (n=53) were surveyed to (1) investigate…

The information on two-way bilingual programs presented in this volume was gathered as the first phase of a study for the National Center for Research on Cultural Diversity and Second Language Learning. Two-way bilingual programs integrate language minority and language majority students and provide instruction in and through two languages. This…

To determine whether students enrolled in one Ontario region's early French immersion (FI) programs developed English reading skills comparable to their non-FI peers, a monitoring process was begun in the first FI program year (grade 3) in which formal English instruction is given. The FI cohort and a control group matched for mental abilities and…

The two-way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish-speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from…

This report consists of an evaluation of four experimental French programs (1973-74) and the federally-funded extensions of these programs (1974-75) in the schools of the Carleton, Ontario, Roman Catholic Separate School Board. Part 1 provides a review of literature relevant to immersion, intensive and enriched language programs, and the…