Development of English Skills Need Not Suffer as a Result of Immersion: Grades 1 and 2 Writing Assessment in a Korean/English Two-Way Immersion Program  

Oleh:

Bae, Jungok

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 57 no. 2 (Jun. 2007), page 299-332.
Fulltext: Bae_Jungok.pdf (863.12KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/57 Non-tandon: tidak ada Tandon: 1

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A long-time detractor of immersion education has been the concern that a substantial proportion of teaching in and about a language other than English might potentially lead to irreparable damage to immersion students' development in English and, hence, their ability to function in an English-dominant society. The assessment in this article, however, indicates that the English language development of immersion students should not be a source of concern, Specifically, this study evaluates narrative English writing skills (coherence, grammar, content, and text length) evidenced by two groups in the Korean/English Two-Way Immersion Program during an early phase of elementary immersion (K to grade 2) in the United States: One group consists of Korean-American second-generation children and the other consists of English-dominant non-Korean-American students. The results show that the English writing skills are similar among the three second-grade groups in the experiment: the two immersion groups and the English-proficient students from typical all-English classes. The results indicate that comparable English-writing skills show up as early as the second grade (i.e., after 3 years of two-way immersion education starting from kindergarten). Additionally, the second-graders

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