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Direct linkXu, Chang; Di Lonardo Burr, Sabrina; Skwarchuk, Sheri-Lynn; Douglas, Heather; Lafay, Anne; Osana, Helena P.; Simms, Victoria; Wylie, Judith; Maloney, Erin A.; LeFevre, Jo-Anne – Journal of Educational Psychology, 2022
Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (M[subscript age] = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation)…
Descriptors: Foreign Countries, Immersion Programs, French, English
Bamford, Kathryn W.; Mizokawa, Donald T. – 1990
The enhanced metalinguistic abilities demonstrated by additive-bilingual children, including superior control of cognitive processing, may promote the development of symbolic reasoning. Children educated in additive-bilingual (immersion) settings may maintain normal native-language development, while acquiring a second language. This study…
Descriptors: Bilingual Education, Cognitive Development, Comparative Analysis, Grade 2
