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ERIC Number: EJ1014402
Record Type: Journal
Publication Date: 2013-Jun
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0015-718X
Does Beginning Foreign Language in Kindergarten Make a Difference? Results of One District's Study
Boyson, Beverly A.; Semmer, Martha; Thompson, Lynn E.; Rosenbusch, Marcia H.
Foreign Language Annals, v46 n2 p246-263 Jun 2013
Educators have generally believed that foreign language instruction should begin in kindergarten or earlier to promote optimum oral language development (e.g., Abbott, 1998; Curtain & Dahlberg, 2010; Rhodes & Pufahl, 2010; Rosenbusch, 1991; Swender & Duncan, 1998). This article describes two Spanish programs in the Westport (Connecticut) Public Schools district: their new, long-sequence K-8 program and the short-sequence Grade 5-8 program it replaced. A five-year study examined students' oral and listening comprehension proficiency levels in each program at the end of Grades 5 and 8. Results at these grade levels were compared to determine program effectiveness. Students who began in kindergarten attained statistically higher proficiency levels than those who began in Grade 5. This longitudinal study strongly supports school-based language instruction beginning in kindergarten. (Contains 7 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut
Identifiers - Assessments and Surveys: ACTFL Oral Proficiency Interview
Grant or Contract Numbers: N/A