ERIC Number: EJ1056554
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison
Xu, Xiaoqiu; Padilla, Amado M.; Silva, Duarte M.
Foreign Language Annals, v48 n1 p26-38 Spr 2015
This study compared the Mandarin performance of elementary immersion program students and high school world language program students in the same school district. A cross-sectional design was employed to gather information on Mandarin proficiency of fourth and fifth graders and Level 4 and Level 5 (AP Chinese) high school students who took the Mandarin Standards-Based Measurement of Proficiency assessment at the end of the school year. Results indicated that immersion students slightly outperformed the comparison high school group in reading but lagged slightly behind in writing and speaking skills, for which assessment tasks required higher levels of cognitive awareness. Findings also showed that while only a few nonheritage speakers in the high school world language program continued to Level 5 (AP), most nonheritage speakers remained in the immersion program for the full duration and performed as well, or nearly as well, as the heritage speakers when exiting the program. Further studies are needed, but the findings provide a strong rationale for the role of Mandarin immersion programs in assisting students to develop higher levels of linguistic proficiency in Mandarin.
Descriptors: High School Students, Second Language Programs, Second Language Learning, Second Language Instruction, Immersion Programs, Mandarin Chinese, Role, Elementary School Students, Comparative Analysis, Case Studies, School Districts, Metacognition, Language Proficiency, Standards, Language Tests, Heritage Education, Reading Skills, Writing Skills, Oral Language, Program Effectiveness, Advanced Courses
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Elementary Education
Authoring Institution: N/A