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Effectiveness of partial French immersion for children from different social class and ethnic backgrounds

Published online by Cambridge University Press:  28 November 2008

Naomi E. Holobow ,
Fred Genesee ,
Wallace E. Lambert ,
Joseph Gastright  and
Myriam Met
Naomi E. Holobow*
Affiliation:
McGill University
Fred Genesee
Affiliation:
McGill University
Wallace E. Lambert
Affiliation:
McGill University
Joseph Gastright
Affiliation:
Cincinnati Public Schools
Myriam Met
Affiliation:
Cincinnati Public Schools
*
Naomi E. Holobow, Psychology Department, McGill University, 1205 Dr. Penfield Avenue, Montreal, Quebec, Canada H3A 1B1
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Abstract

A program of partial (half-day) French immersion in the Cincinnati Public Schools was evaluated in the kindergarten year. The English and French language development of participating native English-speaking children from both working and middle class backgrounds was assessed. The results indicated, firstly, that the pupils who spent half of their academic time in a foreign language (French) progressed just as well in English as carefully matched control pupils who followed a conventional all-English program. Secondly, it was found that socioeconomically underprivileged children (both black and white) benefited from an immersion-type introduction to a foreign language as much as pupils from middle class homes did. The degree of progress made in French was not linked with the social class background of the pupils even though this background factor clearly affected the students' performance on the English language tests. These results suggest that the immersion experience may help to diminish the effects of social class background.

Type
Articles
Information
Applied Psycholinguistics , Volume 8 , Issue 2 , June 1987 , pp. 137 - 152
Copyright
Copyright © Cambridge University Press 1987

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References

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