Abstract
ABSTRACT This paper describes the implementation and evaluation of the second year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Quantitative and qualitative evidence gathered From children's performance on various types of language tasks confirms that they have made notable progress in develop ing proficiency in Japanese. Furthermore, the gains we have documented were not limited to children in the upper grades of the elementary school. At the same time, there were indications From the teacher's enddyear reflection that more could be done to incorporate the program into the “life” of the school.
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