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Schuster, Bernard G. – Foreign Language Annals, 2005
What happens to English academic achievement when valued class time is devoted to a foreign language in the elementary schools (FLES) program? Is there a reduction in achievement as suggested by a time-on-task hypothesis, or is there some form of compensation, as suggested by additive bilingualism? The school district in this study started a FLES…
Descriptors: Second Language Learning, School Districts, FLES, Academic Achievement