The First Language in Science Class: A Quasi-Experimental Study in Late French Immersion

This article reports analysis of data collected from a quasi-experimental study in 2 Canadian late French immersion science classes. We examine if, how, and when the first language (L1) is used when students in the first years of their second language learning talk about complex science concepts. We...

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Published in:The Modern language journal (Boulder, Colo.) Colo.), 2011-12, Vol.95 (Supplementary Issue), p.182-198
Main Authors: TURNBULL, MILES, CORMIER, MARIANNE, BOURQUE, JIMMY
Format: Article
Language:English
Subjects:
Achievement Gains
Control groups
Correlation
Empirische Forschung
First language
French
Immersion
Immersion Programs
Intervention
Kanada
Language
Language immersion programs
Language of Instruction
Language Usage
Literacy
Native Language
Naturwissenschaften
Nonnative languages
Oral Language
Reading instruction
Science
Science Achievement
Science Instruction
Second Language Learning
Statistical Analysis
Students
Studies
Teachers
Teaching Methods
Words
Zweitsprachenerwerb
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Summary:This article reports analysis of data collected from a quasi-experimental study in 2 Canadian late French immersion science classes. We examine if, how, and when the first language (L1) is used when students in the first years of their second language learning talk about complex science concepts. We compare differences in groups following a 2-month intervention. Specifically, we study differences in complexity of oral utterances, and differences in use of L1 in oral utterances after participating in an intervention using a literacy-based approach, or the typical, district-prescribed approach. Furthermore, we assess whether increased use of the L1 in complex content statements is positively associated with gains in French and science knowledge. Advanced statistical analyses linked the complexity of student utterances with language use, written skills in French, and performance in science. In this way, this article makes a significant contribution to the existing body of literature on this important topic. (Verlag).
ISSN:0026-7902
1540-4781
1540-4781
DOI:10.1111/j.1540-4781.2011.01275.x