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Peer reviewedCummins, Jim – Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 1992
Based on a literacy interdependence theory, uses findings from the Ramirez et al. study on programs for Spanish-speaking, limited-English-proficient students to refute theories opposing bilingual education. Expresses concern that all three program types in the Ramirez study reflect transmission models of pedagogy in which students have little…
Descriptors: Academic Achievement, Bilingual Education, Educational Theories, Elementary Education
MacNab, G. L. – 1981
This paper reviews the results of research on various programs for learning French as a second language from kindergarten to grade 11 or 12 in selected Canadian school systems. Generally, it examines the effects of a number of factors on French learning, such as student selection procedures and student ability, starting age, total amount of time…
Descriptors: Academic Achievement, Communicative Competence (Languages), Educational Research, Elementary Education
Direct linkSchuster, Bernard G. – Foreign Language Annals, 2005
What happens to English academic achievement when valued class time is devoted to a foreign language in the elementary schools (FLES) program? Is there a reduction in achievement as suggested by a time-on-task hypothesis, or is there some form of compensation, as suggested by additive bilingualism? The school district in this study started a FLES…
Descriptors: Second Language Learning, School Districts, FLES, Academic Achievement
