ERIC Number: ED125249
Record Type: Non-Journal
Publication Date: 1976-Feb
Differences in Performance in Elicited Imitation between French Monolingual and English-Speaking Bilingual Children. Working Papers on Bilingualism, No. 8.
Hamayan, Else; And Others
This study represents an attempt to describe the second-language competence of English-speaking children who are learning French as a second language. The performance of fourth- and sixth-grade children taking part in a French immersion program was compared to that of French-speaking children of the same age using an elicited imitation task. The subjects' performance on eight syntactic features was measured. French-speaking children, in general, performed better than the English children. A consistent pattern of errors by the English children indicated that they possessed a rule system for several of the features which was different from that of the child native speakers. By giving a digit span task in both languages, it was possible to rule out a confounding memory factor which may have offered an advantage to French speakers in a sentence-repetition task. (Author)
Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Error Patterns, French, Imitation, Immersion Programs, Language Instruction, Language Programs, Language Skills, Memory, Native Speakers, Second Language Learning
Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Identifiers - Location: Canada