ERIC Number: ED370719
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Psychological Factors Associated with the Early Immersion Experience. Draft.
Hoge, Robert D.; Khan, Nishat Ali
In French immersion programs in Canadian public schools, kindergarten is taught all in French, and the proportion of French instruction gradually decreases thereafter until in seventh grade instruction is only 50 percent French. This study examined the psychological adjustment of a group of first-grade children who had been enrolled in an early French immersion program (EFI) since kindergarten. These students were compared with a group of first-grade children from regular English (RE) classes. Also studied was a group of students in grades 1 through 3 who were transferring into the RE program; these students were compared with those remaining in the EFI program. Students were measured by parent and teacher ratings to assess cognitive functioning, language development, school-related stress, behavioral adjustment, and academic competencies. The results showed very little evidence of differences between the EFI and RE students in average levels of stress, academic competencies, or behavioral adjustment. Only one academic variable favored the RE class. The transferring students displayed exceptionally high levels of school-related stress reactions and behavioral dysfunction. (TM)
Descriptors: Academic Achievement, Bilingual Education, Cognitive Measurement, Comparative Analysis, Elementary School Students, Emotional Adjustment, English, Foreign Countries, French, Grade 1, Immersion Programs, Language Proficiency, Official Languages, Primary Education, Stress Variables, Student Adjustment
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: A version of this paper was presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).