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ERIC Number: EJ830641
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: ERIC
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1083-5415
Effects of FLES on Reading Comprehension and Vocabulary Achievement: A Multi-Method Longitudinal Study
Taylor, Gregory; Feyten, Carine; Meros, John; Nutta, Joyce
Learning Languages, v13 n2 p30-37 Spr 2008
Historically, school officials, parents, teachers and others have expressed concerns about the implementation of foreign language in the elementary school (FLES) programs believing that precious time was sacrificed from the rest of the curriculum to make room for foreign language study. Some wondered if second language instruction made sense for monolinguals, who at times struggled with their other elementary subjects. This study attempts to allay these fears by showing that, far from detracting from the rest of the curriculum, foreign language study can enhance it, reinforce it, and help students to achieve in all scholastic areas. This study attempts to answer the following questions: (1) What effect will FLES instruction have on participants' aural/oral L2 (Spanish) skills?; (2) What effect will FLES instruction have on participants' Comprehensive Test of Basic Skills (CTBS) reading comprehension scores in their native language?; (3) What effect will FLES instruction have on participants' CTBS vocabulary scores in their native language?; (4) What effect will FLES instruction have on participants' motivation at school generally as perceived by parents and classroom teachers?; (5) What effect will FLES instruction have on participants' cultural awareness of the L2?; and (6) What effect will FLES instruction have on participants' achievement in reading, vocabulary, and language arts? The FLES program began as a pilot in four elementary schools in Pinellas County School District, Florida. For three years, the approximately 500 kindergarten students in these schools began receiving Spanish instruction for 20 minutes a day, four days a week. A total of 21 classrooms participated in the study. (Contains 8 tables.)
National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://nnell.org/journal.php
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida