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Alternative Forms of Immersion for Second Language Teaching. Working Papers on Bilingualism, No. 10 [microform] / Margaret Bruck and Others
Bib ID 5306345
Format BookBook, MicroformMicroform, OnlineOnline
Author
Bruck, Margaret
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1975 
53 p. 
Summary

This study focuses on the consequences of immersion experience as a means of developing second language skills. The students involved are 13 to 14 years of age, finishing grade 7 in the public school system. Two forms of immersion are compared, "early" and "late." Early immersion means that students had followed an immersion program from kindergarten on, while late immersion means that students had followed a French-as-a-second language program during elementary school, and taken a one-year French immersion program at grade 7. An analysis of the comparative abilities of the two groups leads to the general conclusions that there were differences in second language proficiency between early and late immersion students. These differences appeared on tests of reading, writing, speaking and listening where the early immersion students generally performed better than the later immersion students. However, neither group of students performed at the same level as the francophone students. (Author)

Notes

Availability: Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts).

ERIC Note: For related documents, see FL 007 906-909.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Bilingual Education.  |  English.  |  French.  |  Immersion Programs.  |  Language Instruction.  |  Language Learning Levels.  |  Language Proficiency.  |  Language Programs.  |  Language Skills.  |  Language Tests.  |  Second Language Learning.  |  Quebec (Montreal)
Form/genre Reports, Research.
Other authors/contributors Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project
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