How Does Bilingual Instruction Enhance English Achievement? A Mixed-Methods Study of Cantonese-Speaking and Spanish-Speaking Bilingual Classrooms
How Does Bilingual Instruction Enhance English Achievement? A Mixed-Methods Study of Cantonese-Speaking and Spanish-Speaking Bilingual Classrooms
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双语教学如何提高英语成绩？
DOI：
10.1080/15235882.2010.525294
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发表时间：
2010
影响因子：
1.6
通讯作者：
Helen Maniates
中科院分区：
文献类型：
--
作者：
Yuuko Uchikoshi;Helen Maniates
当识字教学与儿童的背景知识和日常经验相结合并结合时，学习就会增加。这项混合方法的研究描述了在美国的二年级课堂上有效的双语教学，教师利用学生的语言资本和促进家庭与学校的联系，这两个因素可能有助于成功的学术成果。在北方加州一个城市的两个工人阶级社区的四个二年级过渡双语教室收集数据。共有34名西班牙语系英语学习者和33名粤语系英语学习者参与了这项研究。学生进行了评估，对各种英语和母语的措施，家庭背景数据收集家长问卷调查，课堂变量收集课堂观察和教师访谈。尽管之前的研究一致发现，与单语儿童相比，英语学习者在英语阅读理解方面表现较差，但平均而言，本研究中的双语儿童在英语解码和阅读理解方面的得分与单语儿童相似，甚至更高。
When literacy instruction is integrated and contextualized in a child's background knowledge and daily experiences, learning is increased. This mixed-methods study describes effective bilingual instruction in second-grade classrooms in the United States where teachers utilize students' linguistic capital and foster home–school connections, two factors that may assist in successful academic outcomes. Data were collected in four second-grade transitional bilingual classrooms in two working-class neighborhoods in a city in Northern California. A total of 34 Spanish-speaking English language learners and 33 Cantonese-speaking English language learners participated in the study. Students were assessed on a variety of English and native-language measures, home background data were collected from parental questionnaires, and classroom variables were collected from classroom observations and teacher interviews. Despite consistent findings in previous studies that ELLs tend to perform poorly on English reading comprehension measures when compared to monolinguals, on average, the bilingual children in this study had similar or even better scores when compared to their monolingual peers on both English decoding and reading comprehension measures.