Learning in Immersion Programs: On the Importance of Student Variables

浸入式课程不是使用传统的外语（L2）教学，而是通过L2的媒介来传授课程内容（在大多数情况下，母语（L1）艺术除外）。在这个项目的前两个阶段，我们专注于评估第一语言、第二语言和数学的学术成就，以及评估认知和动机方面的成绩。在一项纵向研究中，我们使用了两个队列，比较了英语浸入式学生和传统德语（L1）教学的小学生。两个项目阶段的结果并没有揭示浸入式教育对学生的不利之处，而是指出了浸入式教育对学生学业成绩（如数学、阅读流畅性、记忆表现）的积极影响。在我们控制了浸入式学生在入学前的优越前提条件后，这些发现仍然存在。此外，我们发现第二语言阅读技能对第一语言阅读技能有很强的迁移效应。在一项准实验研究中，浸入式学生在基于标准化教学情境（除了传统教学）的知识测试中也表现得更好。总之，我们成功地复制和补充了德国沉浸式学习的主要国际研究成果。为了结束这个项目，我们打算对所有关于浸入式教育的研究进行定量荟萃分析。本荟萃分析旨在整合迄今为止存在的结果，并允许确定浸入式教育对考虑调节因素的学生变量的平均影响。

Instead of using conventional foreign language (L2) instruction, immersion programs deliver curricular content through the medium of an L2 (in most cases with exception of native language (L1) arts). During the first two stages of this project, we focused on the assessment of academic achievement in the L1, in the L2, and in mathematics as well as on the assessment of cognitive and motivational aspects. Using two cohorts in a longitudinal study, we compared English immersion students with conventionally in German (L1) instructed students at elementary school. The results of the two project stages did not reveal disadvantages for immersion students, but rather point at a positive impact of immersion education on students academic achievement (e.g., mathematics, reading fluency, memory performance). These findings persisted after we controlled for the superior preconditions of immersion students before schooling started. In addition, we found strong transfer effects from L2 reading skills on L1 reading skills. In a quasi-experimental study, immersion students also performed better in a knowledge test that was based upon a standardized teaching situation (aside from traditional instruction). In conclusion, we succeeded in replicating and complementing main findings from international research on immersion in Germany. To close this project, we intend to conduct a quantitative meta-analysis on all given studies concerning immersion education. This meta-analysis is supposed to integrate the hitherto existing results and to allow the determination of an average effect of immersion education on students variables considering moderating factors.