Abstract
Abstract This article presents the results of a longitudinal study of two cohorts of students enrolled in an early French immersion program in the province of British Columbia since September, 1973. In an immersion program, the children's second language (French) is used as the language of instruction during the initial years of schooling. The immersion experience of the two cohorts differed in the initial grades with one cohort receiving 20% English instruction in kindergarten and grade 2, and the other receiving no English instruction until grade 3. In comparison to their peers in the regular English program immersion students performed at a similar level in mathematics, and they attained equivalence in English language skills soon after English language arts were introduced into the curriculum. Immersion students had higher levels of achievement in French than students enrolled in other types of French language programs. Their levels of achievement in French language arts were found to be similar to th...
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Multilingual and Multicultural Development
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
